26 DECEMBER 2010, I am now 27 years-old

My BirthDay CaKe

My BirthDay CaKe


My BirthDay CaKe


My BirthDay CaKe

My BirthDay CaKe


My BirthDay CaKe


My BirthDay CaKe


My BirthDay CaKe

The International Research Foundation

   for English Language Education

COMMUNICATION STRATEGIES: SELECTED REFERENCES

(last updated 27 August 2010)

*Alwi, N. A. N. M., & Adams, R. (2009). TBLC and SCMC: How do students use communication strategies? Asian Journal of English Language Teaching, 19, 135-157.

*Bailey, K. M. (2010). Coathangers, cowboys and communication strategies: Seeking an identity as a proficiency foreign language learning. In D. Nunan and J. Choi (Eds.), Language and culture: Reflective narratives and the emergence of identity (pp. 14-22). New York, NY: Routledge.

*Bialystok, E. (1983). Some factors in the selection and implementation of communication strategies. In C. Færch & G. Kasper (Eds.), Strategies in interlanguage communication (pp. 100-118). Harlow, England: Longman.

*Bialystok, E. (1990). Communication strategies. Oxford: Blackwell.

*Bialystok, E., & Kellerman, E. (1987). Language strategies in the classroom.  In B. K.

            Das (Ed.), Communication and learning in the classroom community (pp. 160-

            175).  Singapore: SEAMEO Regional Language Centre. 

*Bongaerts, T., & Poulisse, N. (1989). Communication strategies in L1 and L2: Same

            or different? Applied Linguistics, 10, 253-268.

*Canale, M. (1983). From communicative competence to communicative language pedagogy.  In J. C. Richards & R. W. Schmidt (Eds.), Language and communication (pp. 2-27). Harlow, England: Longman. 

*Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1, 1-47.

*Chen, S. Q. (1990). A study of communication strategies in interlanguage production

            by Chinese EFL learners. Language Learning, 40, 155-187. 

*Dörnyei, Z., & Thurrell, S. (1991). Strategic competence and how to teach it. ELT

            Journal, 45, 16-23.

*Dörnyei, Z., & Scott, M. (1997). Communication strategies in a second language: Definitions and taxonomies. Language Learning, 47, 173-210.

*Færch, C., & Kasper, G. (1983a). Plans and strategies in foreign language communication.

            In C. Færch & G. Kasper (Eds.), Strategies in interlanguage communication

            (pp. 20-60). Harlow, England: Longman.

*Færch, C., & Kasper, G. (1983b). On identifying communication strategies in

            interlanguage production. In C. Færch & G. Kasper (Eds.), Strategies in

            interlanguage communication (pp. 210-238).  Harlow, England: Longman.

*Færch, C., & Kasper, G. (1984). Two ways of defining communication strategies.

             Language Learning, 34, 45-63.

*Færch, C., & Kasper, G. (1986). Strategic competence in foreign language teaching.

             In G. Kasper (Ed.), Learning, teaching and communication in the foreign

            language classroom (pp.179-193). Aarhus: Aarhus University Press.

*Galvan, J., & Campbell, R. N. (1979). The acquisition and use of Spanish and English as

            first and second languages. Rowley, MA: Newbury House.

*Kellerman, E. (1991). Compensatory strategies in second language research: A critique,

            a revision, and some (non-)implications for the classroom. In R. Phillipson, E.

            Kellerman, L. Selinker, M. Sharwood Smith, & M. Swain (Eds.), Foreign/second

            language pedagogy research: A commemorative volume for Claus Færch (pp. 142

            161). Clevedon, England: Multilingual Matters.

*Lafford, B. (2004). The effect of the context of learning on the use of communication strategies by learners of Spanish as a second language. Studies in Second Language Acquisition, 26 201-225.

*Paribakht, T. (1985). Strategic competence and language proficiency. Applied Linguistics,

            6, 132-146.

*Paribakht, T. (1986). On the pedagogical relevance of strategic competence. TESL

            Canada Journal, 3, 53-66.

*Poulisse, N. (1987). Problems and solutions in the classification of compensatory

            strategies. Second Language Research, 3, 141-153.

*Poulisse, N. (1997). Compensatory strategies and the principles of clarity and economy. In G. Kasper & E. Kellerman (Eds.), Communication strategies: Psycholinguistic and sociolinguistic perspectives (pp. 49-64). London: Longman.

*Poulisse, N., & Schils, E. (1989). The influence of task- and proficiency-related factors

            on the use of communication strategies: A quantitative analysis. Language

            Learning, 39, 15-48.

*Raupach, M. (1983). Analysis and evaluation of communication strategies.  In C. Færch

            & G. Kasper (Eds.), Strategies in interlanguage communication (pp. 199-209).

