Language teaching
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Abstract
02–226 Albero, Brigitte (INRP, Department of New Technologies and Education, France). Les ‘Espaces Langues’: un potentiel d'évolutions des pratiques d'enseignement et des pratiques d'apprentissage. [‘Language Spaces’: an opportunity for development in teaching and learning practices.] Les Langues Modernes (Paris, France), 2 (2001), 76–84. 02–227 Alosh, Mahdi (The Ohio State U., Columbus, OH, USA). Learning language at a distance: an Arabic initiative. Foreign Language Annals (New York, USA), 34, 4 (2001), 347–54. 02–228 Avelino, Cristina (Faculdade de Letras da Universidade de Lisboa, Portugal) and Capucho, Maria Filomena (Faculdade de Letras da Universidade Católica Portuguesa). Grammaire: La forme? Le sens? Le cas des programmes de français dans l'enseignement secondaire au Portugal. [Grammar: questions of form and meaning. The situation regarding French syllabuses in secondary education in Portugal.] Études de Linguistique Appliquée (Paris, France), 122 (2001), 241–56. 02–229 Barke, Alison (St. Paul's School, Concord, NH, USA; Email: abarker@sps.edu). Ancient Greek with Thrasymachus: A web site for learning Ancient Greek. CALICO Journal (San Marcos, TX, USA), 18, 2 (2001), 393–400. 02–230 Berrier, Astrid (UQAM, Canada). Culture et enseignement de l'oral en français langue seconde: Quel cadre et quels aspects présenter en classe. [Culture and oral communication in the teaching of French as a second language: which framework and which aspects should be presented in the classroom?] Les Langues Modernes (Paris, France), 1 (2001), 12–18. 02–231 Birks, Renée (U. of Glasgow, Scotland). Quelle grammaire pour quel apprenant? Priorité à la grammaire de l'oral. [Which grammar for which learner? The advantages of an oral grammar.] Études de Linguistique Appliquée (Paris, France), 122 (2001), 229–39. 02–232 Bonvallet, Susan (The Wellington School, Columbus, OH, USA; Email: bonvallet@wellington.org) and de Luce, Judith (Miami U., USA; Email: delucej@muohio.edu). Roles for technology in collaborative teaching. CALICO Journal (San Marcos, TX, USA), 18, 2 (2001), 295–303. 02–233 Bressan, Dino (U. of Melbourne, Australia; Email: dino@unimelb.edu.au). Letting off that loose Italian canon again? Babel (AFMLTA) (North Adelaide, Australia) 36, 2 (2001), 26–36. 02–234 Cambier, Ann (Chair of the Association for Language Learning [ALL], UK, French Committee; Email: ann.cambier@btinternet.com). Literate in French? Some general points about the importance of becoming literate in French. Francophonie (Rugby, UK) 24 (2001), 3–6. 02–235 Cerdan, Martine (Bureau de Coopération Linguistique et Educative, Salvador, Brazil). Historique et réalités actuelles de la 〈〈 bivalence 〉〉. [‘Bivalence’, past and present.] Etudes de Linguistique Appliquée (Paris, France), 121 (2001), 9–19. 02–236 Challe, Odile (Université de Paris-Dauphine, France). La demande grammaticale des non-spécialistes en langue française. [The grammar requirements of students not specialising in French language.] Études de Linguistique Appliquée (Paris, France), 122 (2001), 179–96. 02–237 Chaves da Cunha, José Carlos (Universidade Federal do Pará, Brazil). Métalangage et didactique intégrée des langues dans le système scolaire brésilien. [The role of metalanguage in an integrated approach to language didactics in the Brazilian school system.] Etudes de Linguistique Appliquée (Paris, France), 121 (2001), 37–47. 02–238 Chela-Flores, Bertha (U. of Simón Bolívar, Venezuela). Pronunciation and language learning: An integrative approach. IRAL (Berlin, Germany), 39, 2 (2001), 85–101. 02–239 Conti, Gianfranco (U. of Reading, UK). É possible migliorare l'efficacia della correzione attraverso l'istruzione strategica? [Is it possible to improve the effectiveness of correction by means of strategic instruction?] Tuttitalia (Rugby, UK), 23 (2001), 4–14. 02–240 Cooper, Thomas C. (U. of Georgia, USA). Foreign language teaching style and personality. Foreign Language Annals (New York, USA), 34, 4 (2001), 301–17. 02–241 Courtillon, Janine. La mise en oeuvre de la ‘grammaire du sens’ dans l'approche communicative. [Implementing a semantic grammar in a communicative teaching approach.] Études de Linguistique Appliquée (Paris, France), 122 (2001), 153–64. 02–242 Dahlet, Patrick (Université des Antilles et de la Guyane, IGEREC-F). Langues distinctes et langage mutuel. [Separate tongues and a common language.] Etudes de Linguistique Appliquée (Paris, France), 121 (2001), 21–35. 02–243 DiGiovanni, Elaine and Nagaswami, Girija (Community Coll. of Philadelphia, USA; Emails: edigiovanni@ccp.cc.pa.us; gnagaswami@ccp.cc.pa.us). Online peer review: an alternative to face-to-face? ELT Journal (Oxford, UK), 55, 3 (2001), 263–72. 02–244 Early, Margaret (U. of British Columbia, Canada). Language and content in social practice: a case study. The Canadian Modern Language Review / La Revue canadienne des langues vivantes (Toronto, Ont.), 58, 1 (2001), 156–79. 