ELT journal /

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Nhan đề trước:English language teaching journal
Corporate Authors: British Council., Oxford University Press.
Định dạng: Serial
Ngôn ngữ:English
Xuất bản : [Oxford, Eng.] : The University Press, [c1981-
Chủ đề:
English language > Study and teaching > Foreign speakers > Periodicals.
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  • 1982, Vol. 36/2 January (CA41/00001): Informal and formal approaches to communicative language teaching – A modular communicative syllabus (1): the underlying ideas
  • A modular communicative syllabus (2): the project – Project work with advanced classes – Why use textbooks? – Where practice prevailed: an apreciation of the work of Harold E. Palmer – Discourse analysis and literary interpretation – Survey review: lexicons and the ELT materials writer – Speak for yourself (BBC TV series) – Developing strategies – Problems and principles in the teaching of English – Teaching English as an international language – On the scope of applied linguistics – Towards the creative teaching of English
  • - Vol. 36/3 April (CA41/00002): The world for sick proper – An evaluation of integrated service English teaching – Designing an ESP reading skills course – What is communicative? – Making an English language teaching videotape – Competing criteria for error gravity – The use of sensory deprivation in foreign language teaching – ‘Let’ and ‘let’s’ – Taken for granted – Survey review of materials for the development of listening skills – Business express – The mind ‘s eye – Communicative language teaching – Communication in the classroom – Reading in a second language: hypotheses, organization, and practice – Second language acquisition and second language learning – Bilingualism and bilingual education
  • - Vol. 36/4 July (CA41/00003): The communicational testing of reading – The ‘decision pyramid’ and teacher training for ELT – The development of organizational skills through micro-teaching. Talking shop. A conversation with Dr Caleb Gattegno, inventor of the silent way – The survey of English usage: past, present – and future – English grammar and survey of English usage – A broadened curriculum framework for second languages – ‘Language teaching must start afresh !’ – a centenary tribute to Wilhelm Vietor – What’s in a (foreign) name? – A prolem of transcription – Chicken or egg? – on selecting the past perfect – The subordination of teaching to learning – Translations: a play by Brian Friel – The Longman lexicon of contemporary – Lessons from the Vietnamese: a kit for ESL tutors – Languages for specific purposes: program design and evaluation – Drama in language teaching
  • 1983,
  • - Vol. 37/3 July (CA41/00006): The negotiation of meaning in children’s foreign language acquisition – The transactional dialogue: misjudged, misused, misunderstood – Teaching with functional materials: the problem of stress and intonation – The teacher as moderator: a techique for interactional learning – What should language teaching be about? – Teking shop: the communicative teaching of English in no-English-speaking countries – Vocabulary learning: the use of grids – Computer assisted language learning: testing or teaching? – Developing criteria for textbook evaluation – Alaysing and counteracting interference errors – Five hundred years of English language teaching – Let’s look again at “let”
  • Perfect vs imperfect in English – A question of names – The humorous side of syntax – Evasive action? – Singular questions and plural answers – Survey review: more listening materials – The communicative teaching English – Language testing – How to use games in language teaching – A handbook of ELT terms and practices – Principles and practice in second language acquisition – Contrastive linguistics and the language teacher
  • - Vol. 37/4 October (CA41/00007): New lamps for old: realism and surrealism in foreign language teaching – Error evaluation: the importance of viewpoint – Mother tongue materials and second language literacy – Talking shop: teaching English as a second language in Britain – Counselling for teachers – Comprehension questions: about face! – Cloze after thirty years: new uses in language teaching – Dictionarieis and tests of reading comprehension – Reflections on ‘should’, ‘ought to’, and ‘must’ – When backshift backfires, what’s happening backstage? – Silent English – Survey review: guides for language learners – Quartet 1 – Humanistic approaches: am empirical view – The sociolinguistics of learning and using a non-native language
