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Biblioteca del profesor > Antologías > Tareas I > M. P. Breen
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Paradigmas actuales en el diseño de programas de lenguas (12 de 12)

Michael P. Breen

Bibliografía (continuación)


  1. Canale, M. y Swain, M. (1980) «Theoretical basis of communicative approaches to second language teaching and testing». Applied Linguistic, I, 1.
  2. Candlin, C. N. (1984) «Syllabus design as a critical process». En Brumfit, C. J. (ed.). General English Syllabus Design. ELT Documents, 118.
  3. Candlin, C. N. (1987) Towards Task-based Learning. En Candlin, C. N. y Murphy, D. F. (eds.).
  4. Candlin, C. N. y Edelhoff, C. (1982) Challenges: Teacher’s Guide. Londres: Longman.
  5. Candlin, C. N. y Murphy, D. F. (eds.) (1987) Tasks in Language Learning. Prentice Hall International.
  6. Carter, G. y Thomas, H. (1986) «"Dear brown eyes": experiential learning in a projectoriented approach». ELTJ, 40, 3.
  7. Carter, R. A. y McCarthy, M. J. (eds.) (1987) Vocabulary in Language Learning. Londres: Longman.
  8. Centre for Educational Research and Innovation (1973) OECD Case Studies of Educational Innovation: III At the School Level. París: OECD.
  9. Clark, J. y Hamilton, J. (1984) Syllabus Guidelines 1: Communication. Londres: CILT.
  10. Corder, S. P. (1960) English Language Teaching and Television. Londres: Longman.
  11. Corder, S. P. (1980), «SLA research and the teaching of grammar». BAAL Newsletter, 10.
  12. Corder, S. P. (1981) Error Analysis and Interlanguage. Oxford: Oxford University Press.
  13. Council of Europe (1984) Towards a more Comprehensive Framework for the Definition of Language Learning Objectives. Vols. I y II, Estrasburgo: Council for Cultural Cooperation.
  14. Dam, L. (1982) Beginning English: an Experiment in Learning and Teaching. Copenhage: Danmarks Laererhojskole (Mimeo).
  15. Dam, L. (1983) Intermediate English: an Experiment in Learning and Teaching. Copenhage: Danmarks Laerenhojskole (Mimeo).
  16. Deutscher Volkshochschul-Verband, E. V. (1986) Crosscultural Learner Project. Frankfurt: Pädagogische Arbeitsstelle.
  17. Dewey, J. (1916) Democracy and Education. Nueva York: Macmillan.
  18. Dewey, J. (1974) Experience in Education. Nueva York: Collier.
  19. Dubin, F. y Olshtein, E. (1986) Gourse Design. Cambridge: Cambridge University Press.
  20. Edelhoff, C. (1984) «Landeskunde zum Anfassen: the Lancaster outing». En Schratz, M. (ed.), Englischunterricht im Gesprach. Bochum: Kamp.
  21. Ellis, R. (1985) Understanding second Language Acquisition. Oxford: Oxford University Press.
  22. Freedman, A., Pringle, I. y Yalden, J. (eds.) (1983) Learning to Write: First Language Second Language. Londres: Longman.
  23. Fried-Booth, D. (1982) «Project work with advanced classes», ELTJ, 36, 2.
  24. Freire, P. (1970) Cultural Action for Freedo. Harmondsworth: Penguin.
  25. Harper, D. P. L. (ed.) (1986) ESP for the University. New York: British Council and Pergamon Press.
  26. Hawkins, E. (1984) Awareness of Language: an Introduction. Cambridge: Cambridge University Press.
  27. Holec, H. (1980) Autonomy in Foreign Language Learning. Estrasburgo: Council of Europe.
  28. Holt, J. (1976) Instead of Education. Harmondsworth: Penguin.
  29. Humanities Curriculum Project (1970) The Humanities Curriculum Project: an Introduction. Londres: Heinemann Educational.
  30. Hutchinson, T. y Waters, A. (1987) English for Specific Purposes: a Learning-Centred Approach. Cambridge: Cambridge University Press.
  31. Huttunen, I. (1986) Towards Learner Autonomy in Foreign Language Learning in Senior Secondary School. Oulu, Finland: University od Oulu.
