TY - JOUR
AB - Authors and Titles Articles Ager, E. O.Teachers’ cognitions regarding continuing professional development 71/2 Ahmadian, M. J.Language learners’ and teachers’ perceptions of task repetition 71/4 Akcan, S.Bringing real-life language use into EFL classrooms 71/1 Anderson, J.A potted history of PPP with the help of ELT Journal 71/2 Askland, S.Language background and learners’ attitudes to own-language use 71/2 Brown, A.Equity and enrichment in the TESOL practicum 71/3 Chacón-Beltrán, R.Free-form writing: computerized feedback for self-correction 71/2 Chappell, P.Interrogating the wisdom of practice to improve classroom practices 71/4 Chen, W.The effect of conversation engagement on L2 learning opportunities 71/3 Davis, G. M.Songs in the young learner classroom: a critical review of evidence 71/4 de Wolf, S.Influences of early English language teaching on oral fluency 71/3 Dubiner, D.Using vocabulary notebooks for vocabulary acquisition and teaching 71/4 Gerlach, D.Reading and spelling difficulties in the ELT classroom 71/3 Ghominejad, S.Language learners’ and teachers’ perceptions of task repetition 71/4 González-Davies, M.What makes CLIL leadership effective? A case study 71/4 Harris, S.Positive assessments in teacher learning 71/2 Horverak, M. O.Language background and learners’ attitudes to own-language use 71/2 Illés, É.Bringing real-life language use into EFL classrooms 71/1 Iñesta, A.What makes CLIL leadership effective? A case study 71/4 Jiang, L.The affordances of digital multimodal composing for EFL learning 71/4 Karas, M.Turn-taking and silent learning during open class discussions 71/1 Kiss, T.Cultural learning in the EFL classroom: the role of visuals 71/2 Kostoulas, A.Understanding curriculum change in an ELT school in Greece 71/3 Krzebietke, W.Language background and learners’ attitudes to own-language use 71/2 Lee, H. H.Investigating teacher perceptions of feedback 71/1 Leong, A. P.Investigating teacher perceptions of feedback 71/1 Lowie, W.Influences of early English language teaching on oral fluency 71/3 Maas, C.Receptivity to learner-driven feedback in EAP 71/2 Macis, M.The figurative and polysemous nature of collocations and their place in ELT 71/1 Mansouri, S. A.Language learners’ and teachers’ perceptions of task repetition 71/4 Mennim, P.A discourse-based evaluation of a classroom peer teaching project 71/1 Moran, K.Student-to-student legacies in exploratory action research 71/3 Naismith, B.Integrating corpus tools on intensive CELTA courses 71/3 Parsons, D.Formative assessment in discussion tasks 71/1 Ruiz, H.Equity and enrichment in the TESOL practicum 71/3 Sansom, D. W.Reinvention of classroom practice innovations 71/4 Scheffler, P.Language background and learners’ attitudes to own-language use 71/2 Schmitt, N.The figurative and polysemous nature of collocations and their place in ELT 71/1 Skinner, B.Effective teacher talk: a threshold concept in TESOL 71/2 Smit, N.Influences of early English language teaching on oral fluency 71/3 Soler, D.What makes CLIL leadership effective? A case study 71/4 Song, G.Investigating teacher perceptions of feedback 71/1 Stelma, J.Understanding curriculum change in an ELT school in Greece 71/3 Trinder, R.Informal and deliberate learning with new technologies 71/4 Weninger, C.Cultural learning in the EFL classroom: the role of visuals 71/2 Wyatt, M.Teachers’ cognitions regarding continuing professional development 71/2 Zareva, A.Incorporating corpus literacy skills into TESOL teacher training 71/1 Zhang, Z. V.Student engagement with computer-generated feedback: a case study 71/3 Point and counterpoint Medgyes, P.The (ir)relevance of academic research for the language teacher 71/4 Medgyes, P.A response to Amos Paran 71/4 Newton, J.Comprehending misunderstanding 71/2 Paran, A.