  • 1983, Vol. 37/1 January (CA41/00004): The schizophrenic teacher – An approach to the teaching of continuous writing in ESL classes – Writing to your students – Teaching those missing links in writing – Talking shop: on literature and ELT – Poetry ini the language classroom – Discourse analysis revisted: a reply to H. Sopher and Tony Deyes – The pre-beginner phase – Translation for advanced learners – A programme to develop the integration of comprehension skills – ESL proficiency and q word frequency count – A practical approach to vocabulary reinforcement – Etymological information: can it help our students? – ‘Will you’ and ‘are you willing’: a faulty paraphrase – Sentences of implied condition – A four-step technique for teaching relative clauses – Survey review of information gap materials – Some Pilgrims publications – Studying strategies – Assignments – Teaching English through English – Let’s talk and talk about it – Using blackboard drawing
  • - Vol. 37/2 April (CA41/00005): Communicative needs in foreign language teaching – Dictation- a technique in need of reappraisal – Pronunciation testing- What did you say? – Talking shop: the L.A. tapes – Working with service English timetables – Using logical problems in ESP – Reforming the paragraph – Forms, meanings, and uses in language teaching – Conversational cloze tests and conversational ability – The puzzling and controversial ‘unless’ – A problem of terms – A problem of inversion – A problem of punctuation – Survey review: business English materials – English in fact – Developing reading skills – Discussions that work – Individualisation – Commucicative syllabus design and methodology – The second language classroom: directions for the 1980s – Roget’s thesaurus
  • 1984, Vol. 38/1 January (CA41/00008): In defence of the comunicative approach – The question of culture: EFL teaching in non-English-speaking countries – Viewing comprehension in the EFL classroom – Computer-assisted vocabulary learning – Factors affecting listening comprehension – Communication strategies and the evaluation of communicative performance – Unisex ‘they’ – ‘I wish I was dead’ – ‘I said your PLACE, not YOUR place!’ – IT or ATE? – Survey review: recent materials for practising pronunciation – At home in Britain series – Teaching vocabulary – Teacher talk – Poetry and the system – Issues in language testing research
  • - Vol. 38/3 July (CA41/00009): Analysing interaction in second language classrooms – Communicative language teaching and local needs – Making a structure-based course more communicative – Developing the stylistic and lexical awareness of advanced students – Reading and risk-taking: a role for the computer – What place for performative tests? – Feedback with face – Reported speech and ‘backshift’
  • A survey of textbooks for teaching writing at the upper levels – The natural approach: language acquisition in the classroom – Teaching and learning languages – Teaching English writing – Working with English idioms
  • Vol. 38/4 October (CA41/00010): The Bangalore procedural syllabus – Making use of news broadcasts – The information gap in placement testing – Structuring the information gap – The use of non-ELT simulations – Motivating those who know it all – Language teaching traditons: 1884 revisted – ELT and the Bristish Council: the first fifty years – Language close up: How far have we got with the present perfect ? – Reviews: The teaching of English as an international language: a practical guide; A training course for TEFL; The practice of English language teaching – Once upon a time – English phonetics and phonology – A language testing handbook – Fundamental concepts of language teaching
  • 1985, Vol. 39/1 January (CA41/00011): A critical look at the communicative approach – Looking at style with advanded EFL learners – Investigating the reading problems of ESL students: an alternative – Word-based perception: a handicap in second language acquisition? – A survey of English language examinations – The TOEFL: an appraisal – Is the past perfect a before-past? – A survey of some new materials for Campbridge first certificate – Pronunciation skills – Linked skills: a handbook for skills and ESL tutors – Main course English – Teaching listening comprehension – English in schools
  • - Vol. 39/2 April (CA41/00012): Articles: A critical look at the communicative approach – ESL for the unemployed – Defining learning objectives for ELT – Talking shop: curriculum and syllabus design – Non-verbal channels in language learning – The ‘unreality principle’: one use of TV commercials – Evaluation of the Bangalore project
  • Language close up: ‘Given’ and ‘new’ information – A complete silent alphabet for English ? – Still thinking…
  • Reviews: Computers in language learning ; An introduction to computer-assisted language teaching; Computer-assisted language instruction – Counselling and culture in second language acquisition – The other tongue – A foundation course for language teachers – Teaching the spoken language
