REFERENCES

Anderson, A., Brown, G., Shillock, R., & Yule, G. (1984). Teaching talk. Strategies for production and assessment. Cambridge: Cambridge University Press.

Barker, T. T., & Kemp, F. O. (1990). Network theory: A postmodern pedagogy for the writing classroom. In C. Handa (Ed.), Computers and community: Teaching composition in the twenty-first century (pp. 1-27). Portsmouth: Boynton/Cook.

Barton, E. L. (1994). Interpreting the discourses of technology. In C. L. Selfe & S. Hilligoss (Eds.), Literacy and computers: The complications of teaching and learning technology (pp. 56-75). New York: MLA.

Batson, T. (1988). The ENFI project: A networked classroom approach to writing instruction. Academic Computing, 2, 32-33.

Beauvois, M. H. (1992). Computer-assisted classroom discussion in the foreign language classroom: Conversation in slow motion. Foreign Language Annals, 25(5), 455-464.

Beauvois, M. H., & Eledge, J. (1996). Personality types and megabytes: Student attitudes toward computer-mediated communication (CMC) in the language classroom. CALICO Journal, 13, 27-45.

Berlin, J. A. (1987). Rhetoric and reality. Writing instruction in American colleges, 1900-1985. Carbondale, IL: Southern Illinois University Press.

Breen, M. P. (1987). Learner contributions to task design. In C. N. Candlin & D. Murphy (Eds.), Language learning tasks. Lancaster practical papers in English language education, Volume 7 (pp. 23-46). Englewood Cliffs, NJ: Prentice-Hall International.

Bump, J. (1990). Radical changes in class discussion using networked computers. Computers and the Humanities, 24, 49-65.

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

Cazden, C. B. (1988). Classroom discourse: The language of teaching and learning. Portsmouth, NH: Heinemann.

Chapelle, C. A. (1996). Computer applications in applied linguistics. University of Iowa. Manuscript in preparation.

Chaudron, C. (1988). Second language classrooms. Research on teaching and learning. Cambridge/New York: Cambridge University Press.

Chavez, C. L. (1997). Students take flight with Daedalus: Learning Spanish in a networked classroom. Foreign Language Annals, 30, 27-37.

Chun, D. M. (1994). Using computer networking to facilitate the acquisition of interactive competence. System, 22(1), 17-31.

Colomb, G. G., & Simutis, J. A. (1996). Visible conversation and academic inquiry: CMC in a culturally diverse classroom. In S. Herring (Ed.), Computer-mediated communication: Linguistics, social, and cross-cultural perspectives (pp. 203-222). Amsterdam: John Benjamins.

Condon, S. L. & Cech, C. G. (1996). Functional comparison of face-to-face and computer-mediated decision making interactions. In S. Herring (Ed.), Computer-mediated communication: Linguistics, social, and cross-cultural perspectives (pp. 65-80). Amsterdam: John Benjamins.

Cononelos, T., & Oliva, M. (1993). Using computer networks to enhance foreign language/culture education. Foreign Language Annals, 26, 525-534.

Cooper, M. M., & Selfe, C. L. (1990). Computer conferences and learning: Authority, resistance, and internally persuasive discourse. College English, 52, 847-869.

Crookes, G. (1988). Planning, monitoring, and second language development: A review (Technical Report #4). Center for Second Language Classroom Research, Social Science Research Institute, Honolulu: University of Hawai'i.

Crookes, G. (1989). Planning and interlanguage variation. Studies in Second Language Acquisition, 11, 367-383.

Cummins, J., & Sayers, D. (1990). Education 2001: Learning networks and educational reform. Computers in the Schools, 7(1/2), 1-29.

-94-

Daedalus Inc. (1989). Daedalus Integrated Writing Environment. [computer program] Austin, TX: Daedalus Group.

Day, R. (Ed.). (1986). Conversation in second language acquisition: Talking to learn. Rowley, MA: Newbury House.

DiMatteo, A. (1990). Under erasure: A theory for interactive writing in real time. Computers and Composition, 7(S.I.), 71-84.

DiMatteo, A. (1991). Communication, writing, learning: An anti-instrumentalist view of network writing. Computers and Composition, 8(3), 5-19.

Doughty, C. (1987). Relating second-language acquisition theory to CALL research and application. In W. F. Smith (Ed.), Modern media in foreign language education: Theory and implementation (pp. 133-167). Lincolnwood, IL: National Textbook Company.

Ellis, R. (1980). Classroom interaction and its relation to second language learning. RELC Journal, 11, 29-48.

