This article discusses an approach to ESL/EFL teaching that aims to help teachers bridge the gap between theoretical knowledge and practical application in the classroom. It proposes integrating an understanding of language variation across communication contexts, using corpus-based descriptive grammar, and incorporating scaffolded language learning activities based on sociocultural theory. This specific approach is intended to address challenges faced by K-12 teachers in connecting theory to practice by providing concrete models of language use.
This study aims at explaining the confusion that led by the misuse of English grammatical structures when conveying meanings in written English texts. Indicating how committing certain errors in written English structures constrains Sudanese English learners’ performance. Investigating English grammatical structures experienced by Sudanese learners who are preparing to graduate with B.A. in English. Therefore, the roles that grammatical structures play in models of communicative competence are discussed in this paper. Additionally, the study explains the role of mastering these structures in communicative purposes. The obtained results revealed that Sudanese students are incompetent in using grammar well enough for some real-communicational purpose. Grammatical structures play a role in language communicative competence for the learners of English language. Learners’ mastery of the language communicative ability is affected when language learners are unable to successfully communicate in L2 without cultural knowledge of what is considered appropriate according to a particular context in the target language.
This study aims at explaining the confusion that led by the misuse of English grammatical structures when conveying meanings in written English texts. Indicating how committing certain errors in written English structures constrains Sudanese English learners’ performance. Investigating English grammatical structures experienced by Sudanese learners who are preparing to graduate with B.A. in English. Therefore, the roles that grammatical structures play in models of communicative competence are discussed in this paper. Additionally, the study explains the role of mastering these structures in communicative purposes. The obtained results revealed that Sudanese students are incompetent in using grammar well enough for some real-communicational purpose. Grammatical structures play a role in language communicative competence for the learners of English language. Learners’ mastery of the language communicative ability is affected when language learners are unable to successfully communicate in L2 without cultural knowledge of what is considered appropriate according to a particular context in the target language.
Challenges in Negotiating Meaning in Literary Texts: The Case of English as a...inventionjournals
The paper sought to establish the root causes of English as a Second Language (ESL) students’ poor performance in literary texts at tertiary level. It reviewed literature based on the studies conducted on English as a Second Language and English as a Foreign Language (EFL). Some of the findings include: lack of vocabulary hinders ESL students from understanding literary texts; lack of background knowledge and cultural background results in a lack of understanding of the literary texts; and texts which are not culturally related and difficult reduce students’ interest in reading literary texts.
The current study examined the effects of using L1 in teaching grammatical instruction on the Iranian EFL learners’ grammatical accuracy. To fulfill the purpose of the study, 40 out of 50 EFL learners were selected through an Oxford placement test at Nasr Zabangostar Institute in Amol city. They were divided into two groups: an experimental group and a control group. A pre-test of grammar was administered before the treatment. For treatment, the teacher explained the grammatical structures in their first language. In each session, one grammatical point was selected and taught in L1. In the control group, the grammatical points were taught in English as their target language. After treatment, a post-test of grammar was administered to screen the probable change. The result indicated that a significant effect on learners’ grammatical accuracy and the performances of the experimental group in grammatical accuracy was better than the control group after they were given instruction.
A HISTORICAL DEVELOPMENT OF CONTRASTIVE ANALYSIS: A RELEVANT REVIEW IN SECOND...ijejournal
Contrastive analysis (CA) was primarily used in the 1950’s as an effective means to address second or
foreign language teaching and learning. In this context, it was used to compare pairs of languages, identify
similarities and differences in order to predict learning difficulties, with the ultimate goal of addressing
them (Fries, 1943; Lado, 1957). Yet, in the 1980’s and 1990’s the relevance of CA has been disputed.
