Teaching the use of context to infer meaning: A longitudinal survey of L1 and L2 vocabulary research

Language Teaching

Volumn 37, Issue 4, 2004, Pages 243-252

  Walters, JoDee ^a  

^a UNIVERSITY OF NOTTINGHAM   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85009545262     PISSN: 02614448     EISSN: 14753049     Source Type: Journal    
DOI: 10.1017/S0261444805002491     Document Type: Article

References (224)

1. Alanen, R. (1995). Input enhancement and rule representation in second language acquisition. In Schmidt (ed.), 259-302.
2. Alderson, C., C. Clapham & D. Steele (1997). Metalinguistic knowledge, language aptitude and language proficiency. Language Teaching Research 1. 2, 93-121.
3. Al-Hejin, B. (2004). Attention and awareness: Evidence from cognitive and second language research. Teachers College, Columbia University Working Papers in TESOL & Applied Linguistics 4. 1, 1-22.
4. Allwright, J., R. Clark & A. Marshall-Lee (1996). Developing a critical approach to study. In M. Hewings & T. Dudley-Evans (eds.), Evaluation and course design in EAP. Hemel Hempstead: Prentice Hall Macmillan, in association with The British Council 6. 1, 71-85.
5. Andrews, S. (2001). The language awareness of the L2 teacher: Its impact upon pedagogical practice. Language Awareness 10. 2/3, 75-90.
6. Andrews, S. (ed.) (2003). Special issue: Teacher language awareness. Language Awareness 12. 2, 79-142.
7. Andrews, S. (forthcoming). Teacher language awareness. Cambridge: Cambridge University Press.
8. Andrews, S. & D. Bunton (2006). The language awareness of novice teachers of L2 English. Paper at the 8th International Conference of the Association for Language Awareness, University of Maine, Le Mans, July 2006.
9. Andrews, S. & A. McNeill (2005). Knowledge about language and the “ good language teacher”. In Bartels (ed.), 159-178.
10. Bartels, N. (ed.) (2005). Applied linguistics and language teacher education. New York: Springer.
11. Bartels, N. (2005a). Applied Linguistics and language teacher education: What we know. In Bartels (ed.), 405-424.
12. Batstone, R. (2002a). Contexts of engagement: a discourse perspective on “ intake” and “ pushed output”. System 30. 1, 1-14.
13. Batstone, R. (2002b). Making sense of new language: A discourse perspective. Language Awareness 11. 1, 14-29.
14. Becker, A. L. (1991). Language and languaging. Language and Communication 11. 1/2, 33-35.
15. Berry, E. C. (1994). Implicit and explicit learning of complex tasks. In N. C. Ellis (ed.), 147-165.
16. Berry, R. (2004). Awareness of metalanguage. Language Awareness 13. 1, 1-16.
17. Berry, R. (ed.) (2005). Special issue: Metalanguage in applied linguistics. Language Awareness 14. 1.
18. Bhatt, A. & M. Martin-Jones (1992). Whose resource? Minority languages, bilingual learners and language awareness. In Fairclough (ed.), 285-302.
19. Blanchet, P. (2006). Enseigner les langues de France? Cahiers Pedagogiques 423.
20. Borg, S. (1994). Language awareness as a methodology: Implications for teachers and teacher training. Language Awareness 3. 2, 61-71.
21. Borg, S. (2003). Teacher cognition in grammar teaching: A literature review. Language Awareness 12. 2, 96-108.
22. Borg, S. (2005). Experience, knowledge about language and classroom practice in teaching grammar. In Bartels (ed.), 325-340.
23. Brumfit, C. (1991). Language awareness in teacher education. In James & Garrett (eds.), 24-39.
24. Burley, S. & C. Pomphrey (2002). Intercomprehension: A move towards a new type of language teacher. Language Learning Journal 25, 46-51.
25. Burley, S. & C. Pomphrey (2003). Intercomprehension in language teacher education: A dialogue between English and Modern Languages. Language Awareness, 12. 3/4, 247-255.
26. Burns, A. & J. Knox (2005). Realisation(s): Systemic functional linguistics and the language classroom. In Bartels (ed.), 235-260.
27. Cajkler, W & J. Hislam (2002). Trainee teachers' grammatical knowledge: The tension between public expectations and individual competence. Language Awareness 11. 3, 161-177.
28. Camps A. & M. Milian (eds.) (2000). Metalinguistic activity in learning to write. Amsterdam: Amsterdam University Press.
