Form-Focused Instruction Input and Interaction in the Classroom

Introduction Part 1. Focus on Key Orientations in ELT

1.1. The Communicative Approach to Language Teaching

1. David Wilkins, ‘Current Developments in the Teaching of English as a Foreign Language’, in S. Holden ed., Teaching English for Specific Purposes Modern English Publication, 1979, pp. 5–7. 2. Keith Morrow, ‘Communicative Language Testing: Revolution or Evolution’, in C. Brumfit and K. Johnson eds., The Communicative Approach to Language Teaching Oxford University Press, 1979, pp. 143–57. 3. Michael Canale, ‘From Communicative Competence to Communicative Language Pedagogy’, in J. C. Richards and W. Schmidt eds., Language and Communication Longman, 1983, pp. 2–27. 4. James Nattinger, ‘Communicative Language Teaching: A New Metaphor’, TESOL Quarterly, 1984, 18, 3, 391–407. 5. Li Xiaoju, ‘In Defence of the Communicative Approach’, ELT Journal, 1984, 38, 1, 2–13. 6. Jack C. Richards and Theodore S. Rodgers, ‘Communicative Language Teaching’, Approaches and Methods in Language Teaching: A Description and Analysis Cambridge University Press, 1986, pp. 64–86. 7. Fraida Dubin and Elite Olshtain, ‘A Curriculum Developed on Communicative Goals’, Course Design: Developing Programs and Materials for Language Learning Cambridge University Press, 1986, pp. 68–87. 8. B. Kumaravadivelu, ‘Maximising Learning Potential in the Communicative Classroom’, ELT Journal, 1994, 47, 1, 12–21.

1.2. Task-Based Language Teaching

9. Christopher Brumfit, ‘The Bangalore Procedural Syllabus’, ELT Journal, 1984, 38, 4, 233–41. 10. Michael P. Breen, ‘Learner Contributions to Task Design’, in C. Candlin and D. Murphy eds., Language Learning Tasks Prentice-Hall International, 1987, pp. 23–46. 11. Michael H. Long and Graham Crookes, ‘Three Approaches to Task- Based Syllabus Design’, TESOL Quarterly, 1992, 26, 1, 27–55. 12. Jane Willis, ‘A Flexible Framework for Task-Based Learning’, in J. Willis and D. Willis eds., Challenge and Change in Language Teaching Heinemann, 1996, pp. 52–62. 13. Peter Skehan, ‘A Framework for the Implementation of Task-Based Instruction’, Applied Linguistics, 1996, 17, 1, 38–62. 14. Martin Bygate, ‘Tasks as a Context for the Framing, Reframing and Unframing of Language’, System, 1999, 27, 1, 33–48. 15. Rod Ellis, ‘Task-Based Research and Language Pedagogy’, Language Teaching Research, 2000, 4, 3, 193–220. 16. Tony Lynch, ‘Seeing What they Meant: Transcribing as a Route to Noticing’, ELT Journal, 2001, 55, 2, 124–32. 17. Rod Ellis, ‘Tasks in SLA and Language Pedagogy’, Task-Based Language Learning and Teaching Oxford University Press, 2003, pp. 1–21. 18. Michael Swan, ‘Legislation by Hypothesis: The Case of Task-Based Instruction’, Applied Linguistics, 2005, 26, 3, 376–401.

1.3. Form-Focused Instruction

19. Michael Sharwood-Smith, ‘Consciousness-Raising and the Second Language Learner’, Applied Linguistics, 1981, 11, 2, 159–68. 20. Rod Ellis, ‘Interpretation Based Grammar Teaching’, System, 1993, 21, 1, 69–78. 21. Brian Tomlinson, ‘Pragmatic Awareness Activities’, Language Awareness, 1994, 3, 3 4, 119–29. 22. Jessica Williams, ‘Focus on Form in Communicative Language Teaching: Research Findings and the Classroom Teacher’, TESOL Journal, 1995, 4, 4, 12–16. 23. Ronald Carter, Rebecca Hughes, and Michael McCarthy, ‘Telling Tails: Grammar, the Spoken Language and Materials Development’, in B. Tomlinson ed., Materials Development in Language Teaching Cambridge University Press, 1998, pp. 67–86. 24. Rod Ellis, Helen Basturkmen, and Shawn Loewen, ‘Doing Focus on Form’, System, 2002, 30, 4, 419–32. 25. Ryo Nitta and Sheena Gardner ‘Consciousness-Raising and Practice in ELT Coursebooks’, ELT Journal, 2005, 59, 1, 3–13. 26. Rod Ellis, ‘Current Issues in the Teaching of Grammar: An SLA Perspective’, TESOL Quarterly, 2006, 40, 1, 83–107.

