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TESOL英語教育百科事典（全8巻）
TESOL International Associationと共同出版―英語教育の最新最大レファレンス！
TESOL英語教育百科事典（全8巻）
The TESOL Encyclopedia of English Language Teaching
Editor-in-Chief: John I. Liontas, University of South Florida
2018:01 8 vols. 5,824 p. set ISBN 978-1-118-78422-8 (Wiley-Blackwell) -US-
USD 1741.95
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概要
本書は、世界屈指の学術出版社Wiley-BlackwellとTESOL International Associationが共同出版する、英語教育分野の最新最大のレファレンスです。世界トップクラスの英語教育研究者および実践者たちが執筆した750以上の項目をアルファベット順に収録します。各項目は学生レベルから理解できるように、平易に研究状況を概括しています。英語教育に注力するあらゆる学校におすすめいたします。
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14の主要分野
- Approaches & Methods
- Assessment
- English as an International Language
- NNESTs
- Organizational Issues
- Sociocultural Aspects
- Teaching Grammar
- Teaching Listening
- Teaching Reading
- Teaching Speaking
- Teaching Vocabulary
- Teaching Writing
- Technology
- Training & Development
執筆者・項目例
- Hayriye Kayi Aydar (U. of Arizona): Reading Silence in Japanese Classrooms
- Zoltán Dörnyei : Motivating Students and Teachers
- Noriko Ishihara 石原 紀子 (法政大学准教授) : Intercultural Pragmatic Failure
- Ryuko Kubota 久保田 竜子 (U. of British Columbia): Critical Approaches to Second Language Writing
- Masaki Oda 小田 眞幸 (玉川大学ELFセンター長) : Collaboration and Collaborative Practices
- Miyuki Sasaki 佐々木 みゆき (名古屋市立大学教授) : Asian Perspectives on Second Language Writing Pedagogy
- Shoko Sasayama 笹山 尚子 (東京大学国際交流センター特任助教) : Learner Characteristics, Individual Learner Differences, and Learner Role
内容明細
| Author | Entry Title |
| Rebekha Abbuhl | Interaction and Learning Grammar |
| Maryam Abedini | Learnability and Teachability Hypothesis |
| Priyanvada Abeywickrama | Purposes of listening assessment (placement, diagnosis, achievement, etc) |
| Techniques for assessing listening | |
| Shahid Abrar-ul-Hassan | English for Specific Purposes |
| Motivational Strategies | |
| Sufian Abu-Rmaileh | Silent Way |
| Rachel Adams-Goertel | Classroom Comprehension Assessments |
| Critical Thinking and Reading | |
| Michigan Suite of Exams | |
| Sight Word Vocabulary | |
| Mohammad Javad Ahmadian | Neurolinguistic Programming |
| Abir Gafar A S Ahmed | Teaching Meanings of Conditionals: Factual, Predictive, Hypothetical, and Counterfactual |
| Lasisi Ajayi | Teaching/Developing vocabulary through guided interaction |
| Teaching/Developing vocabulary using graphic organizers, and modeling | |
| Using cognates for vocabulary development | |
| Ramin Akbari | Validity |
| Is’haaq Akbarian | Vocabulary development and teaching speaking |
| Fawzi Al Ghazali | Independent Language Learners in ESOL |
| Shamsa Al Magharabi | Problem-Solving |
| Rahma Al Mahrooqi | Alternative Assessment |
| Jeannette Alarcon | School Cultures |
| Sally Ali | Community Language Learning |
| Mary Allegra | The role of phonetic alphabets for teaching pronunciation |
| Lubna Alsagoff | Describing Proficiency |
| Carla Amaro-Jiménez | Review and Remedial Work |
| Aly Amer | Teaching/Developing vocabulary using semantic feature analysis |
| Neil Anderson | Silent Reading Fluency |
| Uju Anya | Ethnicity and Race in Teacher Education |
| Paula Andrea Arbelaez | ESOL for School Psychologists, Counselors, Building Supervisors, and Administrators |
| Carla Arena | Electronic Village Online (EVO) |
| Eileen Ariza | Non-Traditional Assessments |
| Primary Grades | |
| Professional Development through Technology | |
| Vahid Aryadoust | Taxonomies of Listening Skills |
| Nikki Ashcraft | Information-Gap Tasks |
| Mahmood Reza Atai | National Curriculum |
| Steven Athanases | Teacher Advocacy |
| Dwight Atkinson | Theory in Second Language Writing |
| Richard Badger | TOEFL (Test of English as a Foreign Language) Listening Sub-Test |
| Khawla Badwan | Effective Classroom Strategies |
| Kathleen Bailey | Multiple-Choice Questions |
| Teacher Inquiry | |
| Chandrika Balasubramanian | Teacher-Fronted Classes |
| Oliver Ballance | Strategies for pre teaching vocabulary in context |
| Technology to teach vocabulary | |
| Malba Barahona Durán | Trends in Teacher Development Programs |
| Kathleen Bardovi-Harlig | Negative Versus Positive Transfer |
| Susan Barduhn | World Englishes |
| Gary Barkhuizen | Research in English for Speakers of Other Languages |
| Storytelling | |
| Leslie Barratt | Monolingual Bias |
| Catrice Barrett | Global Hip-Hop and the Role of English |
| Shannon Barrios | Interlanguage phonology |
| Helen Basturkmen | Explicit Versus Implicit Grammar Knowledge |
| Robert Bayley | Cultural Attitudes Toward Language Variation and Dialects |
| Yasemin Bayyurt | Equity and Inclusivity and Non-Native English Speaker Teachers |
| Gulbahar Beckett | Project-Based Learning and Technology |
| Alessandro Benati | Direct Method |
| Grammar-Translation Method | |
| Interlanguage and Grammar | |
| Role Play | |
| Structured Input | |
| Radia Benzehra | Multiple-Measures Assessment |
| Vivien Berry | Characteristics of Quality Assessment |
| Martha Bigelow | Teaching speaking in non-academic contexts |
| Dawn Bikowski | Technology for Teaching Grammar |
| Steve Bird | Levels of Processing in ESOL |
| John Bitchener | Direct Versus Indirect Grammar Feedback |
| Teacher Written Feedback | |
| Jo Blase | Mistreatment of Teachers |
| Sarah Blazer | Writing Program Administration at the Tertiary Level |
| Joel Bloch | Technology for Teaching English as a Second Language (ESL) Writing |
| Textual Borrowing and Intellectual Property | |
| Weblogs | |
| Sonja Bloetner | Teaching speaking to middle grade/adolescent students |