Ellis, R. (1987). Interlanguage variability in narrative discourse: Style shifting in the use of the past tense. Studies in Second Language Acquisition, 9, 1-20.

Ferrara, K., Brunner, H., & Whittemore, G. (1991). Interactive written discourse as an emergent register. Written Communication, 8(1), 9-33.

Flores, M. (1990). Computer conferencing: Composing a feminist community of writers. In C. Handa (Ed.), Computers and community: Teaching composition in the twenty-first century (pp. 107-139). Portsmouth, NH: Heinemann.

Gallupe, R. B., Bastianutti, L. M., & Cooper, W. H. (1991). Unblocking brainstorms. Journal of Applied Psychology, 76, 137-142.

Gass, S., & Madden, C. (Eds.). (1985). Input in second language acquisition. Rowley, MA: Newbury House.

Gass, S. M., & Varonis, E. M. (1994). Input, interaction, and second language production. Studies in Second Language Acquisition, 16, 283-302.

Givón, T. (1979). From discourse to syntax: Grammar as a processing strategy. In T. Givón (Ed.), Discourse and syntax. Syntax and semantics (pp. 81-109). New York: Academic press.

Halliday, M. A. K. (1978). Language as social semiotic. The social interpretation of language and meaning. London: Edward Arnold.

Halliday, M. A. K., & Hasan, R. (1989). Language, context, and text: Aspects of language in a social-semiotic perspective. Oxford: Oxford University Press.

Hartman, K., Neuwirth, C. M., Kiesler, S. , Sproull, L., Cochran, C., Plamquist, M., & Zubrow, D. (1991). Patterns of social interaction and learning to write: Some effects of network technologies. Written Communication, 8(1), 79-113.

Hawisher, G. E. (1994). Blinding insights: Classification schemes and software for literacy instruction. In C. L. Selfe & S. Hilligoss (Eds.), Literacy and computers. The complications of teaching and learning technology (pp. 37-55). New York: MLA.

Heritage, J. C. (1989). Current developments in conversation analysis. In D. Roger & P. Bull (Eds.), Conversation: An interdisciplinary perspective. Clevendon, Philadelphia: Multilingual Matters.

Herring, S. (Ed.). (1996). Computer-mediated communication: Linguistic, social, and cross-cultural perspectives. Amsterdam: John Benjamins.

Horwitz, E., & Young, D. (1991). Language anxiety: From theory and research to classroom implications. Englewood Cliffs: Prentice Hall.

Jamieson, J., & Chapelle, C. (1987). Working styles on computers as evidence of second language learning strategies. Language Learning, 37, 523-544.

Kelm, O. R. (1992). The use of synchronous computer networks in second language instruction: A preliminary report. Foreign Language Annals, 25, 441-545.

Kern, R. G. (1995). Restructuring classroom interaction with network computers: Effects on quantity and characteristics of language production. The Modern Language Journal, 79, 457-476.


-95-

Kramsch, C. J. (1986). From language proficiency to interactional competence. The Modern Language Journal, 70, 366-372.

Long, M. H. (1980). Inside the "black box": Methodological issues in classroom research on language learning. Language Learning, 30, 1-42.

Long, M. H. (1996). The role of the linguistic environment in second language acquisition. In W. Ritchie & T. Bhatia (Eds.), Handbook of second language acquisition (pp. 413-468). New York: Academic Press.

Long, M. H., & Crookes, G. (1993). Units of analysis in syllabus design: The case for task. In G. Crookes & S. M. Gass (Eds.), Tasks in a pedagogical context: Integrating theory and practice (pp. 9-54). Clevendon: Multilingual Matters.

Long, M. H., & Sato, C. J. (1984). Methodological issues in interlanguage studies: An interactionist perspective. In A. Davies, C. Criper, & A. Howatt (Eds.), Interlanguage (pp. 253-279). Edinburgh: Edinburgh University Press.

McHoul, A. (1978). The organization of turns at formal talk in the classroom. Language in Society, 7, 183-213.

Meunier, L. (1997). Personality and motivational factors in computer-mediated foreign language communication (CMFLC). Unpublished manuscript, The University of Tulsa.

Nicholas, M. A., & Toporski, N. (1993). Developing "The Critic's Corner": Computer assisted language learning for upper-level Russian students. Foreign Language Annals, 26, 469-478.

Oliva, M., & Pollastrini, Y. (1995). Internet resources and second language acquisition: An evaluation of virtual immersion. Foreign Language Annals, 28, 551-563.

