Language teaching

03–1Abrams, Zsuzsanna I. (U. of Texas at Austin, USA). Surfing to cross-cultural awareness: Using Internet-mediated projects to explore cultural stereotypes. Foreign Language Annals (New York, USA), 35, 2 (2002), 141–60. 03–2Adami, Hervé (Université Nancy 2, France). L'oralité et la métalangue dans les rapports au langage des scripteurs/lecteurs en insécurité à l'écrit. [Spoken language and metalanguage as influences on the attitudes of unskilled readers and writers to written language.] Mélanges CRAPEL (Nancy, France), 26 (2001), 7–37. 03–3Allum, Paul (Rikkyo U., Tokyo, Japan; Email: pallum@gol.com ). CALL and the classroom: The case for comparative research. ReCALL (Cambridge, UK), 14, 1 (2002), 146–66. 03–4Ayres, Robert (UNITEC, Auckland, New Zealand; Email: rayres@unitec.ac.nz ). Learner attitudes towards the use of CALL. Computer Assisted Language Learning (Lisse, The Netherlands), 15, 3 (2002), 241–49. 03–5Becker, Claudia A. (Loyola U., Chicago, USA). Turning ‘a rough journey’ into a smoother crossing of borders: Insights into the world of female international interns in the German-speaking workplace. Journal of Language for International Business (Glendale, AZ, USA), 13, 1/2 (2002), 22–42. 03–6Beckett, Gulbahar H. (U. of Cincinnati, Ohio, USA). Teacher and student evaluations of project-based instruction. TESL Canada Journal/La Revue TESL du Canada (Burnaby, BC, Canada), 19, 2 (2001), 52–66. 03–7Biber, Douglas and Reppen, Randi (Northern Arizona U., USA; Email: douglas.biber@nau.edu ). What does frequency have to do with grammar teaching? Studies in Second Language Acquisition (New York, USA), 24, 2 (2002), 199–208. 03–8Black, Paul and Goebel, Zane (Northern Territory U., Australia; Email: pblack@darwin.ntu.edu.au ). Multiliteracies in the teaching of Indonesian. Babel (AFMLTA) (N. Adelaide, Australia), 37, 1 (2002), 22–38. 03–9Boldt, R. F. (Educational Testing Service, USA; Email: rboldt@ets.org ) and Ross, S. J. Language programme meta-analysis: Assessing corporate programmes in Korean and Japanese companies. English Teaching (Korea), 57, 3 (2002), 353–71. 03–10Boulon, Joline (Université Claude Bernard Lyon 1, Villeurbanne, France; Email: boulon@univ-lyon1.fr ). Narcy's learning stages as the base for creating multimedia modules for L2 acquisition. ReCALL (Cambridge, UK), 14, 1 (2002), 109–19. 03–11Bueno, Kathleen A. (Southern Illinois U.-Edwardsville, USA). Creating community and making connections in the third-year Spanish course: A content-based approach. Foreign Language Annals (New York, USA), 35, 3 (2002), 333–42. 03–12Callahan, Philip (U. of Arizona, USA; Email: pec@u.arizona.edu ) and Shaver, Peter. Formative considerations using integrative CALL. Applied Language Learning (Presidio of Monterey, CA, USA), 12, 2 (2001), 147–60. 03–13Chateau, Anne and Georges, Lucy (CRELENS [Centre de Ressources pour l'Enseignment des Langues Etrangères aux Non-Spécialistes]. Université Henri Poincaré, Nancy, France). La Recherche-Action: un moteur d'innovations pédagogiques? Analyse d'un cas concret. [Action Research: A driving force behind pedagogical innovation? A case study.] Les Cahiers de l'APLIUT (Grenoble, France), 21, 3 (2002) 66–79. 03–14Cullen, Richard (Canterbury Christ Church U. Coll., UK; Email: rmc1@can.ac.uk ). Supportive teacher talk: The importance of the F-move. ELT Journal (Oxford, UK), 56, 2 (2002), 117–27. 03–15de Courcy, Michèle (La Trobe U., Australia; Email: m.decourcy@latrobe.edu.au ), Warren, Jane and Burston, Monique. Children from diverse backgrounds in an immersion programme. Language and Education (Clevedon, UK), 16, 2 (2002), 112–27. 03–16Felix, Uschi (Monash U., Australia; Email: uschi.felix@arts.monash.edu.au ). The Web as a vehicle for constructivist approaches in language teaching. ReCALL (Cambridge, UK), 14, 1 (2002), 2–15. 03–17Fischer, Dore (Dublin Inst. of Technology, Ireland). Irish images of Germany: Using literary texts in intercultural learning. Language, Culture and Curriculum (Clevedon, UK), 14, 3 (2001), 224–34. 03–18Fukushima, Tatsuya (U. of Arkansas, USA). Promotional video production in a foreign language course. Foreign Language Annals (New York, USA), 35, 3 (2002), 349–55. 03–19Gallien, Chloé (Université Nancy 2, France). Documents d'écoute et débutants: compte rendu d'une étude empirique. [Listening materials and beginners: Account of an empirical study.] Mélanges CRAPEL (Nancy, France), 26 (2001), 91–110. 03–20Ghosn, lrma K. (Lebanese American U., Byblos, Lebanon; Email: ighosn@byblos.lau.edu.lb ). Four good reasons to use literature in primary school ELT. ELT Journal (Oxford, UK), 56, 2 (2002), 172–79. 03–21Gil, Gloria (Universidade Federale de Santa Caterina, Brazil). Two complementary modes of foreign language classroom interaction. ELT Journal (Oxford, UK) 56, 3 (2002), 273–79. 03–22Gillespie, John H. and Barr, J. David (U. of Ulster, Northern Ireland, UK; Email: J.Gillespie@ulster.ac.uk ). Resistance, reluctance and radicalism: A study of staff reaction to the adoption of CALL/C&IT in modern languages departments. ReCALL (Cambridge, UK), 14, 1 (2002), 120–32. 03–23Gimeno-Sanz, Ana (Universidad Politécnica de Valencia, Spain; Email: agimeno@idm.upv.es ). E-language learning for the airline industry. ReCALL (Cambridge, UK), 14, 1 (2002), 47–57. 03–24Guest, Michael (Miyazaki Medical Coll., Japan; Email: michael@post.miyazaki-med.ac.jp ). A critical ‘checkbook’; for culture teaching and learning. ELT Journal (Oxford, UK), 56, 2 (2002), 154–61. 03–25Guichon, Nicolas and Penso, Anne (IUT2 de Grenoble, France). Vers une appropriation des outils multimédias. [Towards ownership of educational technology.] Les Cahiers de l'APLIUT (Grenoble, France), 21, 3 (2002) 90. 03–26Hémard, Dominique and Cushion, Steve (London Guildhall U., UK; Email: hemard@lgu.ac.uk ). Sound authoring on the Web: Meeting the users' needs. Computer Assisted Language Learning (Lisse, The Netherlands), 15, 3 (2002), 281–94. 03–27Henry, George and Zerwekh, Robert (Northern Illinois U., USA; Emails: henry@cs.nie.edu ; z

Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.