02–245 Ecke, Peter. Simulationen im Unterricht Deutsch als Fremdsprache. [Simulations in German as a foreign language.] Deutsch als Fremdsprache (Berlin, Germany), 38, 3 (2001), 159–65. 02–246 Fedderholdt, Karen (Toyama U., Japan; Email: karen@hmt.toyama-u.ac.jp). An email exchange project between non-native speakers of English. ELT Journal (Oxford, UK), 55, 3 (2001), 273–80. 02–247 Fougerouse, Marie-Christine (Université Jean Monnet, Saint-Étienne, France). L'enseignement de la grammaire en classe de français langue étrangère. [The teaching of grammar in FLE (French as a foreign language) classes.] Études de Linguistique Appliquée (Paris, France), 122 (2001), 165–78. 02–248 Garrett, Peter (Cardiff U., UK; Email: garrettp@cardiff.ac.uk) and Shortall, Terry. Learners' evaluations of teacher-fronted and student-centred classroom activities. Language Teaching Research (London, UK), 6, 1 (2002), 25–57. 02–249 Gavioli, Laura (U. of Modena, Italy; Email: gavioli@sslmit.unibo.it) and Aston, Guy. Enriching reality: language corpora in language pedagogy. ELT Journal (Oxford, UK), 55, 3 (2001), 238–46. 02–250 Gombocz, Eszter (Szeged U., Hungary). An der “Schnittfläche” von Synchronie und Diachronie – Probleme bei der Erstellung einer deutsch-ungarischen Wortfamiliensammlung. [At the interface of synchronic and diachronic linguistics – problems in creating a German-Hungarian word families collection.] Deutsche Sprache (Berlin, Germany), 29, 1 (2001), 84–89. 02–251 Grosse, Christine Uber (Thunderbird, The American Graduate School of International Management, Glendale, AZ, USA). Mexican managers' perceptions of cultural competence. Foreign Language Annals (New York, USA), 34, 4 (2001), 334–40. 02–252 Gruber-Miller, John and Benton, Cindy (Cornell Coll., USA; Email: jgruber-miller@cornell-iowa.usa). How do you say ‘MOO’ in Latin? Assessing student learning and motivation in beginning Latin. CALICO Journal (San Marcos, TX, USA), 18, 2 (2001), 305–38. 02–253 Haley, Marjorie Hall (George Mason U., Fairfax, VA, USA). Understanding learner-centred instruction from the perspective of Multiple Intelligences. Foreign Language Annals (New York, USA), 34, 4 (2001), 355–67. 02–254 Halm-Karadeniz, Katja. Das Internet: Ideales Medium für DaF und Landeskunde. [The Internet: the ideal medium for German as a foreign language and area studies.] Info DaF (München, Germany), 28, 4 (2001), 375–96. 02–255 Holtwisch, Herbert. Lernförderungen durch Vermittlung von Lern- und Arbeitstechniken. Reduktionsverfahren im Englischunterricht der Unterstufe. [Promoting learning through communication of learning and working techniques. The reduction procedure in lower grade English teaching.] Praxis des neusprachlichen Unterrichts (Berlin, Germany), 48, 4 (2001), 355–65. 02–256 Hurd, Stella, Beaven, Tita and Ortega, Ane (Open U., Milton Keynes, UK; Email: m.s.hurd@open.ac.uk). Developing autonomy in a distance language learning context: issues and dilemmas for course writers. System (Oxford, UK), 29, 3 (2001), 341–55. 02–257 Ingram, David (Griffith U., Australia; Email: d.ingram@mailbox,gu.edu.au). Setting standards and measuring outcomes. Babel (AFMLTA) (North Adelaide, Australia), 36, 1, (2001), 4–9, 37. 02–258 Ingram, David and O'Neill, Shirley (Griffith U., Nathan, Brisbane, Australia; Emails: d.ingram@mailbox.gu.edu.au; shirley.oneill@mailbox.gu.edu.au). The enigma of cross-cultural attitudes in language teaching – part 1. Babel (AFMLTA) (North Adelaide, Australia) 36, 2 (2001), 12–18. 02–259 Jogan, M. Karen (Albright Coll., Reading, PA, USA), Heredia, Ana H. and Aguilera, Gladys M. Cross-cultural email: providing cultural input for the advanced foreign language student. Foreign Language Annals (New York, USA), 34, 4 (2001), 341–46. 02–260 Kato, Kumi (U. of Queensland, Brisbane, Australia; Email: k.kato@mailbox.uq.edu.au). Cultural aspects of classroom effectiveness: overseas-educated teachers in Australian classrooms. Babel (AFMLTA) (North Adelaide, Australia) 36, 2 (2001), 30–36. 02–261 Kurtz, Jürgen. Zur Verknüpfung von Lehrbuch und Internet im Englischunterricht. Praxisskizze und Überlegungen zum Lehrwerk der Zukunft. [Combining the textbook and the Internet in the English classroom. An outline of implementation and considerations on the textbook of the future.] Englisch (Berlin, Germany), 36, 3 (2001), 81–93. 02–262 Lambert, Richard D. (National Foreign Language Center, The U. of Maryland, Washington, DC, USA; Email: richard.d.lambert@worldnet.att.net). Updating the foreign language agenda. The Modern Language Journal (Malden, MA, USA), 85, 3 (2001), 347–62. 02–263 Latousek, Rob (Centaur Systems, USA; Email: latousek@centaursystems.com). Fifty years of classical computing: A progress report. CALICO Journal (San Marcos, TX, USA), 18, 2 (2001), 211–22. 02–264 Liddicoat, Anthony (Australian National U.; Email: Tony.Liddicoat@anu.edu.au). Learning a language, learning about language, learning to be literate. Babel (AFMLTA) (North Adelaide, Australia), 35, 3 (2000–2001), 12–15, 38. 02–265 Lira, Már