            Harlow, England: Longman.

*Rost, M., & Ross, S. (1991). Learner use of strategies in interaction: Typology and

            teachability. Language Learning, 41, 235-273.

*Rubin, J. (1987). Learner strategies: Theoretical assumptions, research history and

            typology. In A. Wenden & J. Rubing (Eds.), Learner strategies in language

            learning (pp. 15-30). Hemel Hemstead, England: Prentice Hall.

*Tarone, E. (1977). Conscious communication strategies in interlanguage: A progress report.  In H. D. Brown, C. A. Yorio, & R. C. Crymes (Eds.), On TESOL ’77 (pp. 194-203). Washington, DC: TESOL.

*Tarone, E. (1980). Communication strategies, foreigner talk and repair in interlanguage.

             Language Learning, 30, 417-431.

*Tarone, E. (1981). Some thoughts on the notion of ‘communication strategy.’ TESOL

            Quarterly, 15, 285-295.

*Tarone, E. (1984). Teaching strategic competence in the foreign-language classroom. In S. J. Savignon & M. S. Berns (Eds.), Initiatives in communicative language teaching (pp. 127-136). Reading, MA: Addison-Wesley.

*Willems, G. (1987). Communication strategies and their significance in foreign language

            teaching. System, 15, 351-364.

*Wongsawang, P. (2001). Culture-specific notions in L2 communication strategies. Second Language Studies, 19, 111-135.

*Yule, G., & Tarone, E. (1990). Eliciting the performance of strategic competence. In R. C.

            Scarcella, E. S. Andersen, & S. D. Krashen (Eds.), Developing communicative

            competence in a second language (pp. 179-194). New York, NY: Newbury House.

*Yule, G., & Tarone, E. (1991). The other side of the page: Integrating the study of

            communication strategies and negotiated input in SLA. In R. Phillipson, E.

            Kellerman, L. Selinker, M. Sharwood Smith, & M. Swain (Eds.), Foreign/

            second language pedagogy research: A commemorative volume for Claus Færch (pp.162-171). Clevedon, England: Multilingual Matters.

           

            

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EUROSLA- the European Second Language Association

EUROSLA Constitution

Name

The name of the Association shall be the European Second Language Association (EUROSLA)

 Aims and Activities

The Association seeks to further within Europe and on a multidisciplinary basis research into the acquisition, use, and processing of language in situations where more than one language is involved (for ease of referenceSLA)

To this end it will:

I.          gather and disseminate information among SLA researchers in Europe;

II.         promote co-operation and the pooling of resources;

III.       further training for SLA research at all academic levels;

IV.       create broader awareness of the problems and benefits of multilingual learning and use;

V.        form a body of expert opinion and matters to do with SLA;

VI.       establish and maintain contacts with other bodies with related interest;

VII.      organise and sponsor conferences and meetings on a regular basis

Membership

Membership shall be on an individual basis and shall cost an amount to be agreed annually by the Executive Committee subject to local and ad hoc arrangements.

The Committee of the Association

The governing body of the Association shall consist of an Executive Committee made up of a President, two Vice-Presidents, a Secretary, a Treasurer, three elected members, and up to two co-opted members. Officers and members of the Executive Committee shall be elected for two years, and the tenure of executive officers shall be maximally two terms.

The editor of the Association’s magazine, who shall be appointed by the Executive Committee, shall attend Executive Committee meetings on an ex officio basis.

 Annual Meeting

The Annual Meeting of the Association shall take place during the annual conference. Elections for vacant offices and ordinary executive committee membership shall take place at the annual meeting. Any paid-up member may vote at annual meetings. Audited accounts shall be prepared annually by the Treasurer and shall be approved by the Annual meeting.

 Amendments to the Constitution

Changes to the constitution may be made only at the annual meeting and shall require two-thirds consent.

 Working Languages

In its meetings and publications the association shall promote, as far as is feasible, the multilingual dissemination and exchange of spoken and written information.

 Dissolution of the Association

Should the Association be dissolved the funds held by the Association shall be allocated to an Association to be decided by the members. Such dissolution shall only take place with the consent of two-thirds of the membership at an Annual Meeting.

Wivenhoe House, Colchester, 26 November, 1989

SOME ABSTRACT IDEAS COMING TO THE MIND OF A YOUNG MAN

*If i were invisible, could I see myself?

*If I were a tower of strength, would only the clouds see me close-up?

*If I married myself first, would you be my second marriage?

*If I were a waterfall, would I be rather the river?

*If I say you were my best friend,will you as if we have met before?

*If I see myself everywhere I look, will my choice sound like an echo when I speak?

*If sandwiches were made of tranquility, what would the bologna be?