Many studies have pointed out the limit of CA with respect to its weak and strong versions (Oller and
Ziahosseiny, 1970), (Wardhaugh, 1970) (Brown, 1989), (Hughes, 1980), (Yang, 1992), and (Whitman and
Jackson, 1972). To answer the limits of CA with regards to its weak, strong, and moderate versions, many
language teachers used CA with a new approach. Kupferberg and Olshtain (1996), James (1996), and
Ruzhekova-Rogozherova (2007). Here, salient contrastive linguistic input (CLI) is presented to learners for
an effective noticing. Yet, mere exposition of contrastive linguistic input to learners may not be enough for
effective acquisition to occur. Hence, Djiguimkoudre (2020) proposed structured phonemic awareness
activities to further strengthen such contrastive salient linguistic input when phonetics and phonology are
involved. When grammar is involved, the processing instruction (PI) model of Lee and
VanPatten (2003) is recommended since the types of activities that result in PI are believed to incite
effective noticing for intake.
Dr. Fred C. Lunenburg - creating a professional learning community nfeasj v2...William Kritsonis
Dr. Fred C. Lunenburg, Featured Author for NATIONAL FORUM JOURNALS, Houston, Texas,
www.nationalforum.com
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS
Slides of the first Mentoring @ DCSE tech-talk.
2010 the 4th year since the B.E. CSE batch of 2006 passed out. This talk presents an overview of the different career paths chosen by the 2006 passouts. The mentor will go over different career choices including academic options like MS, PhD, MBA, and industry options and also put you in touch with people pursuing these choices themselves. The mentor will also touch upon internships, summer research job opportunities in our college and elsewhere.
Techtalker: Karthik Singaram Lakshmanan
Challenges in Negotiating Meaning in Literary Texts: The Case of English as a...inventionjournals
The paper sought to establish the root causes of English as a Second Language (ESL) students’ poor performance in literary texts at tertiary level. It reviewed literature based on the studies conducted on English as a Second Language and English as a Foreign Language (EFL). Some of the findings include: lack of vocabulary hinders ESL students from understanding literary texts; lack of background knowledge and cultural background results in a lack of understanding of the literary texts; and texts which are not culturally related and difficult reduce students’ interest in reading literary texts.
The current study examined the effects of using L1 in teaching grammatical instruction on the Iranian EFL learners’ grammatical accuracy. To fulfill the purpose of the study, 40 out of 50 EFL learners were selected through an Oxford placement test at Nasr Zabangostar Institute in Amol city. They were divided into two groups: an experimental group and a control group. A pre-test of grammar was administered before the treatment. For treatment, the teacher explained the grammatical structures in their first language. In each session, one grammatical point was selected and taught in L1. In the control group, the grammatical points were taught in English as their target language. After treatment, a post-test of grammar was administered to screen the probable change. The result indicated that a significant effect on learners’ grammatical accuracy and the performances of the experimental group in grammatical accuracy was better than the control group after they were given instruction.
A HISTORICAL DEVELOPMENT OF CONTRASTIVE ANALYSIS: A RELEVANT REVIEW IN SECOND...ijejournal
Contrastive analysis (CA) was primarily used in the 1950’s as an effective means to address second or
foreign language teaching and learning. In this context, it was used to compare pairs of languages, identify
similarities and differences in order to predict learning difficulties, with the ultimate goal of addressing
them (Fries, 1943; Lado, 1957). Yet, in the 1980’s and 1990’s the relevance of CA has been disputed.
Many studies have pointed out the limit of CA with respect to its weak and strong versions (Oller and
Ziahosseiny, 1970), (Wardhaugh, 1970) (Brown, 1989), (Hughes, 1980), (Yang, 1992), and (Whitman and
Jackson, 1972). To answer the limits of CA with regards to its weak, strong, and moderate versions, many
language teachers used CA with a new approach. Kupferberg and Olshtain (1996), James (1996), and
Ruzhekova-Rogozherova (2007). Here, salient contrastive linguistic input (CLI) is presented to learners for
an effective noticing. Yet, mere exposition of contrastive linguistic input to learners may not be enough for
effective acquisition to occur. Hence, Djiguimkoudre (2020) proposed structured phonemic awareness
activities to further strengthen such contrastive salient linguistic input when phonetics and phonology are
involved. When grammar is involved, the processing instruction (PI) model of Lee and
VanPatten (2003) is recommended since the types of activities that result in PI are believed to incite
effective noticing for intake.