‘Only connect’: researchers and teachers in dialogue 71/4 Swan, M.Misunderstanding comprehension 71/2 Swan, M.A response to Jonathan Newton 71/2 Walter, C. Misunderstanding comprehension 71/2 Walter, C.A response to Jonathan Newton 71/2 Readers respond Anderson, J.A fundamental dichotomy in ELT methodology: a response to May Pang 71/1 McBeath, N.Initial teacher training courses and non-native speaking teachers: a response to Jason Anderson 71/2 Comment Jenkins, S.The elephant in the room: discriminatory hiring practices in ELT 71/3 Swan, M.EFL, ELF, and the question of accuracy 71/4 Xerri, D.Split personality/unified identity: being a teacher-researcher 71/1 Key concepts in ELT Harsch, C.Proficiency 71/2 Hunter, D.Activity 71/4 Technology for the language teacher Hockly, N.One-to-one computer initiatives 71/1 Hockly, N.Researching with technology in ELT 71/3 Changing English Deterding, D.Spelling Pronunciation in English 71/1 Mohamad, N. R.Spelling Pronunciation in English 71/1 Topics (articles) (Learner age listed only where it is of particular relevance to the article) Academic skills: Maas, 71/3 (Tertiary) Action research: Moran, 71/3 (Tertiary) Automated writing evaluation (AWE) feedback: Zhang, 71/3 (Tertiary) Bottom-up strategies in teacher education: Wyatt and Ager, 71/2 CELTA programmes: Naismith, 71/3 CLIL leadership training: Soler, González-Davies, and Iñesta, 71/4 Corpus literacy: Zareva, 71/1 Corpus training: Naismith, 71/3 CPD: Wyatt and Ager, 71/2; Sansom, 71/4 (Tertiary) Cultural awareness: Kiss and Weninger, 71/2 (Secondary; tertiary) Digital multimodal composing (DMC): Jiang, 71/4 (Tertiary) Discrimination against NNESTs: Brown and Ruiz, 71/3 Early foreign language teaching: de Wolf, Smit, and Lowie, 71/3 (Primary) Effective implementation of CLIL: Soler, González-Davies, and Iñesta, 71/4 Effective teacher talk: Skinner, 71/2 EFL teacher education: Skinner, 71/2 ELT coursebooks: Anderson, 71/2 Feedback in teacher education classrooms: Harris, 71/2 Formative assessment in discussion tasks: Parsons, 71/1 (Tertiary) Improving classroom practice: Chappell, 71/4 Inclusive education: Gerlach, 71/3 Innovation reinvention: Sansom, 71/4 (Tertiary) INSET programmes: Sansom, 71/4 (Tertiary) Intercultural communicative competence: Kiss and Weninger, 71/2 (Secondary; tertiary) L1 use in the classroom: Scheffler, Horverak, Krzebietke, and Askland, 71/2 (Secondary) Large-scale curriculum change: Kostoulas and Stelma, 71/3 Learner receptivity to feedback on writing: Maas, 71/2 (Tertiary) Learners’ perceptions of L1 use: Scheffler, Horverak, Krzebietke, and Askland, 71/2 (Secondary) ‘Legacy tools’: Moran, 71/3 (Tertiary) Literacy interventions: Gerlach, 71/3 Managing change and innovation in ELT settings: Kostoulas and Stelma, 71/3 Online informal learning: Trinder, 71/4 (Tertiary) Oral fluency: de Wolf, Smit, and Lowie, 71/3 (Primary) Peer interaction: Chen, 71/3 (Tertiary) Peer teaching: Mennim, 71/1 (Tertiary) P-P-P: Anderson, 71/2 Reading and spelling difficulties: Gerlach, 71/3 Review of classroom studies of songs: Davis, 71/4 (Pre-primary; primary) Role of visual aids: Kiss and Weninger, 71/2 (Secondary; tertiary) Self-correction software for writing: Chacón-Beltrán, 71/2 (Tertiary) Silent