ELT Journal 2011: Vol 65 Index & Table of Contents

2011·1.3 MB·English

Annual Index: Volume 65 (2011)
Authors and Titles
Articles Morrison,B . The fi
Bullock, D. Learner self-assessment: an EAP 65/4
teachers’ beliefs 65/2 Neokleous, G. L1 to teach
Cinciata, M. Explicit grammar rules contradictions 65/2
65/1 Ning, H. Adapting cooperativ
Copland, F. L1 to teach | B23 COM PLE NLLLE > and 65/1
contradictions 65/3 Reber, E. [nterjections in
Coyle, Y. Children’s perceptions of learning sounds and sequences 65/4
interactive whiteboard 65/4 Rebuck,M . Using the L1 ‘errors’
Cross,} . Metacognitive instruction for helpin EFL classroom 65/1
listeners 65/4 Renandya, W.A. Teacher, the Lape 1S too fast! Extensive
Dooly, M. Closing the loop between theor listeningi n ELT 65
new models in EF L teaching 65/1 Riazi, M. A PBL7 approacn bto ¢ teacning Yi
Evans, S. The first term at university: im u wrriittiinngg, and thinking skills 65
EAP 65/4 Riddiford, N. From classroom Lo workplace: tracking
Farrell, T.S.C. “Teacher, the tape is t SOC1L O-prraacgmmoaaltii dIe vmeolloapsmmeunetnt 05/4
listening in ELT 65/1 Rivers, D.R. Politics without Ip edagogy:
Fenton-Smith, B. Reading discussion groups | LLALULSLItC EXC--L] USLON (© 2
teachers: connecting theor y to practice 65/3 Ruecker, T. The pote
Gin, B. Quality self-reflection through reflection peer review 65/4
training 65/2 Scheffler, P. Explicit gram
Hamano-Bunce, D. Talk or chat? Chatroom and 65/1
spoken interaction in a language classroom 65/4 Shahini,G . A PBL7 approacn to teaching ESI
Holmes, J. From classroom to workplace: tracking socio- speaking, writing, and thinking skills 65/2
pragmatic development 65/4 Sti4 llwell, e Rreo adihne g AjI; SCU. SSLvOeNe gdereno ups. f for tkoe acnLeor s:
Harumi, S. Classroom silence: voices from japaneee se tr CcOsnnneercttiLtsIy 1i0e theory tO practift ce 05/3
1
learners 65/3 Suzuk’, A. Introducing diversity of English
1
Jones, C. Ifo nly it were true: the problem with the four student teachers’ responses 65/2
conditionals 65/1 Tavakoli, P. Pausing patterns: differences between L2
Kim, E-Y. Using translation exercises in the learners and native speakers 65/1
}
communicative EF L writing classroom 65/2 Trajtemberg, C. Weblogs: a tool for EF L interaction
Kuo, I-C. Student perceptions of student interacti expression, and self-evaluation 65/4
a British EFL setting 65/3 Waller, D. If only it were true: the problem wi
Lee, |. Feedback revolution: what gets in the way? 65/1 conditionals 65/1
Macalister, J. Today’s teaching, tomorrow’s text: Wette, R. Product—process distinctions in ELT
exploring the teaching of reading 65/2 curriculum theory and practice 65/2
Masats, D. Closing the loop between theory and praxis: Wharton, S. Critical text analysis: linking language and
new models in EFL teaching 65/1 cultural studies 65/3
Mok, J. A case study of students’ perceptions of peer Wyatt, M. Teachers researching their own practice 65/4
assessment in Hong Kong 65/3
ELT Journal 65/4 October 2011; doi:10.1093/elt/ccro62
© The Author 2011. Published by Oxford University Press; all rights reserved.