| Amber N. Bloomfield | Text Types in Listening |
| Frank Boers | Intentional Versus Incidental Learning |
| Mari Mar Boillos | Competency-Based Language Teaching |
| Michael Bokor | English Dominance on the Internet |
| West African Culture and Schools, Language, and Identity | |
| Bita Bookman | Analyzing and assessing spoken discourse |
| Deena Boraie | Future of English |
| Types of Assessment | |
| Karen Bordonaro | Using authentic materials in teaching speaking |
| Sarah Braden | Teacher preparation for teaching speaking to English learners in K-12 contexts |
| Brock Brady | NNEST Advocacy Groups |
| TESOL’s NNEST (Non-Native English Speakers in TESOL) Interest Section | |
| George Braine | Non-Native English Speaker Teacher Movement |
| Marco Bravo | Open-ended Vocabulary Assessments |
| Stephen Bremner | Workplace Writing |
| Donna Brinton | Teacher preparation for teaching pronunciation |
| Maria Brisk | English Language Arts |
| Maneka Brooks | Administrative Issues in English Language Standards |
| James Brown | Assessing Pragmatic Competence |
| Cloze Tests | |
| Standardized and Proficiency Testing | |
| Steven Brown | Task-Based Approach to Listening |
| Tineke Brunfaut | Integrative testing of listening |
| Beverley Bryan | Challenges and possibilities in culturally relevant teaching in the Caribbean |
| Gavin Bui | Total Physical Response |
| Doğan Bulut | Skills-Based Training |
| John Bunting | Second Language Writing Materials Development |
| Ted Burkett | Norm-Referenced Testing and Criterion-Referenced Testing |
| TOEFL (Test of English as a Foreign Language) | |
| Anne Burns | Action Research for the Second Language Writing Teacher |
| Jerome Bush | Levels or stages of word knowledge |
| Melisa Cahnmann-Taylor | The Arts and TESOL |
| Margarita Calderon | Teaching Vocabulary Before, During and After Reading |
| Matthew Carey | Interviews |
| Avary Carhill-Poza | Bilinugal and Multilingual Immigrant Youth and Language Learning and Use |
| Sherrie Carroll | Arts-Based Pedagogy |
| Christine Casanave | Qualitative Approaches to Studying Second Language Writing |
| Federica Castro | Curriculum development in Latin American cultures |
| Claudia Cervantes Soon | Transnational Learners and TESOL |
| Andreea Cervatiuc | Incidental Learning of Vocabulary |
| Carmen Chacon | Reflective Teaching |
| Virak Chan | Effective Classroom Strategies toward Decolonizing ELT Practices: Implications for Postmethod Pedagogy |
| Marsha Chan | Tasks for teaching pronunciation to beginners |
| Anna CS Chang | Affect in Second Language Listening |
| Extensive Listening | |
| Speech Rate in Listening | |
| Benjamin Chang | Social Justice |
| Anne Charity Hudley | African American English in the United States Culture and Classrooms |
| Maggie Charles | Corpus Tools for Writing Students |
| Howard Hao-Jan Chen | Automated Speech Assessment |
| Liying Cheng | Geopolitics of assessment |
| M. Sidury Christiansen | Computer-mediated communication |
| Cultural Influences in Texting | |
| Latin American Classrooms and Teaching American Culture | |
| MaryAnn Christison | Formal characteristics of learner speech |
| Speech act theory and teaching speaking | |
| Student Involvement in Assessment | |
| Bernadine Clark | Peace Corps Volunteers as Teachers of English |
| Beth Clark-Gareca | Research on English Language Tests and Assessments |
| Maria Coady | Home-School Partnerships |
| Tom Cobb | Technology for Teaching Reading |
| Alessia Cogo | Cultural Elements in English as a Lingua Franca |
| Douglas Coleman | Simulation |
| Timothy Collins | Teaching abbreviations and abbreviated words |
| Jersus Colmenares | Technology for Teaching Vocabulary |
| Jelena Colovic-Markovic | Teaching relative clauses |
| Teaching vocabulary for IELTS advanced | |
| Ulla Connor | Intercultural Rhetoric |
| Leslie Cook | Universal Design |
| Christine Coombe | Debates and Discussions |
| Objectively-Scored Formats | |
| Viviana Cortes | Corpus Tools for Writing Teachers |
| Elena Cotos | Automated Writing Evaluation |
| Troy Cox | Standardized Testing in Reading |
| Averil Coxhead | Vocabulary and Second Language Writing |
| Vocabulary Assessment | |
| Jenifer Crawford | English Language Fellows and Fulbright Scholars |
| Jeremy Cross | Collaborative Listening |
| Metacognitive Listening Strategies | |
| Viewing in Listening | |
| Scott Crossley | Authentic and Simplified Texts |
| Peter Crosthwaite | Teaching and Learning Styles in South-East Asian Cultures |
| Deborah Crusan | Classroom Writing Assessment |
| Richard Cullen | Grammar Teaching in Beginner and Advanced Level Classes |
| Andy Curtis | Online Professional Development |
| Portfolios | |
| Qualitative Needs Analysis | |
| Race, Ethnicity and NNESTs | |
| Jee Wha Dakin | Grammar Assessment |
| Teresa Dalle | Working With a Course Book and the Curriculum |
| Young Learners | |
| Yen Dang | Teaching the most useful words of English |
| Shannon Daniel | Developing Authentic CBI Units |
| Simard Daphnee | Input Enhancement |
| Nina Daskalovksa | Historical perspectives on teaching speaking |
| Lori Dassa | Continuous Teacher Training |
| Nicholas David | Advanced-Level Readers |
| Larry Davis | Analytic, Holistic, and Primary Trait Marking Scales |
| John Davis | Terminology: Assessment, Evaluation, and Testing |
| Richard Day | Extensive Reading |
| Deborah De Hoyos | Understanding Reading Purpose |
| Ester de Jong | Two-Way Immersion |
| Andrea DeCapua | Cross-Cultural Communication in the English as a Second Language (ESL) Classroom |
| Robert DeKeyser | Age in Learning and teaching grammar |