learning strategies: Karas, 71/1 (Advanced-level EAP) Speaking skills: Moran, 71/3 (Tertiary) Spontaneous language use: Illés and Akcan, 71/1 (Secondary) Student discourse: Mennim, 71/1 (Tertiary) Task repetition: Ahmadian, Mansouri, and Ghominejad, 71/4 (Adult) Teacher feedback in writing classes: Lee, Leong, and Song, 71/1 (Tertiary) Teacher training: Zareva, 71/1 Teachers’ language teaching philosophy: Chappell, 71/4 Teaching collocations: Macis and Schmitt, 71/1 TESOL practicum: Brown and Ruiz, 71/3 Turn-taking in conversations: Karas, 71/1 (Advanced-level EAP) Unplanned classroom communication: Illés and Akcan, 71/1 (Secondary) Vocabulary acquisition: Dubiner, 71/4 Vocabulary notebooks: Dubiner, 71/4 Writing skills: Zhang, 71/3 (Tertiary) Countries (articles) (Countries are listed only where they are of particular relevance) Australia: Chappell, 71/4 Austria: Trinder, 71/4 Canada: Karas, 71/1; Naismith, 71/3 China: Chen, 71/3; Zhang, 71/3; Jiang, 71/4; Sansom, 71/4 France: Moran, 71/3 Germany: Maas, 71/2 Greece: Kostoulas and Stelma, 71/3 Holland: de Wolf, Smit, and Lowie, 71/3 Hungary: Illés and Akcan, 71/1; Kiss and Weninger, 71/2 Iran: Ahmadian, Mansouri, and Ghominejad, 71/4 Israel: Dubiner, 71/4 Japan: Mennim, 71/1; Parsons, 71/1 Norway: Scheffler, Horverak, Krzebietke, and Askland, 71/2 Poland: Scheffler, Horverak, Krzebietke, and Askland, 71/2 Republic of Macedonia: Wyatt and Ager, 71/2 Singapore: Lee, Leong, and Song, 71/1; Kiss and Weninger, 71/2 Spain: Chacón-Beltrán, 71/2; Soler, González-Davies, and Iñesta, 71/4 Turkey: Illés and Akcan, 71/1 UK: Skinner, 71/2 USA: Zareva, 71/1; Brown and Ruiz, 71/3 Review forum International Perspectives on English as a Lingua Franca: Pedagogical Insights by H. Bowles and A. Cogo (eds.) (J. Jenkins and P. Grundy) New Frontiers in Teaching and Learning English by P. Vettorel (ed.) (J. Jenkins and P. Grundy) Reviews Academic Literacy and Student Diversity: The Case for Inclusive Practice by U. Wingate (C. W. Chun) 71/3 Approaches and Methods in Language Teaching (third edition) by J. C. Richards and T. S. Rodgers (G. Tavella) 71/1 Assessment and Autonomy in Language Learning by C. J. Everhard and L. Murphy (C. Ludwig) 71/1 Cat Got Your Tongue? Recent Research and Classroom Practices for Teaching Idioms to English Learners Around the World by P. McPherron and P. T. Randolph (F. Boers) 71/2 Culture and Identity through English as a Lingua Franca: Rethinking Concepts and Goals in Intercultural Communication by W. Baker (M-L. Pitzl) 71/3 Current Perspectives on Pedagogy for English as a Lingua Franca by Y. Bayyurt and S. Akcan (eds.) (N. Hynninen) 71/2 Early Childhood Education in English for Speakers of Other Languages by V. A. Murphy and M. Evangelou (eds.) (A. Maley) 71/2 Emerging Self-identities and Emotion in Foreign Language Learning: A Narrative-oriented Approach by M. Miyahara (C. Gkonou) 71/3 English through Drama: Creative Activities for Inclusive ELT Classes by S. Hillyard (P. Leong) 71/3 Exploring Psychology in Language Learning and Teaching by M. Williams, S. Mercer, and S. Ryan (R. Oxford) 71/4 Focus on Assessment by E. E. Jang (A. Green) 71/1 Focus on Grammar and Meaning by L. C. de Oliveira and M. J. Schleppegrell (G. Spiewak) 71/1 Focus on Reading by E. Geva and G. Ramirez (I. Kuzborska) 71/3 International Perspectives on Materials in ELT by S. Garton and K. Graves (eds.) (L. Carabantes and A. Paran) 71/3 Literature in Language Education (second edition) by G. Hall (C. Lima) 71/4 Longitudinal