Dr. Fred C. Lunenburg - creating a professional learning community nfeasj v2...William Kritsonis
Dr. Fred C. Lunenburg, Featured Author for NATIONAL FORUM JOURNALS, Houston, Texas,
www.nationalforum.com
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS
Slides of the first Mentoring @ DCSE tech-talk.
2010 the 4th year since the B.E. CSE batch of 2006 passed out. This talk presents an overview of the different career paths chosen by the 2006 passouts. The mentor will go over different career choices including academic options like MS, PhD, MBA, and industry options and also put you in touch with people pursuing these choices themselves. The mentor will also touch upon internships, summer research job opportunities in our college and elsewhere.
Techtalker: Karthik Singaram Lakshmanan
Dr. Fred C. Luenburg, Can Schools Regulate Student Dress & Grooming - Publish...William Kritsonis
Dr. Fred C. Luenburg, Can Schools Regulate Student Dress & Grooming - Published in FOCUS ON COLLEGES, UNIVERSITIES, AND SCHOOLS - Published by NATIONAL FORUM JOURNALS - www.nationalforum.com - Dr. William Allan Kritsonis, Editor-in-Chief, Houston, Texas
Dr. William Allan Kritsonis
Personnel Issues
Public School Law Series
National Issues & Concerns - New Answers To Lingering Problems in Public School Law
Dr. Fred C. Lunenburg, Escalation of Commitment - Published in the INTERNAT...William Kritsonis
Dr. Fred C. Lunenburg, Escalation of Commitment - Published in the INTERNATIONAL JOURNAL OF MANAGEMENT, BUSINESS, AND ADMINISTRATION - www.nationalforum.com - Dr. William Allan Kritsonis, Editor-in-Chief, Houston, Texas
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
1.4 modern child centered education - mahatma gandhi-2.pptx
Dr. Butler & Dr. W.A. Kritsonis
1. The Lamar University Electronic Journal of Student Research
Spring 2007
The Role of Communication Context, Corpus-Based
Grammar, and Scaffolded Interaction in ESL/EFL
Instruction
(Special Note: International Paper Presentation: Conference on Problems in Language
Teaching, Vyatka State University of Humanities, Kirov, Russia, February 14-15, 2007)
Catherine Smith, PhD
Assistant Professor of Applied Linguistics
Department of English
Troy University
Troy, Alabama, USA
Norman L. Butler
Doctor of Humanities Degree in Pedagogy
Lecturer in English
Department of Foreign Languages
AGH University of Science and Technology
Cracow, Poland
Kimberly Grantham Griffith, PhD
Associate Professor
Department of Professional Pedagogy
College of Education and Human Services
Lamar University
Beaumont, Texas
William Allan Kritsonis, PhD
Professor
PhD Program in Educational Leadership
Prairie View A&M University
Member of the Texas A&M University System
Distinguished Alumnus (2004)
Central Washington University
College of Education and Professional Studies
Visiting Lecturer (2005)
Oxford Round Table
2. ABST ACT
his article deals with modelling and specificity in K-12 teacher education to describe an
___________________________________________________
Introduction
Accessing [information] i ut then making a decision about what
you’re
saw [the teaching strategy modeled]. It wasn’t just in text. Someone modeling
it to me
my experience, I’ve learned stuff and I’ve thought about it, everything that
we’ve l
The quotes above come from three pre-service teachers enrolled in a U.S. program for K-
12 teac
ahlman’s (2006) study yields three themes about K-12 teacher preparation which
motiva
R
T
approach in ESL/EFL teaching which is aimed at assisting teachers bridge the gap between
declarative and procedural knowledge while addressing the complex requirements of their
learners. It is concluded that descriptions of language variation across communication
contexts, corpus-based descriptive grammar, and socio-cultural learning theory can be
used to provide a specific map that bridges pedagogical theory and language classroom
practice and social institution.
