Learning & Teaching Foreign Languages

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Bibliography:

Summary:

  1. Behaviorism
    1. Learning
    2. Language
  2. Cognitivism
    1. Learning
    2. Language
  3. Constructivism
    1. Learning
    2. Language
  4. Socio-Constructivism
    1. Learning
    2. Language

Behaviorism

Learning (B)

  • O'Donohue, W. T., & Noll, J. (1995). Is behaviorism false because there is no such thing as conditioning?: Popper and Skinner on learning by repetition. New Ideas in Psychology, 13 (1) 29-41.
  • Pavlov, Ivan P. (1927). Conditioned reflexes: An investigation of the physiological activity of the cerebral cortex. (G. V. Anrep, Trans.) http://psychclassics.yorku.ca/Pavlov/lecture1.htm
  • Skinner, B. F. (1950). Are theories of learning necessary? Psychological Review, 57, 193-216.
  • Skinner, B. F. (1948). 'Superstition' in the pigeon. Journal of Experimental Psychology, 38, 168-172.
  • Skinner, B. F. (1937). Two types of conditioned reflex: A reply to Konorski and Miller. Journal of General Psychology, 16, 272-279.
  • Skinner, B. F. (1935). Two types of conditioned reflex and a pseudo type. Journal of General Psychology, 12, 66-77.
  • Skinner, B.F., (1972). Beyond Freedom and Dignity New York: Bantam, p. 17
  • Spencer, K.A. (1991) The Psychology of Educational Technology and Instructional Media. Liverpool: Manutius Press. http://www.hull.ac.uk/php/edskas/edtech/c1.pdf
  • Thorndike, E.L. (1912, published 1923). Education: A First Book. New York: Macmillan Co.
  • Thorndike, E. L. (1911). Animal intelligence. New York: Macmillan
  • Thorndike, E. L.. & Woodworth, R. S. (1901a). The influence of improvement in one mental function upon the efficiency of other functions (I). Psychological Review, 8, 247-261.
  • Thorndike, E. L. & Woodworth, R. S. (1901b). The influence of improvement in one mental function upon the efficiency of other functions: II. The estimation of magnitudes. Psychological Review, 8, 384-395.
  • Thorndike, E. L. & Woodworth, R. S. (1901c). The influence of improvement in one mental function upon the efficiency of other functions: III. Functions involving attention, observation, and discrimination. Psychological Review, 8, 553-564.
  • Thorndike, E. L. (1898). Animal Intelligence: An Experimental Study of the Associative Processes in Animals. PhD thesis, Columbia University.
  • Watson, J. B. (1930). Behaviorism, revised edition. Chicago: University of Chicago Press.
  • Watson, J. B. (1924). Behaviorism. New York: Norton.
  • Watson, John B. (1913). Psychology as the behaviorist views it. Psychological Review, 20, 158-177. http://www.ebookpars.com/ebooks/Watson1.pdf
  • Watson, John B. & Rayner, Rosalie. (1920). Conditioned emotional reactions. Journal of Experimental Psychology, 3, 1-14.

Language (B)

