|
Anderson, J. (1982). Acquisition of cognitive skill. Psychological Review, 89(4), 369-406. Bauch, P. A. (1984). The Impact of Teachers’ instructional beliefs on their teaching: Implication for research and practice. (ERIC NO: ED 252954). Beach, S. A. (1994). Teacher’s theories and classroom practice: Beliefs, knowledge, or context? Reading Psychology, 15(3), 189-96. Bogdan, R. (1992). Qualitative research for education: An introduction to theory and methods (2nd ed.). Needham Heights, MA: Allyn and Bacon. Borg, S. (1998b). Talking about grammar in the foreign language classroom. Language Awareness, 7(4), 159-75. Borg, S. (1998c). Teachers’ pedagogical systems and grammar teaching: A qualitative study. TESOL Quarterly, 32(1), 9-38. Borg, S. (1999a). Studying teacher cognition in second language grammar teaching, System, 27(1), 19-31. Borg, S. (1999c). Teachers’ theories in grammar teaching. ELT Journal, 53 (3), 157-167. Borg, S. (1999d). The use of grammatical terminology in the second language classroom: A qualitative study of teachers’ practices and cognitions. Applied Linguistics, 20(1), 95-126. Borg, S. (2001). Self-perception and practice in teaching grammar. ELT Journal, 55(1), 21-9. Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teacher think, know, believe, and do. Language Teaching, 26(2), 81-109. Britzman, D. (1991). Practice makes practice: A critical study of learning to teach. Albany: State University of New York Press. Brown, H. D. (1994). Principles of language learning and teaching. (3rd. Ed.). Englewood Cliffs, NJ: Prentice Hall. Brumfit, C., R. Mitchell & J. Hooper (1996). Grammar, language and classroom practice. In M. Hughes (Ed.), Teaching and learning in changing time (pp. 70-87). Oxford: Blackwell. Butler, J. (1992). Teacher Professional Development: An Australian case study. Journal of Education for Teaching, 8(3), 30-51. Bullough, R., & Knowles, J. (1991). Teaching and nurturing: Changing conceptions of self as teacher in a case study of becoming a teacher. Qualitative Studies in Education, 4, 121-40. Burgess, J. & Etherington, S. (2002). Focus on grammatical form: Explicit or implicit? System, 30, 433-58. Calderhead, J. (1996). Teachers: Beliefs and knowledge. In B. C. Berliner and R. C. Calfee (Eds.), Handbook of Educational Psychology (pp. 709-25). New York: Macmillan. Celce-Murcia, M. (1985). Making informed decisions about the role of grammar in language teaching. Foreign Language Annals, 18(4), 297-301. Celce-Murcia, M.(1992). Grammar pedagogy in second and foreign language teaching. TESOL Quarterly, 26 (1), 406-9. Chang, S. & Huang, Y-K. (2001). Communicative language teaching: Senior high school teachers’ beliefs and practice. In The Proceedings of the Tenth International Symposium on English Teaching (pp. 219-27). Taipei: Crane Publishing Co., Ltd. Chang, Y-C. (2003). A study of senior high school EFL teachers’ beliefs, assumptions, and knowledge during their methodological decision-making process. Unpublished master’s thesis, National Changhua University of Education. Chen, C-Y, (2000). Senior high school teachers’ views on English grammar instruction. In The Proceedings of the Ninth International Symposium on English Teaching (pp. 188-97). Taipei: Crane Publishing Co., Ltd. Chen, S-L. (2005). A study of junior high school EFL teachers’ beliefs and classroom practices in vocabulary instruction. Unpublished master’s thesis, National Changhua University of Education. Chen, Y-S. (2000). A descriptive study of teachers’ beliefs and classroom practices in EFL reading: Linking theory into practice. The Proceedings of the Seventh International Sumposium on English Teaching (pp. 279-288). Taipei: The Crane Publishing Co. Ltd. Chung, M-C. (2003). A study of the senior high school EFL teachers’ beliefs, assumptions, and use in materials compilation, selection, and use. Unpublished master’s thesis, National Changhua University of Education. Clandinin, D.J. (1986). Classroom practice: Teacher inages in action. London: Falmer. Clark, C., & Peterson, P. (1986). Teachers’ thought processes. In M. Wittrock (Ed.), Handbook of Research on Teaching (pp. 255-96). New York: Macmillan. Cornett, J. W. (1990). Teacher thinking about curriculum and instruction: A case study of a secondary social studies teacher. Theory and Research in Social Education, 18 (3), 248-273. Davies, L. (1997). Interviews