| Margo DelliCarpini | Administrative Issues in Collaborative Teaching |
| Christopher Denman | General Principles of Assessment |
| Derek Derek Ho Leung Chan | Ultimate L2 attainment and ESOL |
| Tracey Derwing | Comprehensibility |
| Kristen di Gennaro | Subjectively-Scored Formats |
| Gabriel Diaz Maggioli | Correcting Errors |
| Web-Based Testing | |
| Writing Calibration | |
| Lynne Diaz Rico | Developing Comprehensive Professional Development Plans for a District/System/Program |
| Robert Dickey | Ethical Guidelines for Teachers |
| Kenan Dikilitas | Action Research and Teacher Inquiry |
| Teaching homographs, homonyms, homophones, synonyms and antonyms | |
| Tulay Dixon | Teaching pronunciation in integrated skills classes |
| Daniel Dixon | The use of technology in teaching pronunciation |
| Marina Dodigovic | Games and fun activities to build vocabulary |
| The role of listening for learning English pronunciation | |
| Seran Dogancay-Aktuna | Teacher Qualifications, Professionalism, Competencies, and Benchmarks |
| Melinda Dooly | Collaborative Learning |
| Jan Dormer | Immersion |
| Zoltán Dörnyei | Motivating Students and Teachers |
| Ellen Dougherty | Teaching speaking to grade school and elementary students |
| Scott Duarte | Video |
| Nancy Dubetz | Pre-Kindergarten and Kindergarten Learners |
| Jamie Dunlea | Aptis |
| Bronwen Dyson | Developmental Sequences |
| Joy Egbert | CALL (Computer-Assisted Language Learning) Engagement |
| CALL (Computer-Assisted Language Learning) Methodology | |
| Teacher Preparation for Using Technology | |
| Lucila Ek | Bilingual Classroom |
| Irina Elgort | Teaching/Developing vocabulary using ICTs and digital resources |
| Aymen Elsheikh | Rubrics |
| Tariq Elyas | Teaching/Developing vocabulary through peer engagement and interactive strategies |
| Test Anxiety | |
| Helen Emery | Assessing Young Learners |
| Martin John Endley | Organizing Practice |
| Lizabeth England | Communities of Practice |
| Michael Ennis | Bilingual Programs |
| Ismail Hakki Erten | Activation of Prior Knowledge |
| Role of Vocabulary in Teaching Reading | |
| Zohreh Eslami | Language Proficiency and Non-Native English Speaker Teachers |
| Cecilia Espinosa | PD in developing Bi-literacy skills in ELT |
| Doreen Ewert | Teacher and Tutor Conferencing |
| Farahnaz Faez | Empowerment of Non-Native English Speaker Teachers |
| Language Planning | |
| Colleen Fairbanks | Teacher and Institutional Vision, Belonging, and Identity |
| Christian Faltis | Primary School Writing |
| Zhihui Fang | Academic Language |
| Alvino Fantini | Teacher Assessment and Evaluation |
| Shehdeh Fareh | Planning and Class Management |
| Teacher Characteristics and Teacher Role | |
| Hossein Farhady | History of Language Testing and Assessment |
| Janise Farrell | First Language Listening and Second Language Listening Differences |
| Thomas S C Farrell | Reflective Practice For Language Teachers |
| Raichle Farrelly | Lesson planning for teaching pronunciation |
| Carmen Fies | Integrating Technology Institutionally |
| Second Life and Professional Development | |
| Heather Finn | Cultural Influences in the writing of L2 Students |
| Douglas Fleming | Deductive Versus Inductive Teaching |
| Lynne Flowerdew | Needs Analysis for the Second Language Writing Classroom |
| John Flowerdew | Professional Academic Writing |
| Suzanne Franks | The role of speaking in academic language |
| Maria Franquiz | Language, Literacy, and Community |
| Social Sciences | |
| Stefan Frazier | Preparing Teacher Educators to Work With Non-Native English Speaker Teachers |
| Donald Freeman | Knowledge Base for Second Language Teaching |
| Patricia Friedrich | Cultural Differences in Conflict Resolution |
| Jan Frodesen Frodesen | Discourse Grammar |
| Grammar and Second Language Writing | |
| Yoshifumi Fukada 深田 芳史 (明星大学教授) | Whole Language Approach |
| Glenn Fulcher | Assessing Spoken Production |
| Susan Gaer | Technology in Adult Education |
| Elżbieta Gajek | The use of technology in teaching speaking |
| Candace Galla | Native American Youth and Language Learning and Use |
| Nicola Galloway | Native Speaker Teacher |
| Noelia Malla Garcia | Using dialogs, role plays, songs, and poetry in teaching speaking |
| Maria del Pilar Garcia Mayo | Dictogloss Technique |
| Focused Versus Unfocused Tasks | |
| Claudia Garcia-Louis | PD for Community College Faculty |
| Dee Gardner | Academic Vocabulary List |
| Sheena Gardner | Form-Meaning Mapping |
| Melodie Garnier | Teaching the many uses of the word UP |
| Kyra Garson | Practitioner-Oriented Journals |
| Sue Garton | Native English Speaker Schemes Around the World |
| Carolyn Gascoigne | Interface and Non-Interface Positions |
| Atta Gebril | Assessment Literacy |
| Integrated-Skills Assessment | |
| Kristin Gehsmann | Engaging and Motivating Review |
| Zubeyde Sinem Genc | Structural Approach |
| Guillaume Gentil | Multilingualism as a Writing Resource |
| Judy Gilbert | Issues in teaching pronunciation |
| Christina Gitsaki | Benefits of assessment |
| Ethics in Testing and Assessment | |
| Reliability | |
| Tyler Glodjo | Critical Pedagogy |
| Melanie Gobert | Accommodations |
| Flash Cards, Realia, and Objects | |
| Robert Godwin-Jones | Emerging Technologies |
| Christine Goh | Academic Listening |
| Lexical Segmentation in Listening | |
| Listening Activities | |
| Metacognition in Second Language Listening | |
| Paula Golombek | Institutional and Professional Narratives |
| Dafne Gonzalez | Online Learning |
| Jaemyung Goo | Self Correction |