  32. Hymes, D. (1972) «Competence and performance in linguistic theory». En Huxley, R. y Ingram, E. (eds.). Language Acquisition Models and Methods. Nueva York: Academic Press.
  33. Hymes, D. (1971) «Models of the interaction of language and social life». En Gumperz, J. J. y Hymes, D. (eds.), Directions in sociolinguistics: the ethnography of communication. Nueva York: Holt, Rinchart y Winston.
  34. Johnson, R. K. (ed.) Programme Design: Development and Evaluation. Cambridge: Cambridge University Press.
  35. Jones, K. (1984) Simulations in Language Teaching. Cambridge: Cambridge University Press.
  36. Kaplan, R. y Shaw, P. A. (1983) Exploring Academic Discourse. Rowley: Mass, Newbury House.
  37. Kennedy, C. y Bolitho, R. (1984) English for Specific Purposes: Londres: Macmillan.
  38. Krashen, S. D. (1985) The Input Hypothesis. Oxford: Pergamon.
  39. Krashen, S. D. y Terrell, T. D. (1983) The Natural Approach. Oxford: Pergamon.
  40. Leech, G. N. (1983) Principles of Pragmatics. Londres: Longman.
  41. Legutke, M. y Thiel, W. (1982) «Airport»: ein projeckt für den Englischunterricht in Klasse 6, Hessisches Institut für Bildungundschulentwicklung.
  42. Levinson, S. (1983) Pragmatics. Cambridge: Cambridge University Press.
  43. Long, M. H. (1983a) «Does second language instruction make a difference? A review of research». TESOL Quarterly, 17, 3.
  44. Long, M. H. (1983b) «Native speaker/non-native speaker conversation in the second language classroom». En Clarke, M. y Hanscombe, J. (eds.). TESOL’82, Washington, D.C.: TESOL.
  45. Long, M. H. (1985) «The design of classroom second language acquisition: towards task-based language teaching». En Hyltenstan, K. y Pienemann, M. (eds.). Modelling and Assessing Second Language Development. Clevedon: Avon, Multilingual Matters.
  46. Longman, B. B. C. e Institut für Film und Bild (1977) Challenges. Londres: Longman.
  47. McDonough, J. (1984) ESP in perspective: a practical guide. Londres: Collins Educational.
  48. Mitchell, R. (1985) Communicative Interaction Research Project: Final Report. Dept. of Education, University of Stirling.
  49. Newmark, L. (1966) «How not to interfere with language learning». International Journal of American Linguistic, 32, 1.
  50. Newmark, L. (1971) «A minimal language teaching program». En Pimsleur, P. y Quinn, T. (eds.). The Psychology of Second Language Learning. Cambridge: Cambridge University Press.
  51. Parker, J. C. y Rubin, L. J. (1966) Process as Content. Chicago: Rand McNally.
  52. Peters, R. S. (1959) Authority, Responsibility and Education. Londres: Allen y Unwin.
  53. Postman, N. y Weingartner, C. (1969) Teaching as a Subversive Activity. Harmondsworth: Penguin.
  54. Prabhu, N. S. (1987) Second Language Pedagogy: a Perspective. Oxford: Oxford University Press.
  55. Quinn, T. J. (1985) «Functional approaches in language pedagogy». En Kaplan, R. B. et al. (eds.). Annual Review of Applied Linguistic, 5.
  56. Richards, J. C. (1984a) «The secret life of method». TESOL Quarterly, 18, 1.
  57. Richards, J. C. (1984b) «Language curriculum development». RELC Journal,
    15, 1.
  58. Roberts, J. (1982) «Recent developments in ELT: part II». Language Teaching, 15, 3.
  59. Rogers, C. (1969) Freedom to Learn. Colombus: Ohio Merril.
  60. Rogers, C. (1983) Freedom to Learn for the Eighties. Columbus, Ohio: Merrill.
  61. Rubin, J. y Wendon, A. L. (1987) Learner Strategies: Theory, Research and Applications. Prentice Hall International.
  62. Rutherford, W. (1987) Teaching and Learning Second Language Grammar. Londres: Longman.
  63. Savignon, S. J. (1972) Communicative Competence: an Experiment in Foreign Language Teaching. Philadelphia: Centre for Curriculum Development.
