Page 354 - English - Teaching Academic Esl Writing
P. 354

 340 REFERENCES
Cummins, J. (1979). Cognitive/academic language proficiency, linguistic interde- pendence, the optimal age question and some other matters. Working Papers in Bilingualism, 19, 197-205.
d'Anglejan, A. (1990). The role of context and age in the development of bilingual proficiency. In B. Harley, P. Allen, J. Cummins, & M. Swain (Eds.), The development of second language proficiency (pp. 146-157). Cambridge: Cambridge University Press.
Davidson, F. (1991). Statistical support for training in ESL composition rating. In L. Hamp-Lyons (Ed.), Assessing second language writing (pp. 155-165). Norwood, NJ: Ablex.
de Beaugrande, R. (1996). The "pragmatics" of doing language science: The "war- rant" for large-corpus linguistics.Journal of Pragmatics, 25, 503-535.
de Beaugrande, R., & Dressier, W. (1972). Introduction to text linguistics. London: Longman.
DeCarrico, J. (2000). The structure of English: Studies inform and function for language teaching. Ann Arbor: The University of Michigan Press.
DeKeyser, R., &Juffs, A. (in press). Cognitive considerations in L2 learning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning. Mahwah, NJ: Lawrence Erlbaum Associates.
Dietrich, R., Klein, W, & Noyau, C. (1995). The acquisition of temporality in a second language. Amsterdam: John Benjamins.
Dong, Y . R. (1998). From writing in their native language to writing in English: What ESL students bring to our writing classroom. College English,8(2), 87-105.
Dudley-Evans,T, &St.John, M.J. (1998).Developments inEnglishfor specific purposes. Cambridge: Cambridge University Press.
Ellis, N. (Ed.). (1994). Implicit and explicit learning of languages. San Diego: Academic Press.
Ellis, N. (1997). Vocabularyacquisition: Word structure, collocation, word-class, and meaning. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: Description, acquisition, and pedagogy (pp. 122-139). Cambridge: Cambridge University Press.
Ellis, N., & Beaton, A. (1993). Factors affecting the learning of foreign language vo- cabulary: Imagery keyword mediators and phonological short-term memory. Quarterly Journal of Experimental Psychology, 46A, 533-558.
Ellis, R. (1984). Classroom second language development. Oxford: Pergamon.
Ellis, R. (1989). Are classroom and naturalistic acquisition the same. Studies in Second
Language Acquisition, 11(2), 305-328.
Ellis, R. (1990). Instructed second language acquisition. Oxford: Blackwell.
Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University
Press.
Ellis, R. (1997). SLA research and language teaching. Oxford: Oxford University Press. Ellis, R. (2001). Investigating form-focused instruction. In R. Ellis (Ed.), Form-fo-
cused instruction and second language learning (Language Learning51: Supplement 1)
(pp. 1-46). Ann Arbor: University of Michigan/Blackwell.
Ellis, R. (2002). The place of grammar instruction in the second/foreign language
curriculum. In E. Hinkel & S. Fotos (Eds.), New perspectives on grammar teaching in second language classrooms (pp. 17-35). Mahwah, NJ: Lawrence Erlbaum Associ- ates.
Epstein, R. (1999). The new Psychology Today reader. Dubuque, IA: Kendall/Hunt. ETS. (1996). Test of Written English Instructional Guide. Princeton, NJ: Author.
TLFeBOOK








































































   352   353   354   355   356