Autonomous Technology-Assisted Language Learning/References

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Note: Only the first mention of an author as a first author is linked to additional information about the author.

A - B - C - D - E - F[edit]

  • Brown, J. Marvin, & Palmer, Adrian S. (1988). The listening approach: Methods and materials for applying Krashen's Input Hypothesis. New York: Longman. ISBN 0-58290-720-9
  • Cziko, G. A. (2004). Electronic tandem language learning (eTandem): A third approach to second language learning for the 21st century. CALICO Journal, 22(1), 25-39.
  • Cziko, G. A.,& Linn, N.-H.J. (1984). The construction and analyses of short scales of language proficiency: Classical psychometric, latent trait, and nonparametric approaches. TESOL Quarterly, 18(4), 627-647.
  • Ellis, N. C. (2002). Frequency effects in language processing: A review with implications for theories of implicit and explicit language acquisition. Studies in Second Language Acquisition, 24(2), 141-188. pdf

G - H - I - J - K - L[edit]

  • Krashen, Stephen D. (1982). Principles and practice in second language acquisition. Oxford, Pergamon Press. ISBN 0-13710-047-7
  • Krashen, Stephen D. (1985). The input hypothesis. London, Longman. ISBN 1564920895
  • Krashen, S. D. (1992). Under what conditions, if any, should formal grammar instruction take place? TESOL Quarterly, , 26, 409-411.
  • Krashen, Stpehen D. (1994). The effect of formal gramar teaching: Still peripheral. TESOL Quarterly, 27, 722-725.
  • Krashen, Stephen D. (1997). Foreign language education: The easy way. Culver City, CA, Language Education Associates. ISBN 0-96528-083-7
  • Krashen, Stephen D. (2000). What does it take to acquire language? ESL Magazine, 3(3): 22-23. [html]
  • Krashen, Stephen D. (2004, November 13). Applying the comprehension hypothesis: Some suggestions Presented at 13th International Symposium and Book Fair on Language Teaching (English Teachers Association of the Republic of China), Taipei, Taiwan. [pdf]

M - N - O - P - Q - R[edit]

  • Prasada, S., S. Pinker, et al. (1990, November). Some evidence that irregular forms are retrieved form memory but regular forms are rule-governed. Paper presented at the 31st meeting of the Psychonomic Society, New Orleans, LA.
  • Robb, Tom (2004). Moodle: A virtual learning environment for the rest of us. TESL-EJ, 8(2). [http] ISSN 1072-4303

S - T - U - V - W - X - Y - Z[edit]

  • Seidenberg, M. and M. Bruck (1990, November). Consistency effects in the generation of past-tense morphology. Paper presented at the 31st meeting of the Psychonomic Society, New Orleans, LA.
  • Swain, M. (1998). Focus on form through conscious reflection. In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 64-88). Cambridge: Cambridge University Press. ISBN 0-52162-551-3
  • White, L. (1987). Against comprehensible input: The input hypothesis and the development of second language competence. Applied Linguistics, 8, 95-110. abstract