  • - Vol. 39/3 July (CA41/00013): Articles: Do TEFL articles solve problems? – Against dogma: a reply to Michael Swan – Salvaging a disaster: two lessons with computers – GRAMMARLAND: a non-directive use of the computer in language learning – Testing some current assumptions – A lesson to be learned: Chinese approaches to language learning – Listening comprehension: a lecture-based approach
  • Language close up: Question-words as subjects or complements – You can never say ‘You never can tell’ – Contracted forms in English-rules and tendencies
  • Reviews: A survey of recent materials for the the teaching of reading – Error analysis and interlanguage – Language planning and language education – Interface: English for technical communication – Reasons for listening
  • - Vol. 39/4 October (CA41/00014): Articles: Waiting for Godot in the EFL classroom – Schemata for ordering the teaching and learning of vocabulary – Academic writing practice – An approach to the teaching of academic writing – Learner choice in language study – The role of development errors in assessing language competence – Bangalore revisted: a reluctant complaint – Once a teacher, always a teacher
  • Language close up: Teaching the use of connectives expressing concession
  • Reviews: Survey review of courses for young learners – Beginning English with young children – Developing English with young learners; Teaching children – Panorama – Sociolinguistics and second language acquisition – Workbook in second language acquisiton – Grammar in context
  • 1986,
  • - Vol. 40/3 April (CA41/00017): Articles: Talking shop: language teaching and applied linguistics – Images of ELT – ‘Dear Brown Eyes …’: experiential learning in a project-orientated approach – An experimental vocational course in ESL – Introducing a new comprehensive test of oral proficiency – The process of ELT reform in Czechoslovakian schools – An empirical look at the integration and separation of skills in ELT – A piece of cake: learning and teaching idioms
  • Language close up: I’ll and we’ll – Such a car: acceptable or unacceptable ?
  • Reviews: Building a framework: developing communication skills with ESL students – Making materials: a handbook for creative language teaching – Writing: research, theory, and applications – Episodes in ESP – Poem into poem
  • - Vol. 40/4 October (CA41/00018): Articles: Forty years on – How to incorporate total physical response into the English programme – Humanistic activities and teacher mootivation – Quikwriting: a technique for invention in writing – Writing English script: an overlooked skill – A new look at phonological ‘redundancy’ – Error perceptions of native-speaking and non-native speaking teachers of ESL – Interpretative tasks applied to short stories
  • Language close up: A note on teaching persuasion – The future progressive – Single-time and double-time verb forms
  • Reviews: Drama as a second language; Using drama in the classroom – Variety: a workbook for intermediate readers – Language and literature teaching: from practice to principle – Discourse and learning – Classroom second language development
  • 1986, Vol. 40/1 January (CA41/00015): Articles: Helping language learners think about learning – Helping learners adapt to unfamiliar methods – Evaluating compositions with large classes – Training learners to prepare short written answers – Using poetry with mixed ability language classes – ‘Top ten’ principles for teaching reading – Two methods of teaching reading in Nigerian primary classes – Prendergast and the “Mastery method”: an assessment
  • Language close up: A new look at conditional setences in English – In what sense in the Present perfect present and not past?
  • Reviews: Survey review: language teaching games – A history of English language teaching – Reading in a foreign language – Reading between the lines: integrated language and literature activities – Ways to grammar: amodern English practice book – The words you need and more words you need
  • - Vol. 40/2 April (CA41/00016): Articles: Activities and procedures for teacher training – Try doing it with a class of forty ! – Queries from a communicative teacher – Bilingual folk stories in the ESL classroom – ‘Acquisition disappears in adultery’: interaction in the translation class – Can stylistic analysis help the EFL learner to read literature ? – Video and language comprehension – Teaching tense and aspect: a systematic approach – Communication and correction in the classroom
  • Language close up: An unlisted zero plural ? – A type 3 conditional with present reference ? – ‘Holiday’ or ‘holidays’ ?