——s —
Xie, X. Turn allocation patterns and learning Critical text analysis: Wharton, 65/3
opportunities 65/3 Cultural material in EFL textbooks: Yuen, 65/4
Ydiiez, L. Children’s perceptions ofl earning with an English-medium tertiary education: Evans and
interactive whiteboard 65/4 Morrison, 65/4
Yiakoumetti, A. Weblogs: a tooflo r EF L interaction, English-only language policy: Rivers, 65/2
expression, and self-evaluation 65/4 Feedback: Lee, 65/1
Yuen, K-M. The representation of foreign cultures in Grammar: Jones and Waller, 65/1; Scheffler and
English textbooks 65/4 Cinciata, 65/1
Interactive whiteboards: Yafiez and Coyle, 65/4
Point and counterpoint Interjections: Reber, 65/4
Beaumont, M. Challenging the traditional/ Learner self-assessment (teachers’ attitudes):
communicative dichotomy 65/3 Bullock, 65/2
Chang, K-S. Challenging the traditional/ Li use: Copland and Neokleous, 65/3
communicative dichotomy 65/3 Native-speaker errors: Rebuck, 65/1
Griffiths, C. The traditional /communicative dichotomy NNS-NNS interaction: Kuo, 65/3
65/3 Pausing patterns: Tavakoli, 65/1
Beaumont, M. A response to Carol Griffiths 65/3 Peer assessment: Mok, 65/3
Peer review: Ruecker, 65/4
Readers respond Philosophical approach to ESL/EFL: Shahini and
Baker, W. Some ‘friendly’ confusion: SCOTS and ELF Riazi, 65/2
65/2 Product/process distinctions: Wette, 65/2
Hiittner, }. Some ‘friendly’ confusion: SCOTS and ELF Socio-pragmatic development: Holmes and
65/2 Riddiford, 65/4
Siegel, J. Thoughts on L2 listening pedagogy 65/3 Teacher training: Dooly and Masats, 65/1; Giin, 65/2;
Ting, Y.L.T. CLIL ... not only not immersion but also Suzuki, 65/2
more than the sum ofi ts parts 65/3 Teachers’ reading discussion group: Fenton-Smith
and Stillwell, 65/3
Key concepts in ELT
Teaching listening: Renandya and Farrell, 65/t1;
Selvi, A.F. The non-native speaker teacher 65/2
Cross, 65/4
Huang, L-S. Corpus-aided language learning 65/4
Teaching reading: Macalister, 65/2
Teaching writing: Kim, 65/2
Text messages
Turn-taking patterns: Xie, 65/3
Sailaja, P. Hinglish: code-switching in Indian English
65/4 Countries (articles)
(Countries are listed only where they are ofp articular
Comment
relevance)
Banegas, D.L. Teaching more than English in secondary
China: Ning, 65/1; Xie, 65/3
education 65/1
Chile: Ruecker, 65/4; Trajtemberg and Yiakoumetti,
Blyth, A. Cookies and breadcrumbs: ethical issues in
65/4
CALL 65/4
Cyprus: Copland and Neokleous, 65/3
Hu, G. A place for metalanguage in the L2 classroom 65/2
Germany: Reber, 65/4
Stephens, M. The primacy ofe xtensive listening 65/3
Hong Kong: Lee, 65/1; Mok, 65/3; Evans and
Sybing, R. Assessing perspectives on culture in EF L
Morrison, 65/4; Yuen, 65/4
education 65/4
Iran: Shahini and Riazi, 65/2
Japan: Rebuck, 65/1; Rivers, 65/2; Suzuki, 65/2;
Technology for the language teacher
Fenton-Smith and Stillwell, 65/3; Harumi, 65/3;
Hockly, N. The digital generation 65/3
Cross, 65/4
Korea: Kim, 65/2
Topics (articles) _
Action research: Wyatt, 65/4 New Zealand: Wette, 65/2; Macalister, 65/2; Holmes
and Riddiford, 65/4
Blog use: Trajtemberg and Yiakoumetti, 65/4
Chatroom interaction: Hamano-Bunce, 65/4 Oman: Wyatt, 65/4
Classroom silence: Harumi, 65/3 Poland: Scheffler and Cinciata, 65/1
Cooperative learning: Ning, 65/1 Spain: Dooly and Masats, 65/1; Yafiez and Coyle, 65/4
508 Index to Volume 65
Turkey: Giin, 65/2 Learning One-to-One by I. Wisniewska (N. Brieger)
United Arab Emirates: Hamano-Bunce, 65/4 65/3
Macmillan Collocations Dictionary for Learners of
Survey reviews English (U. Nurmukhamedov) 65/1
Recent Business English publications (B. Reed) 65/3 Multilinguals are ...? by M. Cruz-Ferreira (P. Ball)
Reviews Narrative Identity in Engl anguage Teaching by
Bringing Technology into the Classroom by G. Lewis P. Kiernan (C. Griffiths) 65 )
(E. Cutrim Schmid) 65 Narrativeso f Learninagnd Tea ching EFL by P. Kalaja
CLIL in Spain: Implementation, |A ) COULL V. Menezes and A. Barcelos (eds.) (C. Griffiths6) 5
Training by D. Lasagabaster a1 er Y. Ruiz Nonnative Speaker English Teachers: Research,
(eds.) (Y.L.T. Ting) 65/4 Pedagogy, and Profession al Growth by G. Brains
Communicative Activities f< (P Medgyes) 6
(D. Hopkins) 65/2 Research in Appl ea Py s by
C ontinuum Companion to Re 1d1 R.A. Croker (eds.) (M. mb) 6s
Linguistics by B. Paltridge hG rammar: What t ( ]
(J. Simpson) 65/4 (L. Scott) 65/2
Cor} yus-based Approaches t glish One by P. Osborne
