The catesol journal 0. • 2018 •
The CATESOL Journal 30.1 • 2018 •
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The CATESOL Journal 30.1 • 2018 • 93
Language Learning and Teaching Conference (pp. 237-244). Ames: Iowa State University. Reed, M., & Michaud, C. (2005). Sound concepts: An integrated pro- nunciation course. New York, NY: McGraw-Hill. Richards, J. C. (2013). Curriculum approaches in language teaching: Forward, central, and backward design. RELC Journal, 44(1), 5-33. Saito, K., & Lyster, R. (2012). Effects of form-focused instruction and corrective feedback on L2 pronunciation development of /ɹ / by Japanese learners of English. Language Learning, 62(2), 595-633. Sardegna, V. G. (2012). Learner differences in strategy use, self-effi- cacy beliefs, and pronunciation improvement. In J. Levis & K. LeVelle (Eds.), Proceedings of the 3rd Pronunciation in Second Language Learning and Teaching Conference (pp. 39-53). Ames: Iowa State University. Sardegna, V., & McGregor, A. (2014, March). Pronunciation improve- ment through an awareness-raising approach. Paper presented at the conference of the American Association of Applied Linguis- tics, Portland, OR. Schulz, R. A. (2001). Cultural differences in student and teacher per- ceptions concerning the role of grammar instruction and cor- rective feedback: USA-Colombia. The Modern Language Journal, 85(2), 244-258. Sewell, A. (2017). Functional load revisited: Reinterpreting the find- ings of ‘lingua franca’ intelligibility studies. Journal of Second Lan- guage Pronunciation, 3(1), 57-79. Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22. Smith, J. A., Meyers, C. M., & Burkhalter, A. J. (1992). Communicate: Strategies for international teaching assistants. Long Grove, IL: Waveland Press. Swan, M., & Smith, B. (Eds.). (2001). Learner English: A teacher’s guide to interference and other problems (2nd ed.). Cambridge, England: Cambridge University Press. Vogel, I. (1991). Prosodic phonology: Second language acquisition data as evidence in theoretical phonology. In T. Huebner & C. A. Ferguson (Eds.), Cross currents in second language acquisition and linguistic theory (pp. 47-66). Amsterdam, The Netherlands: Benjamins. Wood, R. E., & Locke, E. A. (1990). Goal setting and strategy effects on complex tasks. In E. A. Locke & G. P. Latham (Eds.), A theory of goal setting and task performance (pp. 293-319). Englewood Cliffs, NJ: Prentice-Hall. 94 • The CATESOL Journal 30.1 • 2018 Zielinski, B. (2008). The listener: No longer the silent partner in re- duced intelligibility. System, 36(1), 69-84. Download 235.22 Kb. Do'stlaringiz bilan baham: |
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