29. Candelier, M. (2001). Eveil aux langues: Rapport concernant les objectifs.
30. Candelier M. (ed.) (2004). Janua linguarum - The gateway to languages. The introduction of language awareness into the curriculum: Awakening to languages. Graz: European Centre for Modern Languages, Council of Europe Publishing.
31. Candelier, M. (2005). L'é veil aux langues - Une proposition originale pour la gestation du plurilinguisme en milieu scolaire. Contribution au rapport mondial de l' UNESCO; Construire des societés du savoir.
32. Carter R. (ed.) (1990). Knowledge about Language and the Curriculum: The LINC reader. London: Hodder & Stoughton.
33. Carter, R., R. Hughes & M. McCarthy (2000). Exploring grammar in context. Grammar reference and practice: Upper intermediate and advanced. Cambridge: Cambridge University Press.
34. Cenoz, J. (2003). The additive effect of bilingualism on third language acquisition: A review. International Journal of Bilingualism 7. 1, 71-87.
35. Clark, R., N. Fairclough, R. Ivanič & M. Martin-Jones (1990). Critical language awareness. Part I: A critical review of three current appsroaches to language awareness. Language and Education 4. 4, 249-260.
36. Clark, R., N. Fairclough, R. Ivanič & M. Martin-Jones (1991). Critical language awareness. Part II: Towards critical alternatives. Language and Education 5. 1, 41-54.
37. Clark, R. & R. Ivanič (1991). Consciousness-raising about the writing process. In James & Garrett (eds.), 169-185.
38. Clark, R. & R. Ivanič (eds.) (1999). Special issue: Critical language awareness. Language Awareness 8. 2.
39. Clynes, A. & A. Henry (2004). Introducing genre analysis using Brunei Malay wedding invitations. Language Awareness 13. 4, 225-242.
40. Coniam, D. (2002). Technology as an awareness-raising tool for sensitising teachers to features of stress and rhythm in English. Language Awareness 11. 1, 30-42.
41. Corson, D. (1997). Awareness of non-standard varieties in the schools. In van Lier & Corson (eds.), 229-240.
42. Cortazzi, M. & L. Jin (1999). Cultural mirrors: Materials and methods in the EFL classroom. In Hinkel (ed.), 196-219.
43. Cots, J. M. & E. Arno (2005). Integrating language teachers' discipline knowledge in a language course. In Bartels (ed.), 59-78.
44. Cots, J. M. & L. Nussbaum (eds.) (2002). Pensar lo dicho: La reflexió n sobre la lengua y la communicació n en el aprendizaje de lenguas. Lleida: Editorial Milenio.
45. Cots, J. M. & L. Nussbaum (2002a). Visiones de conciencia lingü à stica: del currí culo a la prá cticas de aula. In Cots & Nussbaum (eds.), 55-68.
46. de Courcy, M. (1997). Teaching and learning with different scripts: Cross-cultural conflict in a Chinese late immersion classroom. Language and Education 11. 4, 242-259.
47. DeKeyser, R. M. (1994). How implicit can adult second language learning be? AILA Review 11, 83-96.
48. DeKeyser, R. M., R. Salaberry, P Robinson & M. Harrington (2002). What gets processed in Processing Instruction? A commentary on Bill VanPatten's “ Processing Instruction: An Update”. Language Learning 52. 4, 805-823.
49. Donmall, B.G. (ed.) (1985). Language awareness: NCLE reports and papers, 6. London: CILT.
50. Donmall-Hicks, B. (1997). The history of language awareness in the United Kingdom. In van Lier & Corson (eds.), 21-30.
51. Dooly, M. (2005). How aware are they? Research into teachers' attitudes about linguistic diversity. Language Awareness 14. 2/3, 97-111.
52. Doughty, C. (1991). Second language instruction does make a difference: Evidence from an empirical study of second language relativization. Studies in Second Language Acquisition 13. 4, 431-469.
53. Doughty, C. (2003). Instructed SLA: Constraints, compensation, and enhancement. In C. Doughty & M. H. Long (eds.), Handbook of second language acquisition. New York: Basil Blackwell, 256-310.
54. Doughty C. & J. Williams (eds.) (1998). Focus on form in classroom second language acquisition. New York: Cambridge University Press.
55. Doughty, C. & J. Williams (1998a). Pedagogical choices in focus on form. In Doughty & Williams (eds.), 197-261.
56. Downing, J. (1986). Cognitive clarity: A unifying and cross-cultural theory for language awareness phenomena in reading. In D. Yaden & S. Templeton (eds.), Metalinguistic awareness and beginning literacy: Conceptualizing what it means to read and write. Portsmouth, NH: Heinemann, 13-30.