| Sarah Goodwin | Large-Scale Writing Assessment |
| Margo Gottlieb | Data-Driven Decision Making |
| William Grabe | Discourse Structures |
| First Language and Second Language Reading | |
| Suzanne Graham | Teaching Listening Strategies |
| Rachel Grant | Addressing cultural bias in ELT materials |
| Anthony Green | Assessment of Learning and Assessment for Learning |
| Anthony Green | Placement Testing |
| Brent Green | Corpora in Language Learning |
| Karen Gregory | Alternative Approaches to Professional Development |
| Curt Greve | Use and Misuse of Writing Rubrics |
| Paul Gruba | Technology for Teaching Listening |
| Peter Gu | Cognitive Academic Language Learning Approach (CALLA) |
| Two-Way Listening | |
| Types of Listening | |
| Amanda Gulla | Poetry and Songs |
| Cindy Gunn | Social Context and English for Speakers of Other Languages |
| Leslie Gutiterrez | Refugee Concerns and Students with Interrupted Formal Education (SIFE) |
| Christoph Hafner | Visual Design and Multimodal Composing |
| Sara Haghighi | Teaching vocabulary for first certificate |
| Charles Hall | Cambridge Suite of Exams |
| Stephen Hall | In-Service Training in Preparing Native English Speaker Teachers and Non-Native English Speaker Teachers |
| ZhaoHong Han | Models of Reading |
| Christa Hansen | Institutional Accreditation |
| Holly Hansen Thomas | Language Standards in the Classroom |
| Rural ESL: I only have two students! | |
| Elizabeth Hanson-Smith | CALL (Computer-Assisted Language Learning) Materials Development |
| Bahiyyih Hardacre | Cognitive perspectives in teaching speaking |
| Listening and Different Age Groups | |
| Susan Harden | Institutional and Community Engagement |
| Linda Harklau | Tracking and Ability Grouping in Kindergarten to 12th Grade Settings |
| Claudia Harsch | Developing test specifications for assessing listening |
| Discrete testing of listening | |
| K. James Hartshorn | Curriculum Development |
| Robin Harvey | Integrating Chinese International Students Into American Colleges |
| Mara Haslam | Teaching the sound system of English |
| Sally Hatfield | Fanfiction |
| Deborah Healey | Technology Enhanced Learning Environments |
| TESOL Technology Standards | |
| Heidi Healy | Dictionary Use |
| John Hedgcock | Syllabus Design for Second Language Writing |
| Volker Hegelheimer | CALL (Computer-Assisted Language Learning) Research |
| Andrea Hellman | Teaching lexical chunks |
| Teaching prepositions of location | |
| Teaching Tiered Vocabulary | |
| Teaching/Developing vocabulary at diverse age levels | |
| Teaching/Developing vocabulary at diverse linguistic levels | |
| Sarah Henderson Lee | Heritage Language |
| Todd Hernández | Input Flooding |
| Sahbi Hidri | Discrete Point and Intergrative Testing |
| Item Analysis | |
| Suzanne Hilgendorf | Center and Periphery |
| Eli Hinkel | Descriptive Versus Prescriptive Grammar |
| Error Analysis | |
| Teaching speaking in integrated skills classes | |
| Don Hinkelman | Blended Learning |
| Eliana Hirano | Adult Immigrant and Refugee Writing |
| David Hirsh | Teaching/Developing vocabulary through word origins, root words, prefixes and suffixes |
| Jane Hoelker | Single-Sex and Mixed-Sex Classes |
| Adrian Holliday | Native Speakerism |
| Franz Holzknecht | IELTS listening sub-test |
| Junko Hondo | Functional Syllabus |
| Becky Huang | PD in Testing Preparation for University ESL |
| Li-Shih Huang | Corpus-Based Instruction |
| Tasks for teaching pronunciation to advanced learners | |
| Teaching speaking to adult learners | |
| Philip Hubbard | Learner Training |
| Technology and Professional Development | |
| Nancy Hubley | Reading Assessment |
| Ken Hyland | Genre and Second Language Writing |
| Ali Idrissi | The Neurolinguistic Approach to L2 Learning and Teaching |
| Roumiana Ilieva | Textbooks |
| Noriko Ishihara 石原 紀子 (法政大学准教授) | Intercultural Pragmatic Failure |
| Yuko Iwai (University of Wisconsin) | Upper Primary School Readers |
| Noriko Iwashita (University of Queensland ) | Grammar and Language Proficiency |
| Christine Jacknick | Learner Ethnography and Raising Cultural and Linguistic Awareness |
| Daniel Jackson | Teacher Autonomy |
| George Jacobs | Reading as a Social Process |
| Rashi Jain | Alternative Terms and Acronyms |
| Cori Jakubiak | Study Abroad and Volunteerism |
| Mark James | Transfer |
| Jihyeon Jeon | Cram Schools |
| Eun Hee Jeon | Oral Reading Fluency |
| Lixian Jin | Use of the First Language |
| Zhao Jing | Lesson planning for teaching speaking |
| Anna Dina L. Joaquin | Automaticity in Listening |
| Tamara Jones | Materials development for teaching pronunciation |
| Euen Hyuk (Sarah) Jung | Discourse Structure in Listening |
| Luciana Junqueira | Undergraduate Writing |
| Lia Kamhi-Stein | Challenges Faced by Non-Native English Speaker Teachers |
| Nobuhiro Kamiya 神谷 信廣 (群馬県立女子大学准教授) | Proactive vs Reactive Focus on Form |
| Teacher and Student Assumptions and Beliefs | |
| Okim Kang | Teacher-Student Relationships |
| Khaled Karim | Cooperative Language Learning |
| Eva Kartchava | Planned Versus Incidental Focus on Form |
| Anne Katz | TESOL Pre-K12 English Language Proficiency Standards |
| Dorit Kaufman | Preserving the Home Language: Implications for ELT Pedagogy |
| Teaching vocabulary in content classes | |
| Hayriye Kayi Aydar | Reading Silence in Japanese Classrooms |
| Scaffolding vocabulary development | |
| School and Parental Assumptions and Beliefs | |
| Teaching and Learning Styles in Middle-Eastern Cultures | |
| Teaching requests, invitations, suggestions greetings, farewells, special expressions, and thanks | |