  • Berlitz, M. D. (1889). Méthode Berlitz: 1er Livre. New York: M. J. Pendergast.
  • Bloomfield, L., 1933, Language. New York: Henry Holt.
  • Bloomfield, L. (1942). Outline Guide for the practial study of foreign language. Baltimore : Linguistic Society of America.
  • Brown Mitchell, C., & Ellington Vidal, K. (2001) Weighing the Ways of the Flow: Twentieth Century Language Instruction. The Modern Language Journal 85 (1) , 26-38
  • Castagnaro, P. J. (2006). Audiolingual Method and Behaviorism: From Misunderstanding to Myth. Applied Linguistics, Volume 27, Number 3, pp. 519-526.
  • Decarrico, J., Larsen-Freeman, D. (2002). Grammar. In Schmitt, N. (Ed.), An introduction to applied linguistics. London: Arnold Publishers.
  • Ellis, N. C. (2006). Selective Attention and Transfer Phenomena in L2 Acquisition: Contingency, Cue Competition, Salience, Interference, Overshadowing, Blocking, and Perceptual Learning. Applied Linguistics, 27 (2), 164-194.
  • Firth, J.R. (1957). Papers in linguistics 1934-51. Oxford University Press.
  • Fries, C.C. (1945). Teaching and Learning English as a Foreign Language. University of Michigan Press, Ann Arbor.
  • Fries, C.C. (1952). The Structure of English. New York: Harcourt, Brace & Co.
  • Fries, C. C., & Lado, R. (1957). English Sentence Patterns: Understanding and Producing English Grammatical Structures?An Oral Approach. Ann Arbor: University of Michigan Press.
  • Fries, C. C., & Lado, R. (1958). English Pattern Practices: Establishing the Patterns as Habits. Ann Arbor: University of Michigan Press.
  • Hockett, C. (1987) A Leonard Bloomfield Anthology. University of Chicago Press.
  • James, (1986). From Principles to Protocols: The Contributions of John B. Carroll and Robert Lado to the Testing of Listening Comprehension. Paper presented at Language Testing Symposium, Israel. 
  • Kramsch, C. (2007), Re-reading Robert Lado, 1957, Linguistics across Cultures. Applied linguistics for language teachers. International Journal of Applied Linguistics, 17: 241-247. 
  • Lado, R. (1957) Linguistics across cultures. Applied Linguistics for Language Teachers. Ann Arbor: University of Michigan Press.
  • Langendoen, D. T. (1998). Bloomfield. In The MIT Encyclopedia of Cognitive Science, ed. by Robert A. Wilson and Frank C. Keil, MIT Press, pp. 90-91.
  • Larsen-Freeman, D. (1986). Techniques and principles in language teaching. Oxford: Oxford University Press.
  • Larsen-Freeman, D. and Long, M.(1991). An Introduction to Second Language Acquisition Research. London: Longman.
  • Oller, J. (1979). Language tests at school. Longman: New York.
  • Palmer, H. E. (1921). The oral method of teaching languages. Cambridge: Heffer and Sons.
  • Richards, J. & Rodgers, T. (1986). Approaches and Methods in Language Teaching. Cambridge: CUP.
  • Rivers, W. (1964). The Psychologist and the Foreign Language Teacher. Chicago, IL: University of Chicago Press.
  • Rivers, W. (2001). Preface: Peregrinations down memory lane. Annual Review of Applied Linguistics, 21: 2-2
  • Saussure, F. (1916/1986). A course in general linguistics. Translated by R. Harris. Open Court Publishing. 
  • Woodsworth, (1965). An analysis of the audio-lingual approach as applied to methods of teaching Russian. BA thesis, Simon Fraser University.

Cognitivism

Learning (COG)