  • Reviews: Survey review of purpose-made videos for ELT – Video in language teaching – Foreign and second language learning: Language acquisition research and its implications for the classroom
  • 1987, Vol. 41/1 January (CA41/00019): Articles: Theotizing from the classroom – Varied activities for variable language – Communication games: do we know what we’re talking about? – The need to teach rewriting – Projection into dialogue as a composition strategy – A video-and computer-aided course – Individualizing reading
  • Reviews: Survey review of computer-assisted language learning – Teaching English with video – An introduction to discourse analysis – At the Chalkface – English visa – ESL/literacy: an introductory handbook for tutors – Discourse and language learning: a relational approach to syllabus design – Dictionaries, lexicography and language learning
  • - Vol. 41/4 October (CA41/00020): Articles: The mother tongue in the classroom: a neglected resource? – Using texts in a communicative approach – Six writers in search of texts: a protocol-based study of L1 and L2 writing – Using translation in ESP – Keys to phonemic symbols: English phonology on the computer – Using bilingual dictionaries – Tests of oral performance: the need for data-based criteria
  • Reviews: Spotlight on Britain – The Context of language teaching – Accelerated learning – Options; themes – Effective reading: reading skills for advanced students – Working with words: a guide to teaching and learning vocabulary – Vocabulary – Teaching oral English
  • 1988, Vol. 42/2 April (CA41/00021): Articles: English as cultural action – Highly confident wrong answering- and how to detect it – Mistake correction – Co-operative goal structure: a way to improve group activities – ESP for engineers: a reassessment – Speaking up or talking down: foreign learners’ reactions to teacher talk – ‘Sorry, but if he comes, I go’: teaching conditionals
  • Reviews: Survey review of graded readers – Using graded readers in language teaching – English for science and technology: a discourse approach – The English language today – Understanding second language acquisition – Learning to read in a multicultural society: the social context of second language literacy – Telephoning in English – Advanced communication games
  • - Vol. 42/3 July (CA41/00022): Articles: Learning how to learn English: from awareness to action
  • Poor language learners and their strategies for dealing with new vocabulary
  • Learner strategies and learner interviews
  • Literature courses and student attitudes
  • Teachers and course design: the case for a modular approach
  • Pulling out of a project: twelve tips for project planners
  • Talking shop: the first TESOL-IATEFL Summer Institute
  • Introducing IATEFL – Reviews: Survey reiew of intermediate grammar workbooks
  • A Comprehensive Grammar of the English Language
  • The Fourth Dimension by Robert O’Neil with Patricia Mugglestone
  • The BBI Combinatory Dictionary of English – Speaking
  • Learner English: A Teacher’s Guide to Interference and Other Problems
  • Developing Listening Skills – Correspondence
  • - Vol. 42/4 October (CA41/00023): Articles: Evaluating ELT textbooks and materials
  • Computer games and foreign-language vocabulary learning
  • Using the computer to teach reading comprehension skills
  • Designing CALL programs for comprehension teaching
  • The value of teletext sub-titles in language learning
  • Learning English in a video studio
  • Action and condition in the post-elementary classroom
  • Michael West in India: a centenary salute – Reviews: Survey reiew of software for English language teaching
  • Longman Dictionary of Contemporary English (new edition)
  • Principles of Course Design For Language Teaching
  • Interactive Language Teaching
  • Talking Abuot Grammar
  • Conversation
  • Publications received
  • Periodicals received
  • 1989, Vol. 43/2 April (CA41/00024): Articles: A developmental view of classroom observations
  • Classroom observation: training the observers
  • Performance teaching in ELT
  • A client-centred approach to teacher development
  • Norzanza: an evaluation simulation in teacher training
  • Talking shop: Teacher development-an employer’s view
  • Materials adaptation: Why leave it all to the teacher ?
  • Survey interviews for interactive language learning – Reviews: Collins Cobuild English Language Dictionary
  • Second Language Pedagogy
  • Communicative ldeas: an Approach With Classroom Activities
  • Second Language Grammar: Learning and Teaching
  • Classroom interaction
  • Making the Most of Your Textbook
  • Publications received
  • - Vol. 43/3 July (CA41/00025): Articles: Sitting on a rocket: an interview
  • “I come to bury Caesar, not to praise him”: teaching resisting reading
  • A better role for women in TEFL
  • Laughter, ladies, and linguistics: a light-hearted quiz for language lovers and language learners
  • “Women are alcoholics and drug addicts”, says dictionary
  • Language and content in ESP
  • Entrance testing and course placement at the UN International School, New York City
  • Negotiating communicative language learning in a traditional setting – Reviews: Survey review: seven series of graded readers
  • Intonation in Context