57. Doye, P. (2005). Intercomprehension. Guide for the development of language education policies in Europe: From linguistic diversity to plurilingual education. Strasbourg: Council of Europe, Language Policy Division.
58. Duff, P. A. (2004). Intertextuality and hybrid discourses: The infusion of pop culture in educational discourse. Linguistics and Education 14, 231-276.
59. Edge, J. (1988). Applying linguistics in English language teacher training for speakers of other languages. ELT Journal, 42. 1, 9-13.
60. Elbro, C. & D. K. Petersen, (2004). Long-term effects of phoneme awareness and letter sound training: An intervention study with children at risk for dyslexia. Journal of Educational Psychology 96. 4, 660-670.
61. Ellis, N. C. (1993). Rules and instances in foreign language learning: Interactions of explicit and implicit knowledge. European Journal of Cognitive Psychology 5, 289-318.
62. Ellis, N.C. (ed.) (1994). Implicit and explicit learning of languages. London: Academic Press.
63. Ellis, N. C. (2005). At the interface: Dynamic interactions of explicit and implicit language knowledge. Studies in Second Language Acquisition 27. 2, 305-352.
64. Ellis, R. (2002). Grammar teaching - practice or consciousness-raising? In J. C. Richards & W. A. Renandya (eds.), Methodology in language teaching: An anthology of current practice. Cambridge: Cambridge University Press, 167-174.
65. Ewald, J. D. (2004). A classroom forum on small group work: L2 learners see, and change, themselves. Language Awareness 13. 3, 163-179.
66. Fairclough, N. (1989). Language and power. London: Longman.
67. Fairclough, N. (ed.) (1992). Critical language awareness. London: Longman.
68. Fairclough, N. (1992a). The appropriacy of ‘appropriateness’. In Fairclough, (ed.), 33-56.
69. Fairclough, N. (1999). Global capitalism and critical awareness of language. Language Awareness 8. 2, 71-83.
70. Fortune, A. (2005). Learners' use of metalanguage in collaborative form-focused L2 output tasks. Language Awareness 14. 1, 21-38.
71. Fortune, A. & D. Thorp (2001). Knotted and entangled: New light on the identification, classification and value of language related episodes in collaborative output tasks. Language Awareness 10. 2/3, 143-160.
72. Francis, N. (1999). Bilingualism, writing and metalinguistic awareness: Oral-literate interactions between first and second languages. Applied Psycholinguistics 20. 4, 533-561.
73. Francis, N. (2002). Literacy, second language learning, and the development of metalinguistic awareness: A study of bilingual children's perceptions of focus on form. Linguistics and Education 13. 3, 373-404.
74. Freire, P. (1982). Pedagogy of the oppressed. Harmondsworth: Penguin.
75. Freire, P. (1985). The politics of education. London: Macmillan.
76. García Mayo, M. (2003). Interaction in advanced EFL pedagogy: A comparison of form-focused activities. International Journal of Educational Research 37. 3/4, 323-341.
77. Gass, S., I. Svetics & S. Lemelin (2003). Differential effects of attention. Language Learning 53. 3, 497-545.
78. Gieve, S. & J. Norton (in press). Dealing with linguistic difference in representations of encounters with others in travel, documentary and life-style programmes on British television. In S. Johnson & A. Ensslin (eds.), Language in the media: Representations, identities, ideologies. London: Continuum.
79. Gnutzmann, C. (1997). Language Awareness: Progress in language learning and language education, or reformulation of old ideas? Language Awareness 6. 2/3, 65-74.
80. Goatly, A. (2000). Critical reading and writing: An introductory coursebook. London: Routledge.
81. Goikoetxea, E. (2005). Levels of phonological awareness in preliterate and literate Spanish speaking children. Reading and Writing 18. 1, 51-79.
82. Hall, N. & J. Shepheard (1991). The anti-grammar grammar book. A teacher's resource book of discovery activities for grammar teaching. Harlow: Longman.
83. Harris, R. (2004). Review of Language and power: Language materials for students in the multilingual and multiethnic classroom.
84. Hawkins, E. W. (1981). Modern languages in the curriculum. Cambridge: Cambridge University Press.
85. Hawkins, E. W. (1984). Awareness of language: An introduction. Cambridge: Cambridge University Press.
86. Hawkins, E. W. (1992). Awareness of language/knowledge about language in the curriculum in England and Wales: A historical note on twenty years of curricular debate. Language Awareness 1. 1, 5-18.