  • Atkinson, R.C.; Shiffrin, R.M. (1968). "Chapter: Human memory: A proposed system and its control processes". In Spence, K.W. & Spence, J.T. The psychology of learning and motivation (Volume 2). New York: Academic Press. pp. 89-195.
  • Chomsky, N. (1957) Syntactic Structures. Mouton, The Hague.
  • Chomsky, N. (1965). Aspects of the theory of syntax. The MIT Press, Cambridge, MA.
  • Chomsky, N., 1981. Principles and parameters in syntactic theory. In Hornstein, N.L., Lightfoot, D. (Eds.), Explanation in Linguistics: The Logical Problem of Language Acquisition. Longman, London and New York, pp. 32-75.
  • Chomsky, N. (1981). Lectures on government and binding. Foris Publications, Dordrecht.
  • Chomsky, Noam (1995). The Minimalist Program. MIT Press.
  • Crowther-Heyk, H. (1999). George Miller, language, and the computer metaphor. History of Psychology, 2, 37-64.
  • Dewey, R. (2007). Psychology: An introduction. http://www.intropsych.com
  • Easton, J. Long-term memory. In B. Hoffman (Ed.), Encyclopedia of Educational Technology. Retrieved July 2010, from http://www.etc.edu.cn/eet/eet/articles/automaticityala/index.htm
  • Graf, P., & Schacter, D. L. (1985). Implicit and explicit memory for new associations in normal and amnesic subjects. Journal of Experimental Psychology: Learning, Memory, and Cognition, 11, 501-518. 
  • James, W. (1890). The principles of psychology. Volume 1. New York: Henry Holt
  • Kellerman, E. (1985) 'If at first you do succeed...' In Gass, S. and Madden, C. (eds) Input in Second Language Acquisition. Rowley, MA: Newbury.
  • Lightbown, P. (1983). Exploring relationships between developmental and instructional sequences in L2 acquisition. In H. Seliger & M. Long (Eds.), Classroom-oriented research in second language acquisition (pp. 217-243). Rowley, MA: Newbury House.
  • McClelland, J.L. (1981). Retrieving general and specific information from stored knowledge of specifics. Proceedings of the Third Annual Meeting of the Cognitive Science Society, 170-172.
  • Medler, D. A. (1998). The history of connectionism. Neural Computing Surveys, 1, 61-101.
  • Miller, G. (1956). The Magical Number Seven, Plus or Minus Two: Some Limits on Our Capacity for Processing Information, The Psychological Review, 63, pp. 81-97
  • Newell, A., and H. A. Simon. (1956). The logic theory machine: A complex information processing system. IRE Trans. Inf. Theory IT2:61-79.
  • Pastor, M. Short-term memory. In B. Hoffman (Ed.), Encyclopedia of Educational Technology. Retrieved July 2010, from http://www.etc.edu.cn/eet/eet/articles/automaticityala/index.htm
  • Perry, J. (2003). Automaticity: A learned advantage. In B. Hoffman (Ed.), Encyclopedia of Educational Technology. Retrieved July 2010, from http://www.etc.edu.cn/eet/eet/articles/automaticityala/index.htm
  • Rumelhart, D. E., McClelland, J. L., & the PDP research group. (1986). Parallel distributed processing: Explorations in the microstructure of cognition. Cambridge, MA: MIT Press.
  • Rumelhart, D. & Norman, D. (1978). Accretion, tuning and restructuring: Three modes of learning. In. J.W. Cotton & R. Klatzky (eds.), Semantic Factors in Cognition. Hillsdale, NJ: Erlbaum.
  • Schneider, W. & Shiffrin, R. M. (1977). Controlled and automatic human information processing: I. Detection, search, and attention. Psychological Review, 84, 1-66.
  • Shiffrin, R. M. & Schneider, W. (1977). Controlled and automatic human information processing: II. Perceptual learning, automatic attending, and a general theory. Psychological Review, 84, 127-190.
  • Simon, H. (1997). Allen Newell. Biographical Memoirs, Vol 71, Chapter 6, pp. 141-172.

Language (COG)