Olson, C. P. (1987). Who computes? In D. W. Livingstone (Ed.), Critical pedagogy and cultural power (pp. 179-204). South Hadley: Bergin.

O'Malley, J. M., Chamot, A. U., Stewner-Manzanares, G., Kupper, L., & Russo, R. (1985). Learning strategy applications with students of English as a second language. TESOL Quarterly, 19, 557-584.

Ortega, L. (1995) Planning and second language oral performance. Unpublished master's thesis, University of Hawai`i.

Ortega, L. (1996). Planning and second language oral performance: The state of the art. In C. Reeves, C. Steele, & C. Wong (Eds.), Linguistics and language teaching: Proceedings of the Sixth Joint LHS-HATESL Conference (Technical Report #10) Honolulu: University of Hawai`i, Second Language Teaching & Curriculum Center.

Pellettieri, J. (1997). Negotiation in cyberspace: Critical perspectives on network-based interaction and second language acquisition. Manuscript in preparation, University of California at Davis.

Pica, T., Kanagy, R., & Falodun, J. (1993). Choosing and using communication tasks for second language instruction. In G. Crookes & S. Gass (Eds.), Tasks and language learning: Integrating theory and practice (pp. 9-34). Clevendon, England: Multilingual Matters.

Schenkein, J. (Ed.). (1978). Studies in the organization of conversational interaction. New York: Academic Press.

Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 129-158.

Schmidt, R. (1993). Awareness and second language acquisition. Annual Review of Applied Linguistics, 13, 206-226.

Schmidt, R. (1994). Deconstructing consciousness in search of useful definitions for applied linguistics. AILA Review, 11, 11-26.

Selfe, C. L. (1989). Redefining literacy: The multi-layered grammars of computers. In G. E. Hawisher & C. L. Selfe (Eds.), Critical perspectives on computers and composition studies (pp. 3-15). New York: Teachers College Press.

Selfe, C. L. (1990). Technology in the English classroom: Computers through the lens of feminist theory. In C. Handa (Ed.), Computers and community: Teaching composition in the twenty-first century. Portsmouth, NH: Heinemann.

-96-

Selfe, C. L., & Hilligoss, S. (Eds.). (1994). Literacy and computers. The complications of teaching and learning with technology. New York: The Modern Language Association of America.

Sinclair, J. M., & Coulthard, R. M. (1975). Towards an analysis of discourse: The English used by teachers and pupils. London: Oxford University Press.

Skehan, P. (1996). A framework for the implementation of task-based instruction. Applied Linguistics, 17, 38-62.

Sullivan, N., & Pratt, E. (1996). A comparative study of two ESL writing environments: A computer-assisted classroom and a traditional oral classroom. System, 29, 491-501.

Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. M. Gass & C. G. Madden (Eds.), Input in second language acquisition (pp. 235-253). Rowley, Mass.: Newbury House.

Underwood, J. (1984). Linguistics, computers, and the language learner. Rowley, MA: Newbury House.

Varonis, E., & Gass, S. (1985). Non-native/non-native conversations: A model for negotiation of meaning. Applied Linguistics, 6, 71-90.

Warschauer, M. (1996a). Comparing face-to-face and electronic discussion in the second language classroom. CALICO Journal, 13, 7-25.

Warschauer, M. (1996b). Computer-mediated collaborative learning: Theory and practice (Research Note #17). Honolulu: University of Hawai'i, Second Language Teaching & Curriculum Center.

Warschauer, M. (1996c). Motivational aspects of using computers for writing and communication. In M. Warschauer (Ed.), Telecommunication in foreign language learning: Proceedings of the Hawaii symposium (pp. 29-46). Honolulu: University of Hawai'i, Second Language Teaching & Curriculum Center.

Warschauer, M. (in press). Online learning in sociocultural context. Anthropology & Education Quarterly.

Warschauer, M. (1997). Electronic literacies. Manuscript in preparation, University of Hawai'i.

Werry, C. C. (1996). Linguistic and interactional features of Internet Relay Chat. In S. Herring (Ed.), Computer-mediated communication: Linguistics, social, and cross-cultural perspectives (pp. 47-63). Amsterdam: John Benjamins.

White, R. V. (1988). The ELT curriculum. Design, innovation, and management. Oxford: Basil Blackwell.

Wilkins, D. A. (1976). Notional syllabuses. Oxford: Oxford University Press.

Yates, S. J. (1996). Oral and written linguistic aspects of computer conferencing. In S. Herring (Ed.), Computer-mediated communication: Linguistics, social, and cross-cultural perspectives (pp. 