87. Hawkins, E. W. (1999). Foreign language study and language awareness. Language Awareness 8. 3/4, 124-142.
88. Hawkins M. R. (ed.) (2004). Language learning and teacher education: A sociocultural approach. Clevedon: Multilingual Matters.
89. Hedge, T. (2000). Teaching and learning in the language classroom. Oxford: Oxford University Press.
90. Helot, C. & A. Young (2003). Education à la diversité linguistique et culturelle: le rô le des parents dans un projet d' é veil aux langues en cycle 2. LIDIL (Revue de linguistique et de didactique des langues), Le plurilinguisme en construction dans le syst' eme educatif: Contextes, dispositifs, acteurs. Grenoble: Universite Stendhal, 187-200.
91. Helot, C. & A. S. Young (2006). Imagining Multilingual Ecation in France: A language and cultural awareness project at primary level. In T. Skutnabb-Kangas, O. Garcia & M. E. Torrezdu Guzman (eds.), Imagining multilingual schools. Clevedon: Multilingual Matters, 69-90.
92. Henry, A. & R. Roseberry (1999). Raising awareness of the generic structure and linguistic features of essay introductions. Language Awareness 8. 3/4, 190-200.
93. Hinkel, E. (ed.) (1999). Culture in second language teaching and learning. Cambridge: Cambridge University Press.
94. Hislam, J. & W. Cajkler (2005). Teacher trainees' explicit knowledge of grammar and primary curriculum requirements in England. In Bartels (ed.), 295-312.
95. Hopkins, D. & M. Nettle (1994). Second language acquisition research: A response to Rod Ellis. ELTJournal 48. 2, 157- 179.
96. Housen, A., M. Pierrard & S. Van Daele (2005). Structure complexity and the efficacy of explicit grammar instruction. In A. Housen & M. Pierrard (eds.), Investigations in instructed second language acquisition. Berlin & New York: Mouton de Gruyter, 235-270.
97. Howatt, A. (1984). A history of English language teaching. Oxford: Oxford University Press.
98. Hulstijn, J. & R. de Graaf (1994). Under what conditions does explicit knowledge of a second language facilitate the acquisition of implicit knowledge? A research proposal. AILA Review 11, 97-112.
99. Hulstijn, J. & R. W. Schmidt (eds.) (1994). Consciousness in second language learning. AILA Review 11.
100. Hyland, K. (2002). Options of identity in academic writing. ELT Journal 56. 4, 351-358.
101. ILEA Afro-Caribbean Language and Literacy Project in Higher Adult Education (1990). Language and power: Language materials for students in the multilingual and multiethnic classroom. London: Harcourt Brace Jovanovich.
102. James, C. (1992). Awareness, consciousness and language contrast. In Mair & Markus (eds.), New departures in contrastive Linguistics: Proceedings of the conference held at Leopold-Franzens University of Innsbruck, Austria, 10-12 May 1991, vol. II, 183-197.
103. James, C. (1999). Language Awareness: Implications for the language curriculum. Language Awareness 12. 1, 94-115.
104. James, C. & P. Garrett (eds.) (1991). Language awareness in the classroom. London: Longman.
105. James, C. & P. Garrett (1991a). The scope of language awareness. In James & Garrett (eds.), 3-20.
106. Janks, H. (1991). A critical approach to the teaching of language. Educational Review 43. 2, 191-199.
107. Janks, H. & R. Ivanič (1992). Critical language awareness and emancipatory discourse. In Fairclough (ed), 305-331.
108. Jaworski, A., N. Coupland & D. Galasiń ski (eds.) (2004). Metalanguage: Social and ideological perspectives. Berlin: Mouton.
109. Jaworski, A., C. Thurlow, S. Lawson & V. Ylanne-McEwen (2003). The uses and representations of local languages in tourist destinations: A view from British TV holiday programmes. Language Awareness, 12. 1, 5-29.
110. Jessner, U. (2006). Linguistic awareness in multilinguals. Edinburgh: Edinburgh University Press.
111. Jessner, U. (in press). Language awareness in multilinguals. In J. Cenoz & N. H. Hornberger (eds.), Encyclopedia of language and education, 2nd edn., vol 6: Knowledge about language. Berlin: Springer.