Developments in Vocabulary Knowledge and Lexical Organization by B. Dóczi and J. Kormos (S. Zhang and H. Xu) 71/2 Materials Evaluation and Design for Language Teaching (second edition) by I. McGrath (B. Tomlinson) 71/4 One-on-one Language Teaching and Learning: Theory and Practice by T. Bleistein and M. Lewis (A. Case) 71/3 Practice in TESOL by F. Farr (D. L. Banegas) 71/2 Reconceptualising Authenticity for English as a Global Language by R. S. Pinner (F. G. Fang) 71/2 Special Education Needs by M. Delaney (H. Kryszewska) 71/4 Stimulating Student Interest in Language Learning: Theory, Research and Practice by T. B. Tin (P. Ur) 71/4 Teaching Children How to Learn by G. Ellis and N. Ibrahim (K. Gregson) 71/1 Teaching Lexically: Principles and Practice by H. Dellar and A. Walkley (J. Harmer) 71/4 Teaching Students with Special Needs in Inclusive Classrooms by D. Bryant, B. Bryant, and D. Smith (H. Kryszewska) 71/4 Tell it Again! The Storytelling Handbook for Primary English Language Teachers by G. Ellis and J. Brewster (K. Gregson) 71/1 The Cultural and Intercultural Dimensions of English as a Lingua Franca by P. Holmes and F. Dervin (eds.) (F. Poppi) 71/4 Cumulative Index Key concepts in ELT The complete text of all ‘Key concepts’ can be accessed free of charge from the ELT Journal website at http://www.oxfordjournals.org/ our_journals/eltj/keyconcepts.html Learner training (47/1) Learner strategies (47/1) Fluency (47/3) Project work (47/3) Pragmatics (48/1) Scaffolding (48/1) Feedback (48/3) Register (48/3) Universal grammar (49/2) Noticing (50/3) Schemas (51/1) Classroom research (51/2) Anaphora (51/4) Deductive vs. inductive language learning (52/1) Task (52/3) Task-based learning and pedagogy (53/1) Genre (53/2) Evaluation (54/2) Lexical chunks (54/4) Teachers’ beliefs (55/2) Language-related episodes (55/3) ‘Focus on form’ vs ‘Focus on forms’ (56/3) Observation (57/2) Loop input (57/3) Discourse communities (57/4) Globalization and language teaching (58/1) The apprenticeship of observation (58/3) Washback and impact (59/2) English as a lingua franca (59/4) The Common European Framework (60/2) Native-speakerism (60/4) Processing instruction (61/2) Motivation in ELT (61/4) Learner self-beliefs (62/2) Learner autonomy (62/4) Age and the critical period hypothesis (63/2) Innovation in ELT (63/4) Expertise in language learning and teaching (64/2) Blended learning (64/4) The non-native speaker teacher (65/2) Corpus-aided language learning (65/4) Foreign language aptitude (66/2) Task repetition in ELT (66/3) Generation (67/2) Learning styles (67/4) Oral corrective feedback (68/2) Authenticity (68/4) Intelligibility (69/2) Creativity (69/4) Collaboration (70/2) Criticality (70/4) Proficiency (71/2) Activity (71/4) Technology for the language teacher The digital generation (65/3) Digital literacies (66/1) Mobile learning (67/1) Interactive whiteboards (67/3) Digital technologies in low-resource ELT contexts (68/1) Online intercultural exchanges (69/1) Developments in online language learning (69/3) Adaptive learning (70/1) Special educational needs and technology in language learning (70/3) One-to-one computer initiatives (71/1) Researching with technology in ELT (71/3) © The Author 2017. Published by Oxford University Press; all rights reserved.
TI - Annual Index: Volume 71 (2017)
JF - ELT Journal
DO - 10.1093/elt/ccx051
DA - 2017-10-01
UR - https://www.deepdyve.com/lp/oxford-university-press/annual-index-volume-71-2017-8XOUqPdaSF
SP - 541
VL - 71
IS - 4
DP - DeepDyve
ER -