  • Bardovi-Harlig, K. (2007) One functional approach to SLA: The concept-oriented approach. In B. VanPatten & J. Williams (Eds.) Theories of second language acquisition: An introduction (pp. 97-113). Mahwah, NJ: Erlbaum.
  • Bley-Vroman, R. (1983). The comparative fallacy in interlanguage studies: The case of systematicity. Language Learning, 33,1-18.
  • Cleeremans, A., Destrebecqz, A., & Boyer, M. (1998). Implicit learning: News from the front. Trends in Cognitive Sciences, 2, 406-416.
  • Corder, S. (1967). The significance of learners' errors. IRAL, 5, 161-70.
  • Cutler, A. (2002). Native listeners.  European Review, 10 (1), 27-41
  • Cutler, A. (2001). Listening to a second language through the ears of a first. Interpreting, 5, 1-18.
  • DeKeyser, RM (2003). Implicit and explicit learning. In C. Doughty & M. Long (Eds.), Handbook of second language acquisition (pp. 313-348).
  • Doughty, CJ (2003). Instructed SLA: Constraints, compensation, and enhancement. In C. J. Doughty & MH Long (Eds.), The handbook of second language acquisition (pp. 256-310). Oxford: Blackwell.
  • Dulay, H.C., & Burt, M.K. (1973), 'Should we teach children syntax?', Language Learning, 23 (2), 245-258
  • Ellis, N. & Schmidt, R. (1998). Rules or Associations in the Acquisition of Morphology? The Frequency by Regularity Interaction in Human and PDP Learning of Morphosyntax. Language and Cognitive Processes Volume 13, (2, 3), pp. 307-336.
  • Ellis, N. C. (2003). Constructions, chunking, and connectionism: The emergence of second language structure. In C. Doughty & M. H. Long (Eds.), Handbook of second language acquisition (pp. 33-68). Oxford: Blackwell.
  • French, R.M., & Cleeremans, A. (Eds.) (2002). Implicit Learning and Consciousness: An empirical, philosophical and computational consensus in the making. Hove, UK: Psychology Press
  • Gass, S. M. (2003). Input and interaction. In C. J. Doughty & M. H. Long (Eds.), The handbook of second language acquisition (pp. 224-255). Oxford: Blackwell.
  • Hornstein, N., & Lightfoot, D. (1981). Introduction. In N. Hornstein, & D. Lightfoot (Eds.), Explanation in linguistics: The logical problem of language acquisition. London: Longman.
  • Hulstijn, J. (2007). Fundamental issues in the study of second language acquisition, EUROSLA Handbook. Volume 7 (1), pp. 191-203.
  • Kellerman, E. 1978. Giving learners a break: native language intuitions about transferability. Working Papers in Bilingualism nº 15, 59-92.
  • Krashen, S.D. (1985). The Input Hypothesis: Issues and Implications. New York: Longman
  • Kroll, B. (1990). Second language writing: research insights for the classroom. New York: Cambridge University Press.
  • Lenneberg, E. (1967). Biological Foundations of Language. New York: John Wiley & Sons, Inc.
  • Long, M.H. (1991). Focus on form: A design feature in language teaching methodology. In K. DeBot, R. Ginsberg, and C. Kramsch (Eds.), Foreign language research in cross-cultural perspective (pp. 39-52). Amsterdam: John Benjamins.
  • McLaughlin, B. (1987). Theories of second-language learning. London: Edward Arnold
  • McLaughlin, B., Rossman, T., & McLeod, B. (1983). Second language learning: An information-processing perspective. Language Learning, 33, 135-158.
  • MacWhinney, B. (2002). Rethinking the logical problem of language acquisition. Journal of Child Language, 29.
  • Norris, J., & Ortega, L. (2003). Defining and measuring SLA. In CJ Doughty & MH Long (Eds.), The handbook of second language acquisition (pp. 717-761). Oxford: Blackwell.
  • Odlin, T. (2003) Cross-linguistic influence. In CJ Doughty and MH Long (eds) The Handbook of Second Language Acquisition (pp. 436-486). Oxford: Blackwell.
  • O'Grady, W., 2003. The radical middle: nativism without univeral grammar. In: Doughty, CJ, Long, MH (Eds.), The Handbook of Second Language Acquisition. Blackwell, Oxford, pp. 19-42
  • O'Grady, W. (2008). Emergentism. In Hogan, P. (Ed.) 2008. Cambridge Encyclopedia of Language Sciences. Cambridge: Cambridge University Press.
  • O'Grady, W., Lee, M., & Kwak, H-Y. (2009). Emergentism and second language acquisition. In Ritchie, W. & Bhatia, T. (Eds.), Handbook of Second Language Acquisition. Emerald Press.
  • Penfield, W., & Roberts, L. (1959). Speech and brain mechanisms.  Princeton: Univ. Press.
  • Reber, A.S. (1967). Implicit learning of artificial grammars. Journal of Verbal Learning and Verbal Behavior, 6, 855-863
  • Romaine, S. 2003. Variation.  In CJ Doughty & MH Long (Eds.), The handbook of second language acquisition, pp. 409-435. Oxford: Blackwell.
  • Schmidt, R. (2001). Attention. In P. Robinson (Ed.), Cognition and second language instruction (pp. 3?32). Cambridge : Cambridge University Press.
  • Searle, J. (1972). Chomsky's Revolution in Linguistics, New York Review of Books, June 29, pp. 16-24. 
  • Selinker, L. (1972) Interlanguage. IRAL 10, 209-31
  • VanPatten, B. (1994). Cognitive aspects of input processing in second language acquisition. In P. Heshemipour, I. Maldonado, & M. van Naerssen (Eds.), Festschrift for Tracy David Terrell. New York: McGraw-Hill.
  • VanPatten, B. (2004). Processing Instruction: Theory, Research, and Commentary. Lawrence Erlbaum.
  • Weinreich, U. 1953. Languages in Contact. Mouton.
  • White, L. (2003) On the nature of interlanguage representation: Universal Grammar in the L2. In Handbook of Second Language Acquisition, eds. C. J. Doughty and M. H. Long. Malden, MA: Blackwell, pp. 19-42.

