Article published in:
Defining Standards and Monitoring Progress in Learning Languages other than English
Guest-edited by Catherine Elder
[Australian Review of Applied Linguistics 23:2] 2000
► pp. 2134
Bremer, K., C. Roberts, M.-T. Vasseur, M. Simonot and P. Broeder
(1996) Achieving understanding: discourse in intercultural encounters. Harlow, Longman.Google Scholar
Chitty, C. and B. Simon
(eds) (1993) Education answers back. London, Lawrence & Wishart.Google Scholar
Clark, J. L.
(1987) Curriculum renewal in school foreign language learning. Oxford, Oxford University Press.Google Scholar
Daugherty, R.
(1995) National Curriculum Assessment: a review of policy 1987-1994. London, Falmer Press.Google Scholar
Department of Education and Science/Welsh Office
(1988) Task Group on Assessment and Testing: a report. London, DES/WO.Google Scholar
(1990) Modern Foreign Languages for Ages 11 to 16. London: DES/WO.Google Scholar
1991Modern Foreign Languages in the National Curriculum. London, HMSO.Google Scholar
Department for Education
(1995) Modern Foreign Languages in the National Curriculum (Revised). London, HMSO.Google Scholar
Ellis, R.
(1984) Formulaic speech in early classroom second language development. In J. Handscombe, R. Orem and B. Taylor (eds) (1984) On TESOL ‘83: the question of control. Washington, DC, TESOL.Google Scholar
(1994) The study of second language acquisition. Oxford, Oxford University Press.Google Scholar
Hawkins, E.
(ed) (1996) Thirty years of language teaching. London, CILT.Google Scholar
Kelly, A. V.
(1990) The National Curriculum: a critical review. London, Paul Chapman.Google Scholar
Larsen-Freeman, D. and M. Long
(1991) An introduction to second language acquisition research. Harlow, Longman.Google Scholar
Lawton, D.
(1996) Beyond the National Curriculum. London, Hodder & Stoughton.Google Scholar
Lyster, R. and E. Ranta
(1997) Corrective feedback and learning uptake: negotiation of form in communicative classrooms. Studies in Second Language Acquisition 191: 37–66. CrossrefGoogle Scholar
Mitchell, R.
(1988) Communicative language teaching in practice. London, CILT.Google Scholar
Mitchell, R. and P. Dickson
(1997) Progression in foreign language learning. CLE Occasional Papers 451. Southampton, University of Southampton.Google Scholar
Mitchell, R. and C. Martin
(1997) Rote learning, creativity and ‘understanding’ in the foreign language classroom. Language Teaching Research 11: 1–27. CrossrefGoogle Scholar
Myles, F., J. Hooper and R. Mitchell
(1998) Rote or rule? Exploring the role of formulaic language in classroom foreign language learning. Language Learning 481: 323–363. CrossrefGoogle Scholar
Page, B.
(1996) Graded objectives in ML(GOML). In E. Hawkins (ed) Thirty years of language teaching, 99–105. London, CILT.Google Scholar
Phillips, M.
(1998) All must have prizes. London, Time Warner.Google Scholar
School Curriculum and Assessment Authority
(1996a) Exemplification of standards: Modern Foreign Languages, Key Stage 3. London, SCAA.Google Scholar
(1996b) Optional tests and tasks: Modern Foreign Languages. London, SCAA.Google Scholar
(1997) Managing the Programme of Study Part 1: learning and using the target language. London, SCAA.Google Scholar
Stubbs, M.
(1996) Text and corpus analysis. Oxford, Blackwell Publishers.Google Scholar
Utley, D., R. Mitchell and J. A. N. Phillips
(1983) Hear/say: a review of Oral/Aural Graded Tests. London, Methuen Educational.Google Scholar
Willett, J.
(1995) Becoming first graders in an L2: an ethnographic study of L2 socialisation. TESOL Quarterly 291: 473–503. CrossrefGoogle Scholar