___________________________
s one thing, b
going to do with that information is another. I have tons of knowledge […], but
deciding what you actually want to do with it and how it fits into what you see with your
students or in this specific class and what they particularly need is another thing. (Violet,
ESL/Bilingual Education district coordinator; quoted in Dahlman 2006)
I
, this is what it’s supposed to look like. It might not go exactly that way but this
is a general sort of feeling about how it should happen. Whereas when you’re just
reading something in a text, it just doesn’t sink in. (Helene, language volunteer in
primary/secondary classrooms; quoted in Dahlman 2006)
In
earned in class but then I don’t use it for a really long time and then I forget about
it … there’s so much other information coming in at the same time that it’s hard to
remember the stuff that was there from before. (Beryl, ESL tutor/instructor; quoted in
Dahlman 2006)
hing licensure in ESL/foreign language. While completing their program, these post-
baccalaureate students participated in a teacher cognition study conducted by Dr. Anne Dahlman
(2006). The participants’ statements about their pre-service teaching reflect challenges that K-12
teachers face as they learn how to connect pedagogical theory to classroom practice.
D
te this article: a) a discrepancy between declarative knowledge (pedagogical theory) and
procedural knowledge (ability to apply theory to practice); b) complexity from classroom context
variables1
; and c) a lack of modeling and specificity in K-12 teacher education. This article
1
Classroom context variables includes novice teachers’ emotional reactions to their students’ needs, specifically the
teachers’ feelings of conflict which arise as a result of uncertainty about how a teaching strategy will affect their
students’ well-being and learning development.
3. draws on the last theme, modeling and specificity, to describe an approach to ESL/EFL teaching
aimed at helping teacher’s bridge the gap between declarative and procedural knowledge while
addressing the complex needs of their students. Specifically, the approach integrates
communication context, corpus-based descriptive grammar, and scaffolded language learning
activities to support language development. Additionally, this article illustrates how current
research in corpus linguistics and discourse analysis provides specific language models that
complement abstract learning theories in K-12 teacher preparation.
.
The Role of Context, Grammar, and Scaffolding
Communication uage varies across
Corpus-Based Descriptive Grammar. A corpus-based descriptive grammar is an
extent to which the language system is in a state of change and fluctuation.
Context. An understanding of how lang
communication contexts plays an important role in successful language learning. Many
language teachers conceptualize language as a set of systems (i.e., sounds, vocabulary, and
grammar). However, they may not conceptualize language as a social event (i.e., topic, speaker
roles, purpose’s, medium). Thus, they may not understand that the language systems (e.g.,
vocabulary, grammar) vary significantly according to communication context variables (e.g.,
speaker role, communication purpose), or that language instruction should be sensitive to this
variation in order to be accurate and effective. Language input (e.g., dialogs, readings) should
portray the natural language variation that exists as a result of communication context. Likewise,
language practice activities should offer opportunities to practice language variation. This helps
learners develop a language repertoire that is robust enough to support successful communication
across a variety of communication contexts (e.g., casual conversation, academic writing).
