ELT Journal 2001: Vol 55 Index

3 Pages·2001·0.84 MB·English

Annual Index: Volume 55 (2001)
Authors and Titles
— _ Newton, }. Options for vocabulary learning through
Basturkmen, H. Descriptions of spoken language for communication tasks. 55/T.
higher level learners: the example ofq uestioning. Pefiate Cabrera, M. and P. Bazo Martinez The effects
§5/I. ofr epetition, comprehension checks, and gestures, on
Boers, F. and M. Demecheleer Measuring the primary school children in an EFL situation. 55/3.
impact of cross-cultural differences on learners’ Porto, M. Cooperative writing response groups and
comprehension of imageable idioms. 55/3. self-evaluation. 55/1.
Borg, S. Self-perception and practice in teaching Smith, J. Modeling the social construction of
grammar. 55/1. knowledge in ELT teacher education. 55/3.
Butzkamm, W. Learning the language of loved ones: Vélz, S. Teaching Terry McMillan’s short fiction. 55/2.
on the generative principle and the technique of Waters, A. and M.L. C. Vilches Implementing ELT
mirroring. 55/2. innovations: a needs analysis framework. 55/2
Cheung, C.-K. The use ofp opular culture as a Watson Todd, R., N. Mills, C. Palard, and P.
stimulus to motivate secondary students’ English Khamcharoen Giving feedback on journals. 55/4.
learning in Hong Kong. 55/t. Weber, J. . A concordance and genre-informed
DiGiovanni, E. and G. Nagaswami Online peer approach to ESP essay writing. 55/T.
review: an alternative to face-to-face? 55/3. White, R. Adapting Grice’s maxims in the teaching of
Farrell, T. Critical friendships: colleagues helping each writing. 55/T.
other develop. 55/4.
Fedderholdt, K. An email exchange project between Pointand Counterpoint =
non-native speakers of English. 55/3. de los Angeles Clemente, M. On Thornbury’s
Gavioli, L. and G. Aston Enriching reality: language ‘Unbearable Lightness’. 55/4.
corpora in language pedagogy. 55/3. Petrovitz, W. The sequencing of verbal-complement
Griffiths, C. and J. M. Parr Language learning structures. 55/2.
strategies: theory and perception. 55/3. Swan, M. If this is the cure, let’s have the disease.
Guariento, W. and J. Morley Text and task
55/2.
authenticity in the EFL classroom. 55/4. Thornbury, S. The Unbearable Lightness of EFL. 55/4.
Hyland, F. Dealing with plagiarism when giving
feedback. 55/4.
Comment
Jiang, W. Handling ‘culture bumps’. 55/4.
Gimenez, T. ETS and ELT: Teaching a world
Jones, J. F. CALL and the responsibilities of teachers
language. 55/3.
and administrators. 55/4.
Hughes, D. Closed for Change. 55/1.
Jones, R. E. A consciousness-raising approach to the
Millrood, R. Unsuccessful learners: in search of a
teaching of conversational storytelling skills. 55/2.
neglected corner-stone. 55/4.
Leather, S. Training across cultures: content, process,
and dialogue. 55/3.
Talking shop — en
Levis, J. M. Teaching focus for conversational use. 55/T.
Bowers, R. and H. Kennedy Rights, responsibilities,
Lynch, T. Seeing what they meant: transcribing as a
and English. 55/3.
route to noticing. 55/2
McClure, J. Developing language skills and learner
autonomy in international postgraduates. 55/2. Key concepts in ELT
Modiano, M. Linguistic imperialism, cultural Borg, M. Teachers’ beliefs. 55/2.
integrity, and EIL. 55/4. Jackson, D. Language-related episodes. 55/3.
ELT Journal Volume 55/4 October 2001 © Oxford Unikversity Press
Readersrespond Se social construction of knowledge Smith 55/3.
Egyiid, G. and P. Glover. Oral testing in pairs: a spoken language Basturkmen 55/1; Jones 55/2;
secondary school perspective. 55/1. Levis 55/I1.
story-telling Jones 55/2.
strategies Griffiths and Parr 55/3; Jackson 55/3.
rn
advanced learners Basturkmen 55/1; Lynch 55/2. tasks Guariento and Morley 55/4; Newton 55/1.
advocacy Bowers and Kennedy 55/3. teacher cognition Borg, S. 55/1; Borg, M. 55/2.
authenticity Guariento and Morley 55/4; Pefiate teacher development Farrell 55/4.
and Bazo 55/3. teacher education Smith 55/3.
critical friends Farrell 55/4. teaching grammar Borg 55/1; Butzkamm 55/2;
cross-cultural differences Boers and Demecheleer Lynch 55/2; Petrovitz 55/2; Swan 55/2.
the nature of the profession Clemente 55/4;
55/3; Jiang 55/4; Leather 55/3.
cultural understanding Fedderholdt 55/3; Hyland Hughes 55/1; Thornbury 55/4.
use of computers DiGiovanni and Nagaswami
55/4; Jiang 55/4; Leather 55/3.
EAP/ESP Hyland 55/4; Lynch 55/2; McClure 55/2; 55/3; Fedderholdt 55/3; Jones 55/4.
Weber 55/1. use of corpora Aston and Gavioli 55/3; Weber
English as an International Language Gimenez 55/I.
using email Fedderholdt 55/3.
55/3; Modiano 55/4.
giving feedback DiGiovanni and Nagaswami 55/3; vocabulary learning Newton 55/t1.
Hyland 55/4. writing Porto 55/1; Weber 55/1; White 55/1.
idioms Boers and Demecheleer 55/3. young learners Pefiate and Bazo 55/3.
innovation management Waters and Vilches 55/2.
journals Watson Todd et al 55/4. Countries referretdo
language description Bastrurkmen 55/1; Petrovitz Argentina Porto 55/1.
55/2; Swan 55/2. Australia Jones 55/4.
learner autonomy McClure 55/2; Porto 55/1. Belgium Boers and Demecheler 55/3.
linguistic imperialism Modiano 55/4. China Jiang 55/4.
listening comprehension Pejiate and Bazo 55/3. SAR Hong Kong Cheung 55/1; Hyland 55/4.
literature Vélz 55/2. Georgia Leather 55/3.
management issues Jones 55/4; Waters and Hungary Egyiid and Glover 55/1.
Vilches 55/2; Watson Todd et al 55/4. Japan Fedderholdt 55/3.
mirroring Butzkamm 55/2. Luxembourg Weber 55/1.
noticing Lynch 55/2. Philippines Waters and Vilches 55/2.
oraltesting Egyiid and Glover 55/1. Singapore Farrell 55/4; McClure 55/2.
peer review DiGiovanni and Nagaswami 55/3. Spain Pefiate and Bazo
phonology Levis 55/t1. Thailand Todd et al 55/4.
plagiarism Hyland 55/4. USA DiGiovanni 55/3; Smith 55/3.
Index to Volume 55