  • Teaching and Learning Grammar
  • Effective School Management
  • Observation in the Language Classroom
  • 1990, Vol. 44/3 July (CA41/00027): Articles: Literature in the EFL class: a study of goal-achievement incongruence
  • Literary competence: the EFL reader and the role of the teacher
  • Encouraging reader-response to literature in ESL situations
  • Literary role play
  • Using novels in the language-learning classroom
  • Testing literature in EFL classes: tradition and innovation
  • Resource materials for library project work
  • Teaching indirect speech: deixis points the way
  • Reviews: Academic Writing: Process and Product
  • Translation by Alan Duff: A Textbook of Translation by Peter Newmark
  • The Structure of English: A Handbook of English Grammar
  • Role Play
  • Applying Second Language Acquisition Research
  • The Whole Story
  • English for Practical Management
  • IATEFL
  • Announcements
  • 1992, Vol. 46/2 April (CA41/00029): Articles: Using diaries for teacher reflection on in-service courses
  • Pepys into a TEFL course
  • Helping teachers to use a self-access centre to its full potential
  • Self-study grammar practice: learners’ views and preferences
  • Development, education, and English language teaching
  • Defossilizing
  • Your own thoughts in your own words
  • Lexicide and goblin-spotting in the language/literature classroom – Reviews: Survey: learner training in EFL course books
  • The Learner-Centred Curriculum
  • Vocabulary
  • Culture and the Language Classroom
  • The Inward Ear-Poetry in the language classroom
  • IATEFL
  • English-Speaking Union
  • Announcements
  • - Vol. 46/3 July (CA41/00030): Articles: On reporting what was said
  • Researching heterogeneity: an account of teacher-initiated research into large classes
  • Study skills and study competence: getting the priorities right
  • Peer reviews in the ESL composition classroom: what do the students think?
  • A holistic approach to college ESL: integrating language and content
  • Assessing speaking skills: a workshop for teacher development – Reviews: Survey review: A cross-cultural perspective-German books on EFL methodology
  • Clear English
  • Working with Language: a multidisciplinary consideration of language use in work contexts
  • Language Acquisition and Language Education: Extensions and Applications
  • Story as Vehicle: Teaching English to Young Children
  • Books that have influenced me
  • IATEFL
  • Announcements
  • - Vol. 46/4 October (CA41/00031): Articles: ELT and EL Teachers: matters arising
  • Native or non-native: who’s worth more?
  • The use of the mother tongue in the classroom
  • The production of training packs in in-service teacher training
  • Adults dropping out? Try Repgrid !
  • Language conundrums – Reviews: Genre Analysis
  • Training Foreign Language Teachers: A Reflective Approach
  • Corpus, Concordance, Collocation
  • Writing by Tricia Hedge –Announcements
  • 1993, Vol. 47/1 January (CA41/00032): Articles: Talking shop: Second language acquisition research: how does it help teachers?
  • Maximizing learning potential in the communicative classroom
  • Teacher roles in the learner-centred classroom -Embarrassment and hygiene in the classroom
  • Creative writing is Greek to me: the continuing education of a language teacher
  • Process evaluation in an INSET course
  • Lexical collocations: a contrastive view – Reviews: Survey review: recent materials for the teaching of reading at intermediate level and above
  • Management in ELT
  • Teaching One to One
  • Process Writing
  • Key concepts in ELT
  • English-Speaking Union
  • Announcements
  • - Vol. 47/2 April (CA41/00033): Articles: Birds, bees, and switches: psycholinguistic issues 1967-2017
  • ‘Pacing’ and ‘spacing’ as predictors of difficulty in speaking and understanding English
  • Having a good jaw: voice-setting phonology
  • The English ‘h’ problem
  • Target-language culture in EFL materials
  • The benefits of literacy development for fossilized ESL learners
  • Meeting the needs of teacher trainees on teaching practice
  • Innovation and the experienced teacher – Reviews: Handbooks for teachers of English to Arab students
  • Pronouncing dictionaries
  • Second Language Teacher Education
  • Discourse Analysis for Language Teachers
  • Mixed Ability Classes
  • ITEFL
  • English-Speaking Union
  • Announcements
  • - Vol. 47/3 July (CA41/00034): Articles: Saying please: pragmalinguistic failure in English interaction
  • Focused communication tasks and second language acquisition
  • Recognizing words in continuous speech: how important are word-final consonants?
  • The learner’s contribution to the self-access centre
  • Self-access systems
  • Justified and ancient: pop music in EFL classrooms
  • Metaphor in action: the observation schedule in a reflective approach to teacher education – Reviews: Survey review: seventeen series of graded readers
  • New Thinking in TEFL: Aspects of Teaching and Learning English as a Second Language
  • Books that have influenced me
  • Key concepts in ELT
  • - Vol. 47/4 October (CA41/00035): Articles: The English language and its teachers: thoughts past, present, and future
  • Language Awareness: a missing link in language teacher education?
