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
55. Rod Ellis, ‘Communication Strategies and the Evaluation of Communicative Performance’, ELT Journal, 1984, 39, 1, 39–44.
56. J. Michael O’Malley et al., ‘Learning Strategy Applications with Students of English as a Second Language’, TESOL Quarterly, 1985, 19,
3, 557–84. 57. Joan Rubin, ‘Learner Strategies: Theoretical Assumptions, Research
History and Typology’, in A. Wenden and J. Rubin eds., Learner Strategies in Language Learning Prentice Hall International, 1987, pp.
15–30. 58. Gail Ellis and Barbara Sinclair, ‘The Theory of Learner Training’,
Learning to Learn English Cambridge University Press, 1989, pp. 2–10.
59. Rebecca L. Oxford, ‘Use of Language Learning Strategies: A Synthesis of Studies with Implications for Strategy Training’, System, 1989, 17, 2,
235–47. 60. J. M. O’Malley and Anna Uhl Chamot, ‘Instruction in Learning
Strategies’, Learning Strategies in Second Language Acquisition Cambridge University Press, 1990, pp. 151–86.
61. Stephen McDonough, ‘Learner Strategies’, Language Teaching, 1999, 32, 1, 12–18.
2.3. The Autonomous Learner
62. Malcolm S. Knowles, ‘Defining a New Role’, Self Directed Learning: A Guide for Learners and Teachers Association Press, 1975, pp. 31–8.
63. Leslie Dickinson, ‘Autonomy, Self-Directed Learning and Individualisation’, Individualisation in Language Learning The British
Council, 1978, pp. 7–28. 64. Henri Holec, ‘On Autonomy: Some Elementary Concepts’, in P. Riley
ed., Discourse and Learning Longman, 1985, pp. 173–90. 65. Brian Kenny, ‘For More Autonomy’, System, 1993, 21, 4, 431–42.
66. Sara Cotterall, ‘Developing a Course Strategy for Learner Autonomy’, ELT Journal, 1995, 49, 3, 219–27.
67. Jeremy F. Jones, ‘Self Access and Culture: Retreating from Autonomy’, ELT Journal, 1995, 49, 3, 228–34.
68. William Littlewood, ‘Defining and Developing Autonomy in East Asian Contexts’, Applied Linguistics, 1999, 20, 1, 71–94.
69. Anita Wenden, ‘Learner Development in Language Learning’, Applied Linguistics, 2002, 23, 1, 32–55.
Part 3. Focus on Methodology 3.1. Top-Down and Bottom-Up Processes in Reading
70. Mark A. Clarke and Sandra Silberstein, ‘Towards a Realisation of Psycholinguistic Principles in the ESL Reading Class’, in R. Mackay, B.
Barkman, and R. R. Jordan eds., Reading in a Second Language: Hypotheses, Organisation and Practice Newbury House, 1979, pp.
48–65.
71. Patricia Carrell and Joan C. Eisterhold, ‘Schema Theory and ESL Reading Pedagogy’, TESOL Quarterly, 1983, 17, 4, 553–73.
72. Margaret Steffenson and Chitra Joag-Dev, ‘Cultural Knowledge and Reading’, in J. C. Alderson and A. H. Urquhart eds., Reading in a
Foreign Language Longman, 1984, pp. 48–62. 73. David E. Eskey, ‘Holding in the Bottom: An Interactive Approach to
the Language Problem of Second Language Readers’, in P. Carrell, J. Devine, and D. Eskey eds., Interactive Approaches to Second Language
Reading Cambridge University Press, 1988, pp. 93–100. 74. Neil J. Anderson, ‘Developing Active Readers: A Pedagogical
Framework for the Second Language Reading Class’, System, 1994, 22, 2, 177–94.
75. Amos Paran, ‘Reading in EFL: Facts and Fictions’, ELT Journal, 1996, 50, 1, 25–34.
3.2. Skills Development Through Extensive Practice
76. Michael West, ‘Simplified and Abridged’, in W. R. Lee ed., ELT Selections 1 Oxford University Press, 1967, pp. 188–92.
77. Christine Nuttall, ‘An Extensive Reading Programme’, Teaching Reading Skills in a Foreign Language Heinemann, 1982, pp. 167–90.
78. Jeremy Parrott, ‘Reading Syndicates: A Working Model for the Language Classroom’, Reading in a Foreign Language, 1987, 3, 2,
411–16. 79. F. M. Hafiz and Ian Tudor, ‘Extensive Reading and the Development of
Language Skills’, ELT Journal, 1989, 43, 1, 4–13. 80. Bernard Susser and Thomas N. Robb, ‘EFL Extensive Reading
Instruction: Research and Procedure’, JALT Journa1, 1990, 2, 2, 161–85. 81. David Hill, ‘Necessity for a Programme’, The EPER Guide to Organising
Programmes of Extensive Reading Institute for Applied Language Studies, University of Edinburgh, 1992, pp. 49–56.
82. Stephen D. Krashen, ‘The Case for Free Voluntary Reading’, The Canadian Modern Language Review, 1993, 50, 1, 72–82.
83. Willy A. Renandya, B. R. Sundara Rajan, and George M Jacobs, ‘Extensive Reading with Adult Learners of English as a Second
Language’, RELC Journal, 1990, 30, 39–61.
VOLUME III
VOLUME IV
3.3. Process and Post-Process Approaches to Writing
84. Linda Flower and John R. Hayes, ‘A Cognitive Process Theory of Writing’, College Composition and Communication, 1981, 32, 4, 365–87.
85. Vivian Zamel, ‘Writing: The Process of Discovering Meaning’, TESOL Quarterly, 1982, 16, 2, 195–209.
86. Claudia Keh, ‘Feedback in the Writing Process: A Model and Methods for Implementation’, ELT Journal, 1990, 44, 4, 294–304.
87. Martha Pennington, ‘Positive and Negative Potentials of Word Processing for ESL Writers’, System, 1991, 19, 3, 267–76.
88. Ann Raimes, ‘Out of the Woods: Emerging Traditions in the Teaching of Writing’, TESOL Quarterly, 1991, 25, 3, 407–30.
89. William Grabe and Robert. B. Kaplan, ‘Responding to Writing’, Theory and Practice of Writing Longman, 1996, pp. 377–95.
90. Ken Hyland, ‘Genre-Based Pedagogies: A Social Response to Process’, Journal of Second Language Writing, 2003, 12, 17–29.
3.4. The Teaching of Vocabulary