| Teaching vocabulary for academic, social, and personal purposes | |
| Jemina Keller | Teaching spoken register |
| Michelle Kells | United States-Based Latinos and Transnationalism, Language, and Identity |
| Writing Across Communities | |
| Greg Kessler | CALL (Computer-Assisted Language Learning) |
| Jőrg-U. Keßler | Grammar in Foreign and Second Language Classes |
| Rubina Khan | Assessing Large Classes |
| What Is Assessment? Purposes of Assessment and Evaluation | |
| Tamrika Khvtisiashvilli | Phonological processes: Transfer, markedness, and developmental factors |
| Ferit Kiliçkaya | Information and Communications Technology (ICT) in Listening Instruction |
| Koomi Kim | Lower Primary School Readers |
| Soo Hyon Kim | Metalinguistic Knowledge |
| YouJin Kim | Modified Input and Output |
| Task development: Collaborative writing | |
| Jung Kim | White Privilege in Classroooms and Institutions |
| Mick King | Content and Language Integrated Learning (CLIL) |
| Content-Area Assessment | |
| Ellen Knell | The role of oral language in the development of L2 literacy skills |
| Hiroe Kobayashi 小林 ひろ江 | Composing Processes |
| Reiko Komiyama | Motivation and Reading |
| Ilka Kostka | Administering University-Based Classes |
| Jarosław Krajka | Finding Quality Resources for Teachers Online |
| Anna Krulatz | The development of pragmalinguistic and pragmatic skills |
| Ryuko Kubota 久保田 竜子 (University of British Columbia) | Critical Approaches to Second Language Writing |
| Racial, ethnic, and cultural stereotypes in teaching English | |
| Jeff Kuhn | Alternative Forms of Human Computer Interaction |
| Gaming | |
| Folkert Kuiken | Consciousness-Raising Tasks |
| Derya Kulavuz-Onal | Technology in Instruction |
| Maria Kuteeva | European Perspectives on Second Language Writing Pedagogy |
| Irena Kuzborska | Interactive Reading Strategies |
| Joan Lachance | Portfolios and Teacher Evaluation |
| Craig Lambert | Tasks Versus Exercise |
| Richard Lambert | Teacher Stress and Coping |
| Juliet Langman | PD for Language and Identity |
| Betty Lanteigne | Assessment Development Process |
| Susanne Lapp | Middle Grades |
| Icy Lee | Classroom Atmosphere |
| James Lee | Comprehensible Input |
| Joseph Lee | Discourse Studies and Technology |
| Icy Lee | Future Directions for Writing Teacher Cognitiion |
| Heekyeong Lee | Role of the First Language |
| Martha Lengeling | Latin American Perspectives on Second Language Writing Pedagogy |
| Alvin Leong Ping | Project-Based Teaching |
| Ronald Leow | Noticing Hypothesis |
| Linda New Levine | Teaching speaking in language arts content instruction |
| John Levis | Accent |
| Mike Levy | Design |
| Guofang Li | Authentic Materials |
| Implicit Curriculum | |
| Intensive English Language Programs | |
| Shaofeng Li | Error correction in teaching pronunciation and speaking |
| Meei-ling Liaw | Speech Recognition |
| Kristen Lindahl | Tasks for teaching speaking to beginners |
| John Liontas | Exploring Figurative Language Across the Curriculum |
| Proverbs and Idioms in Raising Cultural Awareness | |
| Speaking and the development of intercultural communication skills | |
| Teaching Idiomatic Language in Context | |
| The role of input in teaching speaking and pronunciation | |
| David Little | Common European Framework of Reference for Languages |
| Dilin Liu | Country of Origin and Non-Native English Speaker Teachers |
| Diversity in the Classroom | |
| Teaching idiomatic expressions using made, do, have and other common verbs | |
| Teaching location in time and other metaphorical senses | |
| Teaching prepositions and particles: | |
| Using Corpora to Teach Vocabulary | |
| Jun Liu | Interaction in the Classroom |
| Non-native English-speaking Teachers | |
| Enric Llurda | Methods in Non-Native English Speaker Teacher Research |
| Shawn Loewen | Focus on Form Versus Focus on Forms |
| Games | |
| Garden Path Technique | |
| Mentalist Learning Theory | |
| Scaffolding Technique | |
| Situational Language Teaching | |
| Michael Long | Interaction in L2 classrooms |
| Lana Loumbourdi | Communicative Language Teaching (CLT) |
| Martha Grace Low | Interactive activities for promoting speaking |
| Xiaofei Lu | Natural Language Processing and Intelligent Computer-Assisted Language Learning (ICALL) |
| Casey Lum | Developing Intercultural Competence in the Language Classroom |
| Shaoqian Luo | Multiple Intelligences |
| Jia Ma | Preparing Students to Take Tests |
| Paquot Magali | Teaching adjectives and adverbs: frequency and degree |
| Ahmar Mahboob | Non-Native English Speaker Teacher Lens |
| Ian Malcolm | Australian Aboriginal English and Links With Culture |
| Rosa Manchon | Quantitave Approaches to Studying Second Language Writing |
| Writing as Language Learning | |
| Mariusz Marczak | Comprehension Approach |
| Douglas Margolis | Adaptability in Teaching—Responding to Challenging Situations |
| Appropriately | |
| Joining the Field: TESOL and Professional Organizations | |
| Jelena Markovic | Tasks for teaching speaking to advanced learners |
| Roby Marlina | English as Lingua Franca |
| Teaching Language Skills | |
| Vittorio Marone | Teaching English Through Music Videos |
| Karen Marsh Schaeffer | Teaching speaking in ESL environments |
| Ramón Antonio Martínez | Community-Mediated Educational Practices |
| Aya Matsuda | World Englishes and Non-Native English Speaker Teachers |
| Anna Mauranen | English as a Lingua Franca in Written Discourse |
| Lynnette Mawhinney | Cross-Cultural Competence and Teacher Training |