  • An educational, or process, approach to the teaching of professional genres
  • Proper words in proper places
  • Talking shop: aspects of autonomous learning
  • Learner self-correction in ESL written compositions
  • Feature films as text: a framework for classroom use
  • Language conundrums – Reviews: Process and Experience in the Language Classroom
  • Linguistic Imperialism
  • The State of the Art
  • The Lexical Syllabus: a new approach to language teaching
  • Business English Teacher’s Resource Book
  • Wordsplay
  • IATEFL
  • 1994, Vol. 48/1 January (CA41/00036): Articles: The house of TESEP and the communicative approach: the special needs of stale English language education
  • Ten tips for making ELT counterparting work
  • The role evaluation in ELT project design
  • Organizing the world: children’s concepts and categories, and implications for the teaching of English
  • Teaching conversational skills intensively: course content and rationale
  • ‘Collaborative Development’: an alternative to phatic discourse and the art of Co=operative Development
  • A teacher looks at teachers’ diaries
  • Talking shop: Pre-service teaching experience and the training of supervisors – Reviews: Survey review: two series of Business English materials
  • The Native Speaker in Applied Linguistics
  • Culture, Language, Text
  • BBC English Dictionary
  • Oxford Placement Test
  • Key concepts in ELT
  • English-Speaking Union
  • IATEFL
  • Announcements
  • - Vol. 48/2 April (CA41/00037): Articles: Using literature at lower levels
  • Teenage books for teenagers: reflections on literature in language education
  • Repetition and learning by heart: an aspect of intimate discourse, and its implications
  • Undertaking ESL/EFL programme review for accountability and improvement
  • Guidelines for the production of in-house self-access materials
  • Second language acquisition research: aresponse to Rod Ellis
  • Incorporating a language improvement component in teacher training programmes
  • The politics of pronouns – Reviews: The Influence of Language on Culture and Thought
  • Teaching English Overseas: An Introduction
  • Classroom Dynamics
  • The Practice of English Language Teaching
  • When The Wind Blows
  • The ELT Curriculum: Emerging Issues
  • IATEFL
  • Announcements
  • - Vol. 48/3 July (CA41/00038): Articles: Writing instruction for ESL graduate students: examining issues and raising questions
  • Removing computer phobia from the writing classroom
  • Sentence combining plus: a new use for an old technique
  • Management and participation in ELT projects
  • Low-resourced self-access with EAP in the developing world: the dreat enabler?
  • Arousing the sixth emphasis within humanism in English language teaching
  • Language development provision in teacher training curricula
  • The functions of silence within the context of teacher training – Reviews: Survey: Triangle 1-10
  • Learner Strategies for Learner Autonomy
  • The Other Tongue
  • A University Course in English Grammar
  • Key concepts in ELT
  • Feedback – Register
  • - Vol. 48/4 October (CA41/00039): Articles: The teaching of English in Morocco: the place of culture
  • Teaching the unwritten rules time and space
  • The textbook as agent of change
  • Using text reconstruction software
  • Role-play, real-play, and surreal-play in the ESOL classroom
  • Teachers as mentors: a route to in-service development
  • Language conundrums – Reviews: The Lexical Approach
  • Using music and songs
  • Classroom Observation Tasks
  • 2004,
  • -Vol. 58/3 July (CA41/00189): Authemticating corpora for language learning: a problem and its resolution – Consciousness-raising tasks: a learner perspective – Encouraging self-monitoring in writing by Chinese students – Lexical frames and reported speech – Strategies for coping with language anxiety: the case of students of English in Japan – CLT in India: context and methodology come together – The need for communicative language teaching in China – The apprenticeship of observation – Survey: primary courses – Three advanced learners’ dictionaries – Two intermediate learners’ dictionaries – Continuity and innovation: revising the Cambridge proficiency in English examination 1913-2002 – Finding those web sites
  • - Vol. 58/4 October (CA41/00188): Th task-based approach: some questions and suggestions – Portfolios in the EFL classroom: disclosing an informed practice – The assessment of second language teaching – Why should learners contribute to the self-access centre? – Reading strategy instruction through mental modelling – A comparison of textbook and authentic interactions – Meeting individual needs with young learners – Survey: case studies in TESOL practice – Materials evaluation and design for language teaching – Qualitative inquiry in TESOL – Ethical issues for EFL faculty – Assessing young learners – Google revisted – Correspondence