112. Jin, L. & M. Cortazzi (1998). The culture the learner brings: A bridge or a barrier? In M. Byram & M. Fleming (eds.), Language learning in intercultural perspective. Cambridge: Cambridge University Press, 98-118.
113. Johns, A. M. (1997). Text, role and context: Developing academic literacies. Cambridge: Cambridge University Press.
114. Jones, R. E. (2001). A consciousness-raising approach to the teaching of conversational storytelling skills. ELT Journal 55. 2, 155-163.
115. Jones, R. E. (2002). We used to do this and we used also do that: A discourse pattern for teaching the reminiscence story. The Language Teacher 26. 2.
116. Jones, S. (1997). Language awareness and learning styles. In van Lier & Corson (eds.), 73-84.
117. Jourdenais, R., M. Ota, S. Stauffer, B. Boyson & C. Doughty (1995). Does textual enhancement promote noticing? A think-aloud protocol analysis. In Schmidt (ed.), 183-216.
118. Kasper, G. (1997). The role of pragmatics in language teacher education. In K. Bardovi-Harlig & B. Hartford (eds.), Beyond methods: Components of second language teacher education. New York: McGraw-Hill, 113-136.
119. Kemp, C. (2006). Implicit and explicit knowledge of grammatical form and function in learners using 3 or more languages. Paper at the 8th International Conference of the Association for Language Awareness, University of Maine, Le Mans.
120. Kim, H-Y. (1995). Intake from the speech stream: Speech elements that L2 learners attend to. In Schmidt (ed.), 65-83.
121. Kramsch, C. (1993). Context and culture in language teaching. Oxford: Oxford University Press.
122. Kramsch, C. (1995). The cultural component of language teaching. Language, Culture and Curriculum 8. 2, 83-92.
123. Kress, G. R., J. Ogborn & I. Martins (1998). A satellite view of language: Some lessons from science classrooms. Language Awareness 7. 2/3, 69-89.
124. Kiimmerling-Meibauer, B. (1999). Metalinguistic awareness and the child's developing concept of irony: The relationship between pictures and text in ironic picture books. Lion and the Unicorn: A Critical Journal of Children's Literature 23. 2, 157-183.
125. Lana Chavez de Castro, M. C. (2005). Why teachers don' t use their pragmatic awareness. In Bartels (ed.), 281294.
126. Lasagabaster, D. (2002). El texto como medio para trabajar distintos niveles del lenguaje en la clase de ingles. In Cots & Nussbaum (eds.), 155-166.
127. Lasagabaster, D. (2003). Trilinguismo en la ensernnza: Actitudes hacia la lengua minoritaria, la mayoritaria y la extranjera. Lleida: Editorial Milenio.
128. Layton, A., J. Robinson & M. Lawson (1998). The relationship between syntactic awareness and reading performance. Journal of Research in Reading 21. 1, 5-23.
129. Lazo, M., P D. Pumfrey & I. Peers (1997). Metalinguistic awareness, reading and spelling: Roots and branches of literacy. Journal of Research in Reading 20. 2, 85-104.
130. Lee, S. K. (2007). Effects of textual enhancement and topic familiarity on Korean EFL students' reading comprehension and learning of passive form. Language Learning 57. 1, 87-118.
131. Leow, R. (1997). Attention, awareness and foreign language behaviour. Language Learning 47. 3, 467-505.
132. Lesaux, N. K., O. Lipka & L. S. Siegel (2006). Investigating cognitive and linguistic abilities that influence the reading comprehension skills of children from diverse linguistic backgrounds. Reading and Writing 19. 1, 99-131.
133. Lessard-Clouston, M. (1996). Chinese teachers' views of culture in their EFL learning and teaching. Language, Culture and Curriculum 9. 3, 197-224.
134. Lindberg, I. (2003). Second language awareness: What for and for whom? Language Awareness 12. 3/4, 157-171.
135. Long, M.H. (1991). Focus on form: A design feature in language teaching methodology. In K. De Bot, R.B. Ginsberg & C. Kramsch (eds.), Foreign language research in cross-cultural perspectives. Amsterdam: John Benjamins, 3952.
136. Marr, T. (2005). Language and the capital: A case study of ‘language shock’ among Chinese students in London. Language Awareness 14. 4, 239-253.
137. Masats, D. (undated). Language awareness: An international project.
138. Maun, I. (2006). Penetrating the surface: The impact of visual format on readers' affective responses to authentic foreign language texts. Language Awareness 15. 2, 110-127.