essential tool in providing grammar instruction that is representative of natural language use and
language variation across communication contexts. Corpus-based descriptive grammar is a new
innovation in ESL/EFL teaching that has been available only since the publication of the
Longman Grammar of Spoken and Written English (Biber et al 1999). This grammar is based on
an empirically collected language data set of over 40 million words that represents a balanced
corpus of spoken and written texts in both American and British English. Computer technology
was used to analyze the texts to describe how English is actually used by native speakers across
communication contexts. Using frequency counts and several thousand authentic examples of
language use, the Longman Grammar describes not only what is possible in English but what is
most likely in different communication contexts. Most current ESL/EFL instruction relies on
traditional grammar, which presents one single and narrowly defined view of English as a fixed,
unchanging system. Also, traditional grammar inappropriately imposes Latin grammatical
categories to describe English, which is a Germanic language. Using a corpus-based descriptive
grammar equips ESL/EFL teachers with accurate information on English structural patterns and
language functions at the word, phrase, clause, and discourse level, which can be used in both
language instruction and assessment. Also, since corpus-based descriptive grammar describes
how English is actually used, it shows teachers what is common in English, what is possible in,
English, and what is changing in the language system. Descriptive grammar is not based on a
theory, and it is usually easy to teach and learn, but student teachers are often surprised to see the
4. Scaffolded Language Learning Activities. Understanding how to use communication
context and descriptive grammar within a sociocultural theoretical framework forms a third
omponent of effective ESL/EFL teaching. The basic premise of sociocultural theory is that
e in language curriculum and
aterials design. Many teachers understand the importance of repetition in language learning,
but sca
nication contexts, corpus-
based descriptive grammar, and soci y can be used to provide a specific
map that bridges pedagogical theory practice. The specific standards can
be used
n, G. Leech, S. Conrad, and E. Finegan. Longman grammar of
oken and written english. New Y n, 1999.
Dahlman, Anne. “Second language preserv accessing of background knowledge and
&
c
learning occurs through social interaction between a novice and a more knowledgeable person
(Vygotsky 1978). “Sociocultural theory views speaking and thinking as tightly interwoven.
Speaking (and writing) mediate thinking, which means that people can gain control over their
mental processes as a consequence of internalizing what others say to them and what they say to
others” (Lightbown and Spada 2006: 47). More recent development of sociocultural theory is
that learning can occur through interaction not only with a more knowledgeable person but with
other novices and properly designed materials (i.e., input) as well.
In addition to the basic premise that interaction (speaking/writing) is the origin of
learning is the notion that scaffolding also plays an essential rol
m
ffolding moves beyond this. Scaffolding has been defined in several ways (e.g., providing
missing vocabulary, providing missing parts of sentences). Here, scaffolding is defined in terms
of language learning activities that apply three main categories of standards to language
input/output activities (based on Zukowski/Faust et al 1996): a) controlled exposure to
contextualized language building blocks (i.e., semantically related vocabulary sets and discourse
related clause or phrase sets); b) sequenced language practice from word level to discourse level;
and c) integrated language skills practice from receptive skills (i.e., reading, listening) to
productive skills (i.e., speaking, writing). These standards for language materials design move
learners step-by-step from word-level communication to discourse-level communication, and
empower learners with language tools and communication strategies.
Concluding Remarks
ogether, descriptions of language variation across commuT
o-cultural learning theor
and language classroom
to develop and organize language materials or curriculum for diverse learning scenarios.
They provide concrete and accurate models of authentic language use and sequenced
input/output activities that move learners from word-level communication to discourse-level
communication. When combined with themes and topics that are of interest to students, these
components enable learners to perform at a more advanced level than they would with traditional
language learning activities.
References
Biber, Douglas, S. Johannsso
sp ork: Longma
ice teachers’
the role of context.” Teachers College, Columbia University Work Papers in TESOL
Applied Linguistics 6.2 (2006).
Lightbown, Patsy, and Nina Spada. How languages are learned. 3rd
Edition. Oxford: Oxford
UP, 2006.
5. Vygotsky, Lev. Mind in Society: The development of higher psychologicalpProcesses.
Cambridge, MA: Harvard UP, 1978.
:
International Paper Presentation: Conference on Problems in Language Teaching,
Zukowsk-Faust, Jean, S. Johnston, and E. Templin. In context. 2nd
Edition. New York
Harcourt Brace, 1996.
(
Vyatka State University of Humanities, Kirov, Russia, February 14-15, 2007 – Dr.
Catherine Smith, Dr. Norman L. Butler, Dr. Kimberly Grantham Griffith,
Dr. William Allan Kritsonis)