| Mary Lou McCloskey | Initial Literacy Development for Learners of English |
| Bede McCormack | Using Literature to Teach Culture |
| Jessica McGovern | Beginning-Level Readers |
| Sandra McKay | Globalization, English Language Teaching and Teachers |
| Dave McKercher | Overgeneralization |
| Jim McKinley | Integration of content and language learning |
| Washback Effect in Teaching English as an International Language | |
| Carolyn McKinney | African Perspectives on Second Language Writing Pedagogy |
| Levi McNeil | Situated learning in CALL teacher education |
| Margaret McNulty | Developing Contextually Sensitive Methodology |
| Joe McVeigh | Choosing texts for teaching pronunciation |
| Melissa Ann Mendelson | Understanding functions in learner speech |
| Leonardo Mercado | Supervision of Early Career Teachers |
| Diego Mideros | Social Dimensions of Listening |
| Sadiq Midraj | Outcome-Based Education (OBE) |
| Jessica Midraj | Self-Assessment |
| Naomi Migliacci | Classroom Testing |
| Vivette Milson-Whyte | Caribbean Creole-Speaking Cultures, Language, and Identity |
| Sepideh Mirzaeifard | Hypermedia Design |
| Mostafa Mirzaii | Teaching vocabulary for PET |
| Connie Mitchell | Teaching phrasal verbs |
| Kathleen Mohr | Prefixes, Roots, and Suffixes |
| Paul Moore | Task-Based Language Teaching (TBLT) |
| Helmara Moraes | The use of corpora in teaching speaking |
| Christopher Morrow | Communicative Language Testing |
| Suhanthie Motha | Incorporating diverse English cultures in ELT |
| Gary Motteram | Distance Teacher Preparation |
| Lucie Moussu | Shortcomings of Native English Speaker Teachers and Non-Native English Speaker Teachers |
| Strengths of Native English Speaker Teachers and Non-Native English Speaker Teachers | |
| Audrey Murphy | TESOL Standard 5: Professionalism |
| Beth Murray | Activst Theatre and TESOL |
| Denise Murray | Variation in L2 learner speech |
| Bernadette Musetti | Project Planning and Sustainability |
| Standards Based Reform | |
| Toshiyo Nabei | Grammar Dictation (Dictogloss) |
| Fernando Naiditch | Respect and Politeness in Different Cultures |
| Sociocultural Aspects of English Language Teaching Through World Events | |
| Shunsuke Nakamura 中村 俊佑 (東京都立瑞穂農芸高等学校教諭) | Teaching verb + ing form, infinitive, or base form |
| Hossein Nassaji | Corrective Feedback |
| Errors Versus Mistakes | |
| Karen Nemeth | Early Childhood |
| Katya Nemtchinova | Teaching Practicum in Preparing Native English Speaker Teachers and Non-Native English Speaker Teachers |
| Jacqueline Nenchin | Teaching compound adjectives |
| Teaching indirect objects | |
| Jonathan Newton | Grammar in Listening |
| Integrating Listening and Speaking | |
| Schemata in Listening Comprehension | |
| Minh Nguyen | First Language and Assessing English as an International Language |
| Juan Nino | Change to Teacher Leadership Development |
| Silvia Nogueron-Liu | Welcoming Schools |
| Bonny Norton | Identity and the Ownership of English |
| Identity, investment, and TESOL | |
| David Nunan | Teaching speaking to young learners |
| Kyle Nuske | Critical Friends: How to develop effective critical friends PD groups |
| Joyce Nutta | Infused English as a Second Language Training |
| Gary Ockey | Oral language proficiencieny tests |
| Masaki Oda 小田 眞幸 (玉川大学ELFセンター長) | Collaboration and Collaborative Practices |
| Robert O’Dowd | Intercultural Communicative Competence and Technology |
| Nathern Okilwa | Teacher Leadership |
| Larisa Olesova | Computer-Based and Adaptive Testing |
| Rhonda Oliver | Negative Versus Positive Evidence |
| Carol Olson | Task Development: Narrative, Expository, and Argumentative Writing |
| Isabel Oltra-Massuet | Organizing Feedback |
| Neslihan Onder Ozdemir | Needs Analysis |
| Justina Ong | Adolescent Students and Teaching Reading |
| Barry O’Sullivan | IELTS (International English Language Testing System) |
| Hamissou Ousseini | PD for NEST/NNEST ELT teachers in the EFL setting |
| Nathaniel Owen | Test Specifications |
| David Palfreyman | Student-Generated Assessments |
| Adrian Palmer | Communication strategies and teaching speaking |
| Brian Paltridge | Discourse Analysis for the Second Language Writing Classroom |
| Graduate Student Writing | |
| Gloria Park | Gender and Non-Native English Speaker Teachers |
| Eun Sung Park | Language Attrition |
| Sanghoon Park | Virtual Pedagogical Agents for English Language Teaching and Learning |
| Miroslaw Pawlak | Peer Feedback and Teaching Grammar |
| Diane Pecorari | English as a Foreign Language (EFL) Versus English as a Second Language (ESL) Writing |
| Megan Peercy | Mainstream and ESL Teacher Collaboration |
| María Luisa Pérez Cañado | Technology for Teaching English as a Foreign Language (EFL) Writing |
| James Perren | Intercultural Communication Through Technology |
| Aek Phakiti | Assessing Higher Order Thinking Skills |
| Robert Phillipson | Linguistic Imperialism and Non-Native English Speaker Teachers |
| Konstantinos Pitychoutis | Teaching modals: The potential of can; The possibility of may; The necessity of must; The likelihood of will; The requirements of should |
| Michelle Plaisance | Online Course Delivery |
| Lia Plakans | Assessing Written Production |
| Task Representation | |
| Luke Plonsky | Interlingual vs Intralingual errors |
| India Plough | Speaking Assessment for high stakes testing |
| Matthew Poehner | Scaffolding and the development of L2 Grammar |
| Curtis Porter | Language Status |
| Ildiko Porter-Szucs | Process Approach Versus Product Approach |
| Donald Powers | TOEIC (Test of English for International Communication) |