- M.C. Campoy-Cubillo, B. sellés
L. Gea-Valor (eds.) (B. P oole) 65 e by C. Meskill <
CC ae and Linguistically Diverse Cli >
Dilemmafso r Teachers by J. Miller, A. |
M. Gearon (eds.) (S. Andernovics) 65 ( ppc yrtur tiesb y N.- Hockly Wi
Doing Action Research in English Language (P. Sharma) 65/2
A Guide for Practitioners by A. Burns (S. Teaching Second Language
Early Learning in Moe lern Foreign Languag (J. Cross) 65/1
and Outcomes by M. Nikolov (D. Hill) 6 } ambridge Guide to
English Next India: The Future of English in m by A. Burnsand J.C.R
D. Graddol (R. Mathew and S. Srivastava
Evolving English: One Language, Many ish Language Teacheri n
Illustrated History oft he English Language ch (M. Solly) 65/2
D. Crystal (S. Carey) 65/4 The Psychology of Second Languag
Exploring English Grammar: From Formal to Z. Dérnyei (S. McDonough) 65/2
Functional by C. Coffin, J. Donohue, and S. North Translation in Lan QUALE Teaching: in
(M. Swan) 65/4 Reassessment by G. Cook (A. Maley) 65
Extensive Reading in English Language Teaching by Using Corpora in the Language Classroom by
A. Cirocki (ed.) (R.R. Day) 65/1 R. Reppen (P. Scheffler) 65/3
Global Englishes in Asian Contexts: Current and Future Values, Philosophies and Beliefs in TESOL: Making
Debates by K. Murata and J. Jenkins (eds.) a Statement by G. Crookes (A. Pulverness) 65
(D. Deterding) 65/2 Young Learner English Language Policy and
IATEFL 2009 Cari iff Conference Selectic Implementation: International Perspectives by
B. Beaven {ed.) (G.T avella) 65/2 J. Enever, J. Moon, and l . Raman (eds.)
Illegitimate Practices: Global English Language (M. Williams) 65/2
Education by J. Widin (R. White) 65/3
In a Faraway Land by M.Berman (A. Wright) 65/1
Introducing English Language: A Resource Book for
Students by L. Mullany and P. Stockwell (M. Swan)
65/4
Language, Negotiation and Peace: The Use of English in
Conflict Resolution by P. Friedrich (M. Solly) 65/2
Language Learning in New English Contexts: Studies of
Acquisition and Development by R.E. Silver, C.C.M.
Goh, and L. Alsagoff (eds.) (D. Deterding) 65/2
Index to Volume 65
Cumulative index
Key concepts in ELT Innovation in ELT (63/4)
The complete text of all ‘Key concepts’ can be Expertise in language lea: .ing and teaching (64/2)
accessed free of charge from the ELT Journal website Blended learning (64/4)
at http://www.oxfordjournals.org/our_journals/ The non-native speaker teacher (65/2)
eltj/keyconcepthst.ml Corpus-aided language learning (65/4)
Learner training (47/1)
Websites reviews
Learner strategies (47/1)
Search engines, web directories, and sites for news
Fluency (47/3)
and current affairs (55/1)
Project work (47/3)
Teachers (55/2)
Pragmatics (48/1)
Reference works (55/3)
Scaffolding (48/1)
Listening (55/4)
Feedback (48/3)
Travel sites (56/1)
Register (48/3)
Sports (56/2)
Universal grammar (49/2)
ELT publishers (56/3)
Noticing (50/3)
Literature (56/4)
Schemas (51/1)
Googling (57/1)
Classroom research (51/2)
Down to business (57/2)
Anaphora (51/4)
Free resources (57/3)
Deductive vs. inductive language learning (52/1)
Young learners (57/4)
Task (52/3) Listening materials and how to find them (58/1)
Task-based learning and pedagogy (53/1)
Resources for teachers (58/2)
Genre (53/2)
Finding those websites (58/3)
Evaluation (54/2)
Google revisited (58/4)
Lexical chunks (54/4)
Stories (59/1)
Teachers’ beliefs (55/2)
Plagiarism (59/2)
Language-related episodes (55/3)
Teachers’ favourites (59/3)
Focus on form’ vs ’Focus on forms’ (56/3)
Blogging (59/4)
Observation (57/2)
Newspaper articles (60/1)
Loop input (57/3)
Miscellany (Go/2)
Discourse communities (57/4)
Science (60/3)
Globalization and language teaching (58/1)
Worksheets (60/4)
The apprenticeship of observation (58/3)
Videos (61/1)
Washback and impact (59/2)
How do you keep up to date? (61/2)
English as a lingua franca (59/4)
Conferences, catalogues , and concordance. (61/3)
The Common European Framework (60/2)
Body matters (61/4)
Native-speakerism (60/4)
Business English (62/1)
Processing instruction (61/2)
Social book marking (62/2)
Motivation in ELT (61/4)
Open access (62/3)
Learner self-beliefs (62/2)
The moving image (63/2)
Learner autonomy (62/4)
IATEFL Cardiff Online 2009 (63/3)
Age and the critical period hypothesis (63/2)
Comics (63/4)
Blogging (64/1)
ELT Journal Volume 65/4 October 2011; doi:10.1093/elt/ccro63
© The Author 2011. Published by Oxford University Press; all rights reserved.