Constructivism

Learning (CON)

  • Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior, 4. New York: Academic Press, pp. 71-81. Retrieved from http://des.emory.edu/mfp/BanEncy.html
  • Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual review of psychology (Vol. 52, pp. 1-26). Palo Alto: Annual Reviews, Inc.
  • Bhattacharya, K. & Han, S. (2001). Piaget and cognitive development. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved 11 March 2011, from http://projects.coe.uga.edu/epltt/
  • Boydston, A. (1985, 2008). John Dewey, the later works. Southern Illinois University Press Carbondale
  • Boyer E. L. (1998). The Boyer Commission on Educating Undergraduates in the Research University, Reinventing Undergraduate Education: A Blueprint for America's Research Universities. Stony Brook, New York.
  • Bruner, J. (1966). Toward a theory of instruction. Cambridge, MA: Belknap Press of Harvard University Press.
  • Dewey, (1938). Experience and Education. Macmillan.
  • Duffy, T. M., & Cunningham, D. J. (1996). Constructivism: Implications for the design and delivery of instruction. In D. H. Jonassen (Ed.), Educational communications and technology (pp. 170-199). New York: Simon & Schuster Macmillan.
  • Flavell, J.H. (1992). Cognitive development: Past, present, and future. Developmental Psychology, 28, 998-1005
  • Gibbons, P. (1992). Mediating language learning: Teacher interactions with ESL students in a Content-based classroom.  TESOL Quarterly, 37, 2, 247-273.
  • Wood, D., Bruner, J.S., & Ross (1976) The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, n° 17, p. 89-100.
  • Wood, K. C., Smith, H., Grossniklaus, D. (2001). Piaget's Stages of Cognitive Development. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved 11 March 2011, from http://projects.coe.uga.edu/epltt/

Language (CON)