  64. Savignon, S. J. (1983) Communicative Competence: Theory and Classroom Practice. Reading. Mass.: Addison Wesley.
  65. Savignon, S. J. y Berns, M. S. (eds.) (1984) Iniciatives in Communicative Language Teaching. Reading. Mass.: Addison Wesley.
  66. Schinnerer-Erben, J. (1981) «Sequencing redefined». En Lancaster Practical Papers in English Language Education, 4.
  67. Simons, S. et al. (1972) Values Clarification: a Practical Handbook of Stretegies for Teachers and Students. Nueva York: Hart, Rincholt y Winston.
  68. Sinclair, J. McH y Renouf, A. J. (1987) «A lexical syllabus for language learning». En Carter, R. A. y McCarthy, M. J. (eds.).
  69. Singleton, W. T. (ed.) (1978) The Study of Ral Skills. vol. I: The Analysis of Practical Skills. Lancaster: MTP Press.
  70. Skilbeck, M. (1984) School-based Curriculum Development. Londres: Harper Educational Series.
  71. Smith, P. (1980) Group Processes and Personal Change. Nueva York: Harper y Row.
  72. Stenhouse, L. (1975) An Introduction to Curriculum Research and Development. Londres: Heineman.
  73. Stern, H. H. y Weinrib, A. (1971) «French language teaching modules: a new approach to language teaching materials». Canadian Modern Language Review, 27, 3.
  74. Stern, H. H., Ullman, R., Balchunas, M., Hanna, M., Schneidermann, E. y Argue, V. (1980) Module Making: a Study in the Development and Evaluation of Learning Materials for French as a Second Language. Toronto: Ontario Ministry of Education.
  75. Stern, H. H. (1983) Fundamental Concepts of Language Teaching. Oxford: Oxford University Press.
  76. Stevick, E. W. (1976) Memory, Meaning and Method. Rowley. Mass.: Newbury House.
  77. Stevick, E. W. (1980) Teaching Languages: a Way and Ways. Rowley. Mass.: Newbury House.
  78. Swales, J. (1984) Episodes in ESP. Oxford: Pergamon.
  79. Tongue, R. y Gibbons, J. (1982) «Structural syllabuses and the young beginner». Applied Linguistic, 3, 1.
  80. Ullman, R. (1981) «A thematic and activity approach to communicative language teaching in second language classrooms». Bulletin of the Canadian Association of Applied Linguistics (LACLA), 3, 2.
  81. Waters, A. y Hutchinson, T. (1985) Interface. Londres: Longman.
  82. White, A. (ed.) (1981) New Directions for Teaching and Learning:Interdisciplinary Teaching. San Francisco: Jossey-Bass.
  83. Widdowson, H. G. (1978) Teaching Language as Communication. Oxford: Oxford University Press.
  84. Widdowson, H. G. (1981) «English for specific purposes: criteria for course design». En Selinker, L. et al. (eds.). English for Academia and Technical Purposes: Studies in Honour of Louis Trimble. Rowley. Mass.: Newbury House.
  85. Widdowson, H. G. (1984a) Learning Purpose and Language Use. Oxford: Oxford University Press.
  86. Widdowson, H. G. (1984b) «Educational and pedagogic factors in syllabus design». En Brumfit, C. J. (ed.). General English syllabus design. ELT Documents, 118.
  87. Widdowson, H. G. (1987) «Aspects of syllabus design» (mimeo), In M. Tickoo (ed.) Language Syllabuses: State of the Art. Singapore: RELC.
  88. Willis, D. (1986) «A task-based approach to language learning». En Higgs, D. (ed.). Dunford House Seminar Report: Communication Skills Training in Bilateral and Projects. Londres: The British Council.
  89. Williams, R., Swales, J. y Kirkman, J. (eds.) (1984) Common Ground: Shared Interests in ESP and Communication Studies. Oxford: Pergamon.
  90. Winitz, H. y Reeds (1975) Comprehension and Problem-solving as Strategies for Learner Training. La Haya: Mouton.
  91. Yalden, J. (1983) The Communicative Syllabus: Evolution, Design and Implementation. Nueva York: Pergamon Press.
  92. Zamel, V. (1983) «The composing processes of advanced ESL students: six case studies». TESOL Quarterly, 17, 2.
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