139. McCarthy, M. & A.O. Keeffe (2004). Research in the teaching of speaking. Annual Review of Applied Linguistics 24, 26-43.
140. McGregor, G. (1998). Whaddaweknow? Language awareness and non-linguists' accounts of everyday speech activities. Language Awareness 7. 1, 32-51.
141. Minock, M. (1995). Toward a postmodern pedagogy of imitation. Journal of Composition Theory 15. 3, 489-509.
142. Mitchell, R. & J. Hooper (1991). Teachers' views oflanguage knowledge. In James & Garrett (eds.), 40-50.
143. Mohamed, N. (2004). Consciousness-raising tasks: A learner perspective. ELTJournal 58. 3, 228-237.
144. Morgan, B. (2004). Modals and memories: A grammar lesson on the Quebec referendum on sovereignty. In Norton & Toohey (eds.), 158-178.
145. Nakatani, Y. (2005). The effects of awareness raising training on oral communication strategy use. Modern Language Journal 89. 1, 76-91.
146. Nassaji, H. & M. Swain (2000). A Vygotskyan perspective on corrective feedback in L2: The effect of random versus negotiated help in the learning ofEnglish articles. Language Awareness 9. 1, 34-51.
147. Nelde, P. H. (2001). Perspectives for a European language policy. AILA Review 14, 34-48.
148. Norris, J. M. & L. Ortega (2000). Effectiveness of L2 instruction: A research synthesis and quantitative metaanalysis. Language Learning 50. 3, 417-528.
149. Norris, J. M. & L. Ortega (2001). Does type of instruction make a difference? Substantive findings from a meta-analytic review. Language Learning 51. 1, 157-213.
150. Norton B. & K. Toohey (eds.) (2004). Critical pedagogies and language learning. Cambridge: Cambridge University Press.
151. Pavlenko, A. (2004). Gender and sexuality in foreign and second language education: Critical and feminist approaches. In Norton & Toohey (eds.), 53-71.
152. Pennington, M. C. & N. C. Ellis (2000). Cantonese speakers' memory for English sentences with prosodic cues. Modern Language Journal 84. 3, 372-389.
153. Perregaux, C. C. (2006). La lecture dans un contexte plurilingue et pluriculturel: à l' é cole enfantine, ponts entre langues familiales et scolaires, entre oral et é crit. Interdialogos 1, 21-24.
154. Perregaux, C., C. de Goumoens, D. Jeannot & J-F. de Pietro (eds.) (2002). Education au langage et ouverture aux langues à l' é cole (EOLE). Neuchatel: Secretariat general de la confé rence intercantonale de l' instruction publique de la Suisse romande et du Tessin (CIIP).
155. Peyton Young, J. (2000). Boy talk: Critical literacy and masculinities. Reading Research Quarterly 35. 3, 312-337.
156. Phipps, A. & M. Gonzalez (2004). Modern languages: Learning and teaching in an interculturalfield. London: Sage.
157. Phipps, A. & M. Guilherme (eds.) (2004) Critical pedagogy: Political approaches to languages and intercultural communication. Clevedon: Multilingual Matters.
158. Pica, T. (2005). Classroom learning, teaching and research: A task based perspective. Modern Language Journal 89. 3, 339-352.
159. Pittard, V & M. Martlew (2000). Socially-situated cognition and metalinguistic activity. In Camps & Milian (eds.), 79102.
160. Posner, M. I. & S. E. Petersen (1990). The attention system of the human brain. Annual Review of Neuroscience 13, 25-42.
161. Preston, D. R. (1996). Whaddyaknow? The modes of folk linguistic awareness. Language Awareness 5, 40-74.
162. Preston, D. R. (2004). Folk metalanguage. In Jaworski et al. (eds.), 75-101.
163. Qi, D. S. & S. Lapkin (2001). Exploring the role of noticing in a three-stage second language writing task. Journal of Second Language Writing 10. 4, 277-303.
164. Ramirez Verdugo, D. (2006). A study of intonation awareness and learning in non-native speakers of English. Language Awareness 15. 3, 141-159.
165. Rijlaarsdam, G. & M. Couzijn (2000). Stimulating awareness of learning in the writing curriculum. In Camps & Milian (eds.), 167-202.
166. Robinson, M. (2005). Metalanguage in L1 English-speaking 12-year-olds: Which aspects of writing do they talk about? Language Awareness 14. 1, 39-55.
167. Robinson, P. (1995). Aptitude, awareness, and the fundamental similarity of implicit and explicit second language learning. In Schmidt (ed.), 303-357.