  • Andersen, RW (1979). Expanding Schumann's pidginization hypothesis, Language Learning, 29,105-119
  • Andersen, R. (1980). Creolization as the acquisition of a second language as a first language. In Theoretical Orientation in Creole Studies, eds. Albert Valdman and Arnold Highfield, pp. 273-295. New York: Academic Press.
  • Beauchamp, G. & Kennewell, S. (2010). Interactivity in the classroom and its impact on learning. Computers & Education, 54, 759-766.
  • Bley-Vroman, R. (1988). The fundamental character of foreign language learning. In W. Rutherford & M. Sharwood Smith (Eds.), Grammar and second language teaching: A book of readings (pp. 19-30). Rowley, MA: Newbury House.
  • Canale, M. and Swain, M. 1980. Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics 1 (1), 1-47.
  • Celce-Murcia, M., Dörnyei, Z., & Thurrell, S. (1997). Direct Approaches in L2 Instruction: A Turning Point in Communicative Language Teaching? TESOL Quarterly, 31 (1).
  • Celce-Murcia, M., Dörnyei, Z., & Thurrell, S. (1998). On Directness in Communicative Language Teaching. TESOL Quarterly, 32 (1).
  • Chapelle, C.(1998). Multimedia CALL: Lessons to be learned from research on instructed SLA. Language Learning & Technology, 2 (1), 22-34
  • Crookes, G., & Schmidt R.W. (1991). Motivation : Reopening the research agenda. Language Learning, 41(4), 469-512.
  • Cutrim Schmid, E. (2010). Developing competencies for using the interactive whiteboard to implement communicative language teaching in the English as a Foreign Language classroom. Technology, Pedagogy and Education, 19(2), 159-172.
  • Dornyei, Z. (2005). The psychology of the language learner. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Ellis, N. C. (2008). The Psycholinguistics of the Interaction Hypothesis. In A. Mackey and C. Polio (Eds.), Multiple Perspectives on Interaction in SLA: Second language research in Honor of Susan M. Gass. ( pp. 11-40). New York: Routledge.
  • Ellis, R. (1994). The study of second language acquisition. Oxford: OUP. p. 378-9
  • Ellis, R. (2008)  Principles of Instructed Second Language Acquisition, CAL Digest.
  • Gardner, H., & Lambert, W.E. (1959). Motivational Variables in Second-Language Acquisition. Canadian Journal of Psychology, 13(4), 266-272.
  • Gardner, H., Tremblay, P. & Masgoret, A. (1997). Towards a full Model of Second Language Learning: An Empirical Investigation. The Modern Language Journal, 81, 344-362.
  • Haley, M. and Rentz, P. (2002) Applying SLA Research and Theory to Practice:  what can a teacher do? TESOL-EJ.
  • Krashen, S.D. (1982)  Principles and Practice in Second Language Acquisition. Hayward, CA: Alemany Press
  • Krashen, S.D. & Terrell, T.D. (1983). The natural approach: Language acquisition in the classroom. London: Prentice Hall Europe.
  • Long, M. H. (1996). The role of the linguistic environment in second language acquisition. In Ritchie, W. C., & Bahtia, T. K. (eds.), Handbook of second language acquisition (pp. 413-68). New York: Academic Press.  
  • Masgoret, A.-M., & Gardner, RC (2003). Attitudes, motivation, and second-language learning: a meta-analysis of studies conducted by Gardner and Associates. Language Learning, 53, 123-163.
  • Mathews-Aydinli, J. & Elaziz, M. F. (2010). Turkish Students’ and Teachers’ Attitudes towards the use of Interactive Whiteboards in EFL Classrooms. Computer Assisted Language Learning, 23(3), 235-252.
  • Norris-Holt, J. (2001). Motivation as a Contributing Factor in Second Language Acquisition. The Internet TESL Journal, Vol. VII, No. 6.
  • Romaine, S. 2003. Variation.  In CJ Doughty & MH Long (Eds.), The handbook of second language acquisition, pp. 409-435. Oxford: Blackwell.
  • Savignon, S. (1991). Communicative Language Teaching: State of the Art. TESOL Quarterly, 25 (2), 261-277.
  • Thornbury, S. (1998). Comments on Marianne Celce-Murcia, Zoltan Dörnyei, and Sarah Thurrell's "Direct Approaches in L2 Instruction: A Turning Point in Communicative Language Teaching?" TESOL Quarterly, 32 (1)

Socio-constructivism

Learning (SC)

  • Duffy, T. M., & Cunningham, D. J. (1996). Constructivism: Implications for the design and delivery of instruction. In D. H. Jonassen (Ed.), Educational communications and technology (pp. 170-199). New York: Simon & Schuster Macmillan.
  • Galagan, P. A. (1993). The search for the poetry of work. Training & Development, 47(10), 33- 37.
  • Gallagher, C. (1999). Lev Semyonovich Vygotsky. Muskingum College History of Psychology.
  • Hall, JK, G. Vitanova & L. Marchenkova (eds.) 2004. Dialogue with Bakhtin on second and foreign language learning. New perspectives. Lawrence Erlbaum Associates. Mahwah, New Jersey & London.
  • Lantolf, J. P. (2000). Sociocultural theory and second language learning. Oxford University Press.
  • Lantolf, J. P. & S. L. Thorne. (2006) Sociocultural theory and the genesis of second language development. Oxford University Press.
  • Lave, J.(1988). Cognition in practice: Mind, mathematics and culture in everyday life. Cambridge, UK: Cambridge University Press.
  • Lave, J. (1991). Situating learning in communities of practice. In LB Resnick, JM Levine, & SD Teasley (Eds.), Perspectives on socially shared cognition (pp. 63-82). Washington, DC: American Psychological Association.
  • Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.
  • Mace, K. (2005). Vygotsky's social development theory. In  B. Hoffman (Ed.) Encyclopedia of Educational Technology.
  • Swain, M. (2000). The output hypothesis and beyond: Mediating acquisition through collaborative dialogue. In J. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 97-114). Oxford: Oxford University Press.
  • Swain, M., & Deters, P. (2007). "New" mainstream SLA theory: Expanded and enriched. Modern Language Journal, 91(5), 820-836.
  • Vygotsky, L. (1978). Mind in society: The development of higher psychological processes (Ed. by M. Cole, V. John-Steiner, S. Scribner, & E. Souberman). Cambridge, MA: Harvard University Press.
  • Vygotsky, L. S. (1981). The development of higher forms of attention in childhood. In J. V. Wertsch (Ed.), The concept of activity in Soviet psychology. Armonk, N.Y.: Sharpe.
  • Vygotsky, L. S. (1982a). Sobranie sochinenii. Vol. I .Voprosy teorii i istorii psikhologii. Moscow: Pedagogika (in Russian).
  • Vygotsky, L. S.(1982b). Sobranie sochinenii. Vol. 2. Problemy obscheipsikhologii. Moscow: Pedagogika (in Russian).
  • Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity.  Cambridge: Cambridge University Press.
  • White, E. J. (2009). Bakhtinian dialogism: A philosophical and methodological route to dialogue and difference? 38th Annual Conference of the Philosophy of Education Society of Australia.
  • Yüksel, D. (2009) A Bakhtinian Understanding of Social Constructivism in Language Teaching. Journal of Language and Linguistics Studies, 5 (1), 1-19.
  • Zuengler, J. and Miller, E. (2006) Cognitive and sociocultural perspectives: Two parallel SLA worlds? TESOL Quarterly, 40 (1): 35-58.