| Yvonne Pratt-Johnson | Study Abroad |
| Matthew Prior | Globalization and the Dilemmas of Linguistic Identity |
| Paul Quinn | Comprehensible Output |
| Administration and Management of Kindergarten to 12th Grade Classroom Environments | |
| Journals | |
| Observations | |
| Muhammad Qureshi | Building student background for specific academic vocabulary |
| Teaching high frequency vocabulary | |
| John Racine | Lexical Approach |
| Kanavillil Rajagopalan | Divide Between Native English Speaker Teachers and Non-Native English Speaker Teachers: Dichotomy or Continuum? |
| Jim Ranalli | Technology and Strategy Instruction |
| Mojgan Rashtchi | Suggestopedia and Desuggestopedia |
| John Read | Assessing academic listening |
| Marisa Recinos | Building a Culture of Reading |
| Deborah Reed | Writing With Disabilities |
| Jenelle Reeves | Teacher Identity |
| Lynn Reid | Digital Natives and Digital Immigrants |
| Edel Reilly | Performance in Math and Science by English Language Learners |
| Andrew Reimann | Behaviorist Learning Theory |
| Hayo Reinders | Teacher Resistance and Resilience |
| Technology and Autonomy | |
| Abraham Reshad | Learning Management Sytems |
| Kate Reynolds | Teacher Preparation for Teaching Reading |
| Teaching notional concepts: Time and numbers; Distance, size, and dimension; Shapes, colors, and patterns | |
| Dudley Reynolds | Writing Assessment |
| Mehdi Riazi | Mixed Methods Approaches to Studying Second Language Writing |
| Elaine Richardson | Transnational Students and Language Use |
| Sarah Rilling | Audio-Lingual Method |
| Victoria Rodrigo | Low-Literacy Level Adolescent and Adult Learners |
| James Rogers | Teaching collocations |
| John Rogers | Teaching/Developing vocabulary through metacognition |
| Mary Romney | Storytelling as a Window to Culture |
| Heath Rose | Assessment Practices in Teaching English as an International Language |
| Popular Approaches to EAL Instruction | |
| Zaline Roy-Campbell | Integrating newcomers into an ESL class |
| Donald Rubin | Speaking and Writing Connections in Writing for Oral Genres |
| Nathanael Rudolph | Agency and Marginalization |
| Idealization of Native Speakers and Native English Speaker Teachers | |
| Todd Ruecker | Employment Landscape for Native English Speaker Teachers and Non-Native English Speaker Teachers |
| Bernd Rüschoff | Authentic Language Use |
| Teaching Aids and Materials | |
| Christine Sabieh | English for Specific Purposes (ESP) Testing |
| Karim Sadeghi | Analyzing Test Results |
| Assessment Norms | |
| Comprehension Processes | |
| Pushpa Sadhwani | Presentations |
| Alina Safargalina | Teaching speaking in EFL environments |
| Kholood Saigh | Teaching prefixes and suffixes |
| Kazuya Saito 斉藤 一弥 (Birkbeck, University of London) | Recasting |
| Hideki Sakai 酒井 英樹 (信州大学教授) | Working Memory in Listening |
| Rafael Salaberry | Declarative Versus Procedural Knowledge |
| Cristina Sanz | Implicit Versus Explicit Grammar Feedback |
| Miyuki Sasaki 佐々木 みゆき (名古屋市立大学教授) | Asian Perspectives on Second Language Writing Pedagogy |
| Shoko Sasayama 笹山 尚子 (東京大学国際交流センターグローバリゼーションオフィス特任助教) | Learner Characteristics, Individual Learner Differences, and Learner Role |
| Shannon Sauro | CALL (Computer-Assisted Language Learning) and Feedback |
| Sandra Savignon | Communicative Competence |
| Lilia Savova | Local Materials Development Practices |
| Teaching past simple versus past progressive | |
| Thor Sawin | Media and English |
| Robin Scarcella | Literacy Development and Second Language Writing |
| Jamie Schissel | Test Impact and Washback |
| Norbert Schmitt | Vocabulary Levels Test |
| Aaron Schwartz | Electronic Village |
| Technology in the Individual Education Plan (IEP) | |
| Abdelilah Salim Sehlaoui | The role of heritage languages in mastering English pronunciation |
| Lisya Seloni | Identity, Voice, and the Second Language Writer |
| Ali Fuad Selvi | Myths and Misconceptions about the NNEST Movement and Research |
| Fauzia Shamim | Large-Sized Classes |
| Glocalization of English | |
| Metacultural Competence in English Language Teaching (ELT) | |
| Nativized Varieties | |
| Philip Shaw | Teacher Preparation for Postsecondary Writing |
| Dean Sheetz | Speaking Assessment |
| Ali Shehadeh | Task-Based Language Assessment |
| Ling Shi | Reading and Writing Connections in Source-Based Writing |
| Joan Shin | Literacy Programming for Young Learners |
| Sarah Shin | Teacher Education Programs in Preparing NESTs and NNESTs |
| NATSUKO SHINTANI 新谷 奈津子 (University of Auckland) | Productive Versus Receptive Grammar Knowledge |
| Susanne Shunnaq | Prescriptive and Descriptive Approaches |
| Laura Sicola | Sheltered Instruction |
| Joseph Siegel | Listening for Gist |
| Researching Listening Through Action Research | |
| Teaching Bottom-Up and Top-Down Strategies | |
| Marieta Simeonova-Pissarro | Teacher Talk and Teacher Attitude |
| James Simpson | Teaching culture in adult ESOL in the UK |
| Sunaina Singh | World English Literature |
| Peter Skehan | Fluency, Complexity, and Accuracy |
| Peter Smagorinsky | Character Education |
| Wendy Smemoe | Peer Feedback |
| Bryan Smith | Computer-Mediated Intercultural Exchanges |
| Jeong-Bae Son | Technology in English as a Foreign Language (EFL) Teaching |
| Mariana Souto Manning | Engaging Families and Communities |
| Susan Spezzini | Accent reduction vs. Intelligibility |
| Pronunciation Assessment | |
| John Spiridakis | Funds of Knowledge and Critical Pedagogy |
| Peter Stanfield | Describing and Interpreting Language Test Scores |
| Nile Stanley | Digital Storytelling |
