Teaching English to large classes. Large classes and student learning

TESOL Quarterly

Volumn 35, Issue 3, 2001, Pages 493-496

  Locastro, Virginia ^a  

^a UNIVERSIDAD DE LAS AMÉRICAS PUEBLA   (Mexico)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 20344395962     PISSN: 00398322     EISSN: 15457249     Source Type: Journal    
DOI: 10.2307/3588032     Document Type: Article

References (8)

1. Barnes, D. (1976). From communication to curriculum. Harmondsworth, England: Penguin Books.
2. Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold.
3. Krashen, S. (1982). Principles and practice in second language acquisition. Oxford: Pergamon Press.
4. LoCastro, V. (1989). Large size classes: The situation in Japan (Project Report No. 5). Leeds, England: Lancaster-Leeds Language Learning in Large Classes Research Project.
5. Long, M. E. (1996). The role of the linguistic environment in second language acquisition. In W. C. Ritchie & T. K. Bhatia (Eds.), Handbook on second language acquisition (pp. 413-468). San Diego, CA: Academic Press.
6. Long, M. E., & Porter, P. (1985). Group work, interlanguage talk, and second language acquisition. TESOL Quarterly, 19, 207-228.
7. Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. M. Gass & C. G. Madden (Eds.), Input in second language acquisition (pp. 235-253). Rowley, MA: Newbury House.
8. Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press.