Language (SC)

  • Broner, M and Tarone, E. (2001). Is it fun? Language play in a fifth grade Spanish immersion classroom, Modern Language Journal, 85, 363-379. 
  • Cook, G. (1997). Language play, language learning. ELT Journal, 51(3): 224-231.
  • Faerch, C., & Kasper, G. (1987). Introspection in second language research. Clevedon, Avon: Multilingual Matters Ltd.
  • Kasper, G. (2006). Beyond repair: Conversation analysis as an approach to SLA. AILA Review, 19, 83-99.
  • Kasper, G. (2009). Locating cognition in second language interaction and learning: Inside the skull or in public view? International Review of Applied Linguistics47, 11-36.
  • Kasper, G. (2009). Categories, context and comparison in conversation analysis. In H. t. Nguyen & G. Kasper (Eds.), Talk-in-interaction: Multilingual perspectives (pp. 1-28). Honolulu, HI: University of Hawai'i at Manoa, National Foreign Language Resource Center.
  • Kramsch, C. (1993). Context and culture in language teaching. Oxford: Oxford University Press.
  • Kramsch, C. (1997). The cultural component of language teaching. Language, Culture and Curriculum. 8:2, 83-92.
  • Kramsch, C. (2000). Second language acquisition, applied linguistics, and the teaching of foreign languages The Modern Language Journal 84, 311-326
  • Kramsch, C. (2009)The Multilingual Subject. What language learners say about their experience and why it matters. Oxford: Oxford University Press. 2009.
  • Lantolf, J. P. (1997). The function of language play in the acquisition of L2 Spanish. In W. R. Glass & A. T. Perez-Peroux (eds.), Contemporary perspectives on the acquisition of Spanish. Volume 2: Production, processing, and comprehension (pp. 3-24). Somerville, MA: Cascadilla Press.
  • Lantolf, J. P. (2000). Introducing sociocultural theory,  Sociocultural theory and second language learning Oxford: Oxford University Press.
  • Lantolf, J. P. & Thorne, S. L. (2006). Sociocultural Theory and Second Language Acquisition. In. B. van Patten & J. Williams (eds.), Explaining Second Language Acquisition (pp. 201-224). Cambridge: Cambridge University Press.
  • Lantolf, J. P. & S. L. Thorne. (2006) Sociocultural theory and the genesis of second language development. Oxford University Press.
  • Lantolf, J. P. & M. E. Poehner. (2008). Sociocultural theory and the teaching of second languages. London: Equinox Press.
  • Lapkin, S., Swain, M., & Psyllakis, P. (2010). The Role of Languaging in Creating Zones of Proximal Development (ZPDs): A Long-Term Care Resident Interacts with a Researcher. Canadian Journal on Aging / La Revue canadienne du vieillissement, 29, Number 4, pp. 477-490.
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