168. Robinson, P. (1997). Generalizability and automaticity of second language learning under implicit, incidental, enhanced, and instructed conditions. Studies in Second Language Acquisition 19. 2, 223-247.
169. Rosa, E. & M.O. Neill (1999). Explicitness, intake and the issue of awareness: Another piece of the puzzle. Studies in Second Language Acquisition 22. 4, 511-566.
170. Rowley-Jovliet, E. & S. Carter-Thomas (2003). Genre awareness and rhetorical appropriacy: Manipulation of information structure by NS and NNS scientists in the international conference setting. English for Specific Purposes 24. 1, 41-64.
171. Rutherford, W & M. Sharwood Smith (eds.) (1988). Grammar and second language teaching. Rowley, MA: Newbury House. Sarangi, S. (1998).
172. I actually turn my back on [some] students': The metacommunicative role of talk in classroom discourse. Language Awareness 7. 2/3, 90-108.
173. Schmidt, R.W. (1990). The role of consciousness in second language learning. Applied Linguistics 11.2, 129-158.
174. Schmidt, R. W. (1993). Consciousness, learning and interlanguage pragmatics. In G. Kasper & S. Blum-Kulka (eds.), Interlanguage pragmatics. Oxford: Oxford University Press, 21-42.
175. Schmidt, R. W. (1994). Deconstructing consciousness in search of useful definitions for applied linguistics. AILA Review 14, 11-26.
176. Schmidt, R.W. (ed.) (1995). Attention and awareness in foreign language learning. Honolulu, HI: Second Language Teaching & Curriculum Center, University of Hawaii at Manoa.
177. Schmidt, R. W. (2001). Attention. In P. Robinson (ed.), Cognition and second language instruction. Cambridge: Cambridge University Press, 3-32.
178. Schmidt, R.W. & S.N. Frota (1986). Developing basic conversational ability in a second language: A case study of an adult learner of Portuguese. In R. Day (ed.), Talking to learn: Conversation in second language acquisition. Rowley, MA: Newbury House, 237-326.
179. Sealey, A. (1999). Teaching primary school children about the English language: A critique of current policy documents. Language Awareness 8. 2, 84-97.
180. Segalowitz, N. & P. Lightbown (1999). Psycholinguistic approaches to SLA. Annual Review ofApplied Linguistics 19, 43-63.
181. Sharwood-Smith, M. (1993). Input enhancement in instructed SLA: Theoretical bases. Studies in Second Language Acquisition 15, 165-179.
182. Shi, L. (2006). Cultural backgrounds and textual appropriation. Language Awareness 15. 4, 264-282.
183. Shohamy, E. (2004). Assessment in multicultural societies: Applying democratic principles and practices to language testing. In Norton & Toohey (eds.), 72-92.
184. Shook, D. (1994). FL/L2 reading, grammatical information, and the input-to-intake phenomenon. Applied Language Learning 5, 57-93.
185. Slade, D. (1997). Stories and gossip in English: The macrostructure of casual talk. Prospect 12, 72-86.
186. Smitherman, G. (2004). Language and African Americans: Movin on up a lil higher. Journal ofEnglish Linguistics 32. 3, 186-196.
187. Stainton, C. (1992). Language awareness: Genre awareness -a focused review of the literature. Language Awareness 1. 2, 109-121.
188. Storch, N. (2002). Patterns of interaction in ESL pair work. Language Learning 52. 1, 119-158.
189. Svalberg, A.M.-L. (2005). Consciousness raising activities in some Lebanese English language classrooms: Teacher perceptions and Learner engagement. Language Awareness 14. 2/3, 170-190.
190. Svalberg, A.M.-L. (2006). Consciousness raising in the communicative classroom. Paper at BAAL Language Learning and Teaching SIG Conference: Language Use, Language Processing and Language Learning, 19-20 April, University of Southampton.
191. Swain, M. (2000). The output hypothesis and beyond: Mediating acquisition through collaborative dialogue. In J. Lantolf (ed.), Sociocultural theory and second language learning. Oxford: Oxford University Press, 97-114.
192. Swain, M. (2006). Languaging, agency and collaboration in second language learning. Plenary address at BAAL Language Learning and Teaching SIG Conference: Language Use, Language Processing and Language Learning, 19-20 April, Southampton University.
193. Swain, M. & S. Lapkin (2002). Talking it through: Two French immersion learners' response to reformulation. International Journal of Educational Research 37. 3/4, 285-304.