and the study o management. In Crossley, V. (Ed.), Qualitative educational research in developing countries. Garland, London. DeKeyser, R. M. (1998). Beyond focus on form: Cognitive perspectives on learning and practicing second language grammar. In Doughty and Williams (Eds.), Focus on form in classroom second language acquisition (pp. 42-63). Cambridge: Cambridge University Press. Denzin, N. K. (1970). The research act in sociology: A theoretical introduction to sociological methods. London: The Butterworth Group. Doughty, R. (1991). Second language instruction does make a different: Evidence from an empirical study of ESL relativization. Studies in Second Language Acquisition, 13(4), 431-69. Doughty, C., & Varela, E. (1998). Communicative focus on form. In Doughty and Williams (Eds.), Focus on form in classroom second language acquisition (pp. 114-138). Cambridge: Cambridge University Press. Doughty, C. & Williams, J. (Eds.). (1998). Focus on form in classroom second language acquisition. Cambridge: Cambridge University Press. Duffy, G., & Anderson, L. (1984). Teachers’ theoretical orientations and the real classroom. Reading Psychology, 5(1), 97-104. Eisenstein-Ebsworth, M. & Schweers, C. W. (1997). What researchers say and practitioners do: Perspectives on conscious grammar instruction in the ESL classroom. Applied Language Learning, 8, 237-60. Ellis, R. (1986). Understanding second language acquisition. Oxford: Oxford University Press. Ellis, R. (1990). Instructed second language acquisition. Oxford: Basil Blackwell. Ellis, R. (1993). The structural syllabus and second language acquisition. TESOL Quarter, 27(1), 93-113. Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University Press. Ellis, R. (2001). Introduction: Investigating form-focused instruction. Language Learning, 51(1), 1-46. Fang, Z. (1996). A review of research on teacher beliefs and practices. Educational Research, 38(1), 47-65. Fotos, S. (1994). Integrating grammar instruction and communicative language use through grammar consciousness-raising tasks. TESOL Quarterly, 28(2), 323-51 Fotos, S. (1998). Shifting the focus from forms to form in the EFL classroom. ELT Journal, 52(4), 301-7. Fotos, S. & Ellis, R. (1991). Communicating about grammar: A task-based approach. TESOL Quarterly, 25(2), 605-28. Freeman, D. (1996). The “unstudied problem”: Research on teacher learning in language teaching. In D. Freeman & J. C. Richards (Eds.), Teacher learning in language teaching, (pp. 351-78). Cambridge: Cambridge University Press. Goodman, J. (1988). Constructing a practical philosophy of teaching: A study of pre-service teachers’ professional perspectives. Teaching and Teacher Education, 4(2), 121-37. Graden, E. C. (1996). How language teachers’ beliefs about reading instruction are mediated by their beliefs about students. Foreign Language Annals, 29 (3), 387-395. Graves, K. (2000). Designing language courses: A guide for teachers. Boston: Heinle & Heinle Publishers. Harley, B. (1993). Instructional strategies and SLA in early French immersion. Studies in Second Language Acquisition, 15 (2), 245-60. Harley, B. (1998). The role of focus-on-form tasks in promoting child L2 acquisition. In Doughty and Williams (Eds.), Focus on form in classroom second language acquisition. Cambridge: Cambridge University Press. Hulstijn, J. & De Graaff, R. (1994). Under what conditions does explicit knowledge of a second language facilitate the acquisition of implicit knowledge? In J. Hulstijn & R. Schmidt (Eds.), Consciousness in second language learning (pp. 97-112): AILA Review, Vol. 11. John, P. D. (1991). A qualitative study of British student teachers’ lesson planning perspectives. Journal of Education for Teaching, 17(3), 310-20. Johnson, K. E. (1992). The relationship between teachers’ beliefs and practices during literacy instruction for non-native speakers of English. Journal of Reading Behavior, 14 (1), 83-108. Johnson, K. E. (1999). Understanding language teaching: Reasoning in action. Boston: Heinle & Heinle Publishers. Kagan, D. (1990). Ways of evaluating teacher cognition: Inferences concerning the Goldilocks principle. Review of Educational Research, 60(3), 419-69. Kennedy, C.,& Kennedy, J. (1996). Attitudes and change implementation. System, 24(3), 351-60. Kho, C-H, (2003). 新英文法 (New English Grammar). 高雄: 第一出版社。 