  • 2004,Vol. 58/1 January (CA41/00186): Negotiating the syllabus: a win-win situation? – The Internet in every classroom? Using outside computers – Reverse-engineering communication tasks – The role of NLP in teachers’ classroom discourse – Evaluating pragmatics-focused materials – University classrooms in Vietnam: contesting the stereotypes – Using visual organizers to enhance EFL instruction – Complex quantum chaos and the present perfect – The siren call of the task – Globalization and language teaching – Teaching English as an international language – Methodology in language teaching – IATEFL 2002 York Conference selections – Doing second language research. Appraising research in second language learning – World English – Stories – Assessing writing – Tell it again! – Listening materials – Correspondence – IATEFL – Guide for contributors
  • - Vol. 58/2 April (CA41/00187): The concepts of ‘World English’ and its implications for ELT – ‘That’s why I do it’: flow and EFL teachers’ practices – Teachers’ ways of knowing – Using ‘on the contrary’: the conceptual problems for EAP students – Tape it yourself: videotapes for teacher education – Wearing two pairs of shoes: language teaching in Japan – Synchronous electronic discussion in an EFL reading class – Reflections of an on-line tutor – Keeping the NNS customer happy, perhaps?: a response to Sandra McKay – Survey: Materials for the revisted CPE examination – Applied linguistic – Designing language learners with special educational needs – English for life? – teaching English as a second language in Sub-Saharan Africa with special reference to Uganda – Using the mother tongue – Resources for teachers – IATEFL
  • 2005,
  • - Vol. 59/3 July (CA41/00192): Pedagogical uses of monolingual and parallel concordances – Raising the pragmatic awareness of language learners – Directions and indirct action: learner adaptation of a classroom task – Dynamic diversity: new dimensions in mixed composition classes – Plagiarism and the cultural of multilingual students in higher education abroad – Plagiarism in ESOL students: is cultural conditioning truly the major culprit? – Reply to Dilin Liu – ‘Linguistic imperialism’ 10 years on: an interview with Robert Phillipson – What is English? With commentary by Jennifer Jenkins – World English: the mediium or the learning? A reply to Kanavillil Rajagopalan – Critical reading in language education – Understanding expertise in teaching: case studies of ESL teachers – How to design a training course – Spelling and pronunciation for English language learners – Natural grammar
  • - Vol. 59/4 October (CA41/00193): A multi-thrust approach to fostering a research culture – The paired format in the Cambridge speaking tests – Teaching grammar through community issues – Integrating extensive reading in the task-based curriculum – Multiphle intelligences and online teacher education – Investigating the usefulness of lexical phrases in contemporary coursebook – Dogme – University English classrooms in Vietnam – English as a lingua franca – The English writing system – Methodology and materials design in language teaching – Rules, patterns and words: grammar and lexis in English language teaching – Extensive reading activities for language teaching – Global issues – Blogging
  • 2005,Vol. 59/1 January (CA41/00190): Consciousness-raising and practice in ELT coursebooks – An intensive approach to building conversation skills – Using peer feedback in the ESL writing class – Guiding principles for effective peer response – Testing to learn: a personal view of language testing – Testing, testing, everywhere, and not a while to think – A response to Neus figureas – Perspectives on EAP- an interview with Ken Hyland – ‘CLT is best for China’ – an untenable absolutis claim – Defining issues in English language teaching – Beyond methods: marcrostrategies for language teachers – Task-based language learning and teaching – An introduction to applied linguistics – Using authentic video in the language classroom – IATEFL 2003 Brighton Conferences selections – Stories – Correspondence
  • - Vol. 59/2 April (CA41/00191): Intercultural communication in English language teacher education – The project framework: a tool for language, content, and skills integration – Towards a framework for teaching spoken grammar – Authentic language or language errors? Lessons from a learner corpus – Evaluating web-sources: Internet literacy and academic writing – Teachers, testers, and the research enterprise- a slow meeting of minds – The use of jargon in teacher education – Washback and impact – Survey: Business English materials – English pronunciation in use – A history of English language teaching – Web sites for the language teacher

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