194. Thornbury, S. (1997a). About language: Tasks for teachers of English. Cambridge: Cambridge University Press.
195. Thornbury, S. (1997b). Reformulation and reconstruction: Tasks that promote “ noticing”. ELT Journal 51. 4, 326-335.
196. Thornbury, S. (2001). Uncovering grammar. Oxford: Macmillan Heinemann.
197. Tocalh-Beller, A. & M. Swain (2005). Reformulation: The cognitive conflict and L2 learning it generates. International Journal ofApplied Linguistics 15. 1, 5-28.
198. Tolchinsky, L. (2000). Contrasting views about the object and purpose of metalinguistic work and reflection in academic writing. In Camps & Milian (eds.), 29-48.
199. Tomlin, R. S. & V Villa (1994). Attention in cognitive science and second language acquisition. Studies in Second Language Acquisition 16, 183-203.
200. Toth, P. D. (2006). Processing instruction and a role for output in second language acquisition. Language Learning 56. 2, 319-385.
201. Trappes-Lomax, H. & G. Ferguson (eds.) (2002). Language in language teacher education. Amsterdam: John Benjamins.
202. Troia, G. A. (1999). Phonological awareness intervention research: A critical review of the experimental methodology. Reading Research Quarterly 34. 1, 28-52.
203. Truscott, J. (1998). Noticing in second language acquisition: A critical review. Second Language Research 14. 2, 103-135.
204. van Lier, L. (1992). Not the nine o' clock linguistics class: Investigating contingency grammar. Language Awareness 1. 2, 91-108.
205. van Lier, L. (1994). Language awareness, contingency and interaction. AILA Review 14, 69-82.
206. van Lier, L. (1996). Interaction in the language curriculum: Awareness, autonomy & authenticity. London: Longman.
207. van Lier, L. (1998). The relationship between consciousness, interaction and language learning. Language Awareness 7. 2/3, 128-145.
208. van Lier, L. & D. Corson (eds.) (1997). Encyclopedia of language and education, vol. 6: Knowledge about language. Amsterdam: Kluwer.
209. VanPatten, B. (1990). Attending to form and content in the input: An experiment in consciousness. Studies in Second Language Acquisition 12, 287-301.
210. VanPatten, B. (1996). Input processing and grammar instruction. Westport, CT: Ablex Publishing.
211. VanPatten, B. (2002a). Processing instruction: An update. Language Learning 52. 4, 755-803.
212. VanPatten, B. (2002b). Processing instruction, prior awareness and the nature of second language acquisition: A (partial) response to Batstone. Language Awareness 11. 4, 240-258.
213. VanPatten, B. & C. Sanz (1995). From input to output: Processing instruction and communicative tasks. In F. Eckman, D. Highland, P. Lee, J. Mileham & R. Weber (eds.), SLA theory and pedagogy. Hillsdale, NJ: Lawrence Erlbaum, 169-186.
214. Villanueva, S. & G. Smitherman (2003). Language diversity in the classroom: From intention to practice. Carbondale, IL: Southern Illinois University Press.
215. Wallace, C. (1997). The role of language awareness in critical pedagogy. In van Lier & Corson (eds.), 241-249.
216. Wallace, C. (1999). Critical language awareness: Key principles for a course in critical reading. Language Awareness 8. 2, 98-110.
217. Wallace, C. (2003). Critical reading in language education. Basingstoke: Palgrave Macmillan.
218. Walsh, S. (2003). Developing interactional awareness in the second language classroom through teacher self-evaluation. Language Awareness 12. 2, 124-142.
219. White, J. (1998). Getting the learners' attention: A typographical input enhancement study. In Doughty & Williams (eds.), 85-113.
220. Wright, T. (1991). Language awareness in teacher education programmes for non-native speakers. In James & Garrett (eds.), 62-77.
221. Wright, T. (2002). Doing language awareness: Issues for language study in language teacher education. In Trappes-Lomax & Ferguson (eds.), 113-130.
222. Wright, T. & R. Bolitho (1993). Language awareness: A missing link in language teacher education? ELT Journal 47. 4, 292-304.
223. Young, A. & C. Helot (2003). Language awareness and/or language learning in French primary schools today. Language Awareness 12. 3/4, 236-246.
224. Young, A. & C. Helot (2004). L' é education à la citoyen-neté par le biais de l' interculturel à l' é cole. 7e biennale de l' é ducation et de la formation. INRP - APRIEF, Lyon, 362-363.