| Vance Stevens | Webheads |
| Glenn Stockwell | Technology and Pedagogical Goals |
| Fredricka Stoller | Innovative strategies for vocabulary development: Visualizations; Word chains; Word walls; Word maps; Word sorts; Word splash; Word Banks, Word Webs and Semantic Mappings |
| Teaching vocabulary for reading success | |
| Neomy Storch | Collaborative Writing |
| Meaning focused versus form-focused instruction | |
| Susan Strauss | Written Versus Spoken Grammar |
| Yilin Sun | Peer Assessment |
| Wataru Suzuki | Negotiation of Meaning vs Negotiation of Form |
| Jennifer Swoyer | Adult Learners |
| Naoko Taguchi 田口 直子 (Carnegie Mellon University) | Presenting New Language Items |
| Zia Tajeddin | Genres of spoken interaction (e.g., small talk, narratives discussions) |
| Using Textbooks | |
| Osamu Takeuchi 竹内 理 (関西大学教授) | Best tips for building vocabulary |
| Encouraging and motivating vocabulary development | |
| Fujuan Tan | Response to Intervention (RTI) Model |
| Shigenori Tanaka 田中 茂範 (慶應義塾大学環境情報学部教授) | Teaching correct usage of in, on, at up, down, off, on, out, and away |
| Teaching countable, uncountable, plural, and compound nouns | |
| Shannon Tanghe | TEFL (Teaching English as a Foreign Language) Certificates |
| Dan Tannacito | Professional Development for Intensive English Teachers |
| Shelley Taylor | Critical Language Awareness |
| The develoment of speaking skills in children vs. adult L2 learners | |
| Kip Tellez | Maintenance Bilingual |
| Shelby Thayne | Graphic Organizers |
| John Thurman | Affect |
| Zuzana Tomas | Materials development for teaching speaking |
| Yasuyo Tomita (University of Toronto) | Easy vs Difficult Grammar Rules |
| Brian Tomlinson | Discovery-Based Instruction |
| Salah Troudi | Politics of Testing and Assessment |
| Jonathan Turner | Teacher Preparation in English for Speakers of Other Languages |
| Leslie Turpin | Eclectic Pedagogy |
| Victoria Tuzlukova | Projects |
| Penny Ur | Presentation, Practice, Production |
| Baburhan Uzum | Attitudes of Students Toward Native English Speaker Teachers and Non-Native English Speaker Teachers |
| Reza Vahdani Sanavi | Listening Assessment |
| Angela Valenzuela | Subtractive Schooling |
| Antonella Valeo | Isolated Versus Integrated Form-Focused Instruction |
| Christopher Van Booven | Developing Sociolinguistic and Interactional Competence |
| Melissa Van De Wege | Teaching strategies for independent vocabulary development |
| Hilde van Zeeland | Vocabulary in Listening |
| Larry Vandergrift | Cognitive Listening Strategies |
| Individual Listener Variables | |
| Learning to Listen Versus Listening to Learn | |
| Socio-Affective Listening Strategies | |
| Stephanie Vandrick | Reading and Writing Connections in Writing About Literature |
| Bill VanPatten | Processing Instruction |
| Deryn Verity | Pedagogical Grammar |
| Timothy Vetere | Secondary Grades |
| Isabela Villas Boas | Assessing speaking skills in the classroom |
| Patsy Vinogradov | Tasks for teaching speaking to pre-literate learners |
| Polina Vinogradova | The role of speaking in L2 program and curriculum design |
| Erik Voss | Assessment and Technology |
| Elvis Wagner | Texts for Listening Instruction and Assessment |
| Lara Wallace | Technology for Teaching Pronunciation |
| Tara Waller | Content-Based Instruction |
| Paige Ware | Automated Writing Assessment |
| Technology in Kindergarten to 12th Grade Teaching | |
| Telecollaboration | |
| Doris Warriner | Transnationalism and Shifting Ethnolinguistic Identities |
| Mark Warschauer | Social Media in the Writing Classroom and Beyond |
| Hersh Waxman | Digital Citizenship |
| Social Networking | |
| Donald q Weasenforth | Technology and Constructivism |
| Christopher Weaver | Natural Approach |
| Sara Weigle | Scoring Writing |
| Emily Wender | PD for University ESL Faculty |
| Kerri Wenger | Preparing Paraprofessionals and Community Members in ESL |
| Rosemary Wette | English for Specific Purposes (ESP) and English for Academic Purposes (EAP) |
| Goodith White | Authenticity in listening assessment |
| Lydia White | Universal Grammar |
| Handoyo Widodo | Needs Assessment in PD |
| Howard Williams | Functional-Notional Approach |
| Jeremy James Wilson | Macro Listening Skills |
| Micro Listening Skills | |
| Paula Winke | Aptitude Testing |
| Construct of Listening | |
| Teaching Large, Mixed-Ability Classes | |
| Mark Wolfersberger | Plagiarism and Academic Dishonesty |
| Thomas Wolsey | Teaching/Developing vocabulary using think-aloud and read-aloud |
| Andrew Wolvin | Listening Processes |
| Wynne Wong | Input Versus Intake |
| Ana Wu | Discrimination and Discriminatory Practices Against Non-Native English Speaker Teachers |
| Adrian Wurr | Writing for Civic Engagement |
| Junko Yamashita 山下 淳子 (名古屋大学教授) | Intermediate-Level Readers |
| Jin Yan | Practicality |
| Bedrettin Yazan | Advocacy |
| Identity and Non-Native English Speaker Teachers | |
| Youngjoo Yi | Middle and High School Writing |
| Self-Sponsored Writing | |
| Senem Yildiz | Limited Access Environments |
| Soobin Yim | Long View, The |
| Dogan Yuksel | Research Methods for Studying Listening |
| Self-assessment in listening | |
| Nugrahenny Zacharias-Lim | Attitudes of Non-Native English Speaker Teachers Toward Themselves |
| Xian Zhang | Listener Anxiety |
| Lawrence Jun Zhang | Metacognition in learning and teaching ESOL |
| Limei Zhang | Reading and Writing Connections |
| Zuocheng Zhang | Teaching business vocabulary |
| Michael Zwick | Measuring Reading Fluency |
| Lawrence Zwier | Teaching signs, warnings, and notices |
（学術洋書部）
