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Autonomous Technology-Assisted Language Learning/References

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A - B - C - D - E - F

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  • Ausubel, D. A. (1963). Cognitive structure and the facilitation of meaningful verbal learning. Journal of Teacher Education, 14, 217-221.
  • 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
  • Cummins, J. (1998). e-Lective Language Learning: Design of a Computer-Assisted Text-Based ESL/EFL Learning System. TESOL Quarterly, Spring. html
  • 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.
  • Cziko, G. A., & Park, S. (2003). Internet audio communication for second language learning: A comparative review of six programs. Language Learning and Technology, 7(1), 15-27. pdf html
  • Egbert, J. (2003). A study of flow theory in the foreign language classroom. The Modern Language Journal,87(4), 499-518.
  • 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
  • Farley, A. P. (2005). Structured input: Grammar instruction for the acquisition-oriented classroom. Boston: McGraw-Hill. ISBN 0-07288-724-9

G - H - I - J - K - L

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  • Gass, Susan. (1997). Input, interaction, and the second language learner. Mahwah, NJ: Erlbaum.
  • Gregg, K. R. (1984). Krashen's monitor and Occam's razor. Applied Linguistics, 5, 79-100.
  • Krashen, S. D. (1981). Second language acquisition and second language learning'. Oxford, Pergamon Press. ISBN 0-08025-338-5
  • 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

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  • 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

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  • 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
  • Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA, Harvard University Press. ISBN 0-67457-628-4
  • White, L. (1987). Against comprehensible input: The input hypothesis and the development of second language competence. Applied Linguistics, 8, 95-110. abstract
  • Wong, W. (2005). Input enhancement: From theory and research to the classroom. New York: McGraw-Hill. ISBN 0-07288-725-7
  • Wong, W. & VanPatten, B. (2003). The Evidence is IN: Drills are OUT. Foreign Language Annals, 36(3), 403-423. html
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