Knowles, J. G. (1992). Models for teachers’ biographies. In I. Goodson (Ed.), Studying teachers’ lives (pp. 99-152). New York: Teachers College Press. Krashen, D. S. (1982). Principles and practices in second language acquisition. Oxford: Pergamon. Krashen, D. S,. & Terrell, T. (1983). The natural approach: Language acquisition in the classroom. New York Krashen, D. S. (1992). Formal grammar instruction: Another educator comment. TESOL Quarterly, 26 (2), 409-11. Krashen, D. S. (1993). The effect of formal grammar study: Still peripheral. TESOL Quarterly, 24 (4),722-25. Krashen, D. S. (1999). Seeking a role for grammar: A review of some recent studies. Foreign Language Annals, 32(2), 245-57. Lai, S-J. (2004). High school English teachers’ beliefs on grammar instruction in Taiwan. Unpublished master’s thesis, National Taiwan Normal University. Lai, Y-J. (2004). A study of college English writing teachers’ beliefs and practices. Unpublished master’s thesis, National Changhua University of Education. Larsen-Freeman, D. (1986). Techniques and principles in language teaching. New York: Oxford University Press. Larsen-Freeman, D. (1995). On the teaching and learning of grammar: Challenging the myths. In F. Eckman, D. Highland, P. W. Lee, J. Mileham, & R. R. Weber (Eds.), Second language acquisition theory and pedagogy (pp. 131-50). Mahwah, NJ: Lawrence Erlbaum. Larsen-Freeman, D., & Long, M. H. (1991). An introduction to second language acquisition research. New York: Longman. Leeman, J., Arteagoitia, I., Fridman, B., & Doughty, C. (1995). Integrating attention to form with meaning: Focus on form in content-based Spanish instruction. In R. Schmidt (Ed.), Attention and awareness in foreign language teaching (pp. 217-258). Honolulu: University of Hawai’I Press. Leinhardt, G. (1988). Situated knowledge and expertise in teaching. In J. Calderhead (Ed.), Teachers’ professional learning (pp. 146-68). London: Falmer. Lightbown, P. M. (1983). Exploring relationships between developmental and instructional sequences. In H. W. Selinger and M. H. Long (Eds.), Classroom-oriented research on second language acquisition (pp. 217-243). Rowley: Newbury House. Lightbown, P. M. (1991). What have we here? Some observations on the influence of instruction on L2 learning. In R. Phillipson, E. Kellerman, M. Sharwood Smith, & M. Swain (Eds.), Foreign/second language pedagogy research (pp. 197-212). Clevedon, England: Multilingual Matters. Lightbown, P. M. (1998). The importance of timing in focus on form. In Doughty and Williams (Eds.), Focus on form in classroom second language acquisition (pp. 177-196). Cambridge: Cambridge University Press. Lin, H-J. (2002). Teachers’ beliefs and practice of communicative language teaching: A case study of a junior high school English teacher. Unpublished master’s thesis, National Taiwan Normal University, Taiwan, ROC. Long, M. H. (1983). Does second language instruction makes a difference? A review of the research. TESOL Quarterly, 17(2), 359-82. Long, M. H. (1991). Focus on form: A Design feature in language teaching methodology. In L, de Bot, R. Ginsberg, & Krashen (Ed.), Foreign language research in cress-cultural perspective (pp. 39-52). Amsterdam: John Benhamins. Long, M. H., & Robinson, P. (1998). Focus on form: Theory, research, and practice. In Doughty and Williams (Eds.), Focus on form in classroom second language acquisition (pp. 15-41). Cambridge: Cambridge University Press. Lortie, D. (1975). Schoolteacher: A sociological study. Chicago: The University of Chicago Press. Master, P. (1995). Consciousness raising and article pedagogy. In D. Belcher & G. Braine (Eds.), Academic writing in a second language (pp. 183-204). Norwood, NJ: Ablex. Mayer, R. H., & Goldsberry, L. (1987). The Development of the Beliefs/Practice Relationship in Two Student Teachers. (ERIC NO: ED259475). Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Newbury Park, CA: Sage. Nien, Y-H. (2002). Teacher beliefs and their influence on classroom practice: A case study of a senior high school English teacher. Unpublished master’s thesis, National Taiwan Normal University. Nisbett, R., & Ross, L. (1980). Human inference: Strategies and shortcomings of social judgment. Englewood Cliffs, NJ: Prentice-Hall. Norris, J. M., & Ortega, L. (2000). Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis. Language Learning, 50, 417-528. Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up messy construct. Review of Educational Research, 62(3), 207-332. Patton, M. Q. (1990). Qualitative evaluation and research methods (2nd ed.). Newbury Park, CA: Sage. Petruzzella, B. A. (1996). Grammar instruction: What teachers say? English Journal, 85, 68-73. Pienemann, M. (1984). Psychological constraints on the teachability of languages. Studies in Second Language Acquisition, 6, 186-214. Pienemann, M. (1988). Determining the influence of instruction on L2 speech processing. AILA Review, 5, 40-72. Pienemann, M. (1989). Is language teachable? Psycholinguistic experiments and hypotheses. Applied Linguistics, 10, 52-79. Richards, J. & Lockhart, C. (1994). Reflective Teaching in Second Language Classrooms. Cambridge: Cambridge University Press. Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sabula (Ed.), Handbook of research on teacher education (pp. 102-119). Schulz, R. A. (1996). Focus on form in the foreign language classroom: Students’ and teachers’ views on error correction and the role of grammar. Foreign Language Annals, 29(3), 343-64. Schulz, R. A. (2001). Cultural differences in student and teacher perceptions concerning the role of grammar teaching and corrective feedback: USA-Colombia. Modern Language Journal, 85(2), 244-58. Spada, N. & Lightbown, P. M. (1993). Instruction and the development of questions in the L2 classroom. Studies in Second Language Acquisition, 15(2), 205-21. Stern, H. H. (1992). Issues and options in English language teaching. Oxford: Oxford University Press. Swain, M. (1998). Focus on form through conscious reflection. In Doughty and Williams (Eds.), Focus on form in classroom second language acquisition. Cambridge: Cambridge University Press. Tabachnick, B. R., & Zeichner, K. M. (1986). Teacher beliefs and classroom behaviors: Some teacher responses to inconsistency. In M. Ben-Peretz, R. Bromme & R. Halks (Eds.), Advances of Research on Teacher Thinking (pp. 84-96). Lisse, Netherlands: Swets and Zeitlinger. Terrell, T. D. (1991). The role of grammar instruction in a communicative approach. Modern Language Journal, 75(1), 52-63. Truscott, J. (1996). Review article: The case against grammar correction in L2 writing classes. Language Learning, 46(2), 327-69. Truscott, J. (1999). What’s wrong with oral grammar correction. The Canadian Modern Language Review, 55(4), 437-67. Truscott, J. (2004). The effectiveness of grammar instruction: Analysis of a meta-analysis. English Teaching and Learning, 28(3), 17-29. Tse, K-P. (2004). Pedagogical grammar for EFL teachers. Taipei: Crane Publishing Company. VanPatten, B. & Oikkenon, S. (1996). Explanation versus structured input on processing instructions. Studies in Second Language Acquisition, 18, 495-510. Wang, P-L. (2000). Exploring southern Taiwanese technical college students’ attitudes towards the effectiveness of English grammar instruction. Journal of National Kaohsiung University of Applied Science, 30, 483-510. Weinstein, C. (1988). Preservice teachers’ expectations about the first year of teaching. Teaching and Teacher Education, 4(1), 31-41. White, L. (1987). Against comprehensible input: The input hypothesis and the development of second-language competence. Applied Linguistics, 8(2), 95-110. White, L. (1991). Adverb placement in second language acquisition: Some effects of positive and negative evidence in the classroom. Second Language Research, 7(2), 133-161. White, L. (1998). Getting the learners’ attention: A typographical input enhancement study. In Doughty and Williams (Eds.), Focus on form in classroom second language acquisition (pp. 85-113). Cambridge: Cambridge University Press. Williams, J., & Evans, J. (1998). What king of focus and on which forms? In Doughty and Williams (Eds.), Focus on form in classroom second language acquisition (pp. 139-55). Cambridge: Cambridge University Press. Woods, D. (1996). Teacher cognition in language teaching: Beliefs, decision-making, and classroom practice. New York: Cambridge University Press. Wu, S-R. (1998). A study of technological-institute English teachers’ beliefs and knowledge about reading instruction. Unpublished master’s thesis, National Chang-Hua University of Education. Zobl, H. (1985). Grammars in search of input and intake. In S. Gass & C. Madden (Eds.), Input in second language acquisition (pp. 32-44). MA: Newbury House.
|