1.4. Input and Interaction in the Classroom

27. Herbert W. Seliger, ‘Learner Interaction in the Classroom and its Effect on Language Acquisition’, in H. W. Seliger and M. H. Long eds., Classroom Oriented Research Newbury House, 1983, pp. 246–67. 28. Stephen D. Krashen, ‘Providing Input for Acquisition’, Principles and Practice in Second Language Acquisition Pergamon, 1982, pp. 57–82. 29. Richard L. Allwright, ‘The Importance of Interaction in Classroom Language Learning’, Applied Linguistics, 1984, 5, 2, 156–71. 30. Rod Ellis, Understanding Second Language Acquisition Oxford University Press, 1985, pp. 154–62. 31. Teresa Pica and Catherine Doughty, ‘The Role of Group Work in Classroom Second Language Acquisition’, Studies in Second Language Acquisition, 1985, 7, 2, 233–48. 32. Craig Chaudron, ‘Major Issues in Second Language Classroom Research’, Second Language Classrooms; Research on Teaching and Learning Cambridge University Press, 1988, pp. 1–10. 33. Teresa Pica, ‘Input as a Theoretical and Research Construct: From Corder’s Original Definition to Current Views’, International Review of Applied Linguistics in Language Teaching, 1991, XXIX, 3, 185–96. 34. Merrill Swain, ‘Three Functions of Output in Second Language Acquisition’, in G. Cook and B. Seidlhofer eds., Principles and Practice in Applied Linguistics Oxford University Press, 1995, pp. 125–44. 35. Stephen Krashen, ‘Comprehensible Output’, System, 1998, 26, 175–82. 36. Zoltan Dornyei and Angi Malderez, ‘The Role of Group Dynamics in Foreign Language Teaching and Learning’, in J. Arnold ed., Affect in Language Learning Cambridge University Press, 1999, pp. 155–69. 1.5 English and Englishes: The Internationalization of English and its Impact on the Goals and Methods of ELT 37. Henry Widdowson, ‘The Ownership of English’, TESOL Quarterly, 1994, 28, 2, 377–89. 38. Vivian Cook, ‘Going Beyond the Native Speaker in Language Teaching’, TESOL Quarterly, 1999, 33, 2, 185–209. 39. Janina Brutt-Griffler and Keiko K. Samimy, ‘Transcending the Nativeness Paradigm’, World Englishes, 2001, 20, 1, 99–106. 40. Barbara Seidlhofer, ‘Closing a Conceptual Gap: The Case for a Description of English as a Lingua Franca’, International Journal of Applied Linguistics, 2001, 11, 2, 133–58. VOLUME I VOLUME II Routledge Major Works 41. Anna Mauranen, ‘The Corpus of English as Lingua Franca in Academic Settings’, TESOL Quarterly, 2003, 37, 3, 513–27. 42. Barbara Seidlhofer, ‘Research Perspectives on Teaching English as a Lingua Franca’, Annual Review of Applied Linguistics, 2004, 24, 209–39. 43. Jennifer Jenkins, ‘Current Perspectives on Teaching World Englishes and English as a Lingua Franca’, TESOL Quarterly, 2006, 40, 1, 157–81. 44. Jennifer Jenkins, ‘A Sociolinguistically Based, Empirically Researched Pronunciation Syllabus for English as an International Language’, Applied Linguistics, 2002, 23, 1, 83–103. 45. Suresh Canagarajah, ‘Introduction’, Reclaiming the Local in Language Policy and Practice Lawrence Erlbaum, 2005, pp. xiii–xxx. 46. Constant Leung, ‘Convivial Communication: Recontextualizing Communicative Competence’, International Journal of Applied Linguistics, 2005, 15, 2, 119–44. Part 2. Focus on the Learner 2.1. Affective Factors in Classroom Learning 47. H. Douglas Brown, ‘Affective Variables in Second Language Acquisition’, Language Learning, 1973, 23, 2, 231–44. 48. Gillian Porter-Ladousse, ‘From Needs to Wants: Motivation and the Language Learner’, System, 1982, 10, 1, 29–37. 49. Kathleen M. Bailey, ‘Competitiveness and Anxiety in Adult Second Language Learning: Looking at and through the Diary Studies’, in H. W. Seliger and M. H. Long eds., Classroom Oriented Research in Second Language Acquisition Newbury House, 1983, pp. 67–103. 50. Earl Stevick, ‘Humanism’, Humanistic Approaches: An Empirical View The British Council, 1982, pp. 7–10. 51. Christopher Brumfit, ‘Some Humanistic Doubts about Humanistic Language Teaching’, in Humanistic Approaches: An Empirical View The British Council, 1982, pp. 11–19. 52. Joachim Appel, ‘Humanistic Approaches in the Secondary School: How Far Can We Go?’, ELT Journal, 1989, 43, 3, 261–7. 53. Dolly Jesusita Young, ‘Creating a Low-Anxiety Classroom Environment: What Does Language Anxiety Research Suggest?’, The Modern Language Journal, 1991, 75, 4, 426–39. 54. Zoltan Dornyei and Kata Csizer, ‘Ten Commandments for Motivating Language Learners’, Language Teaching Research, 1998, 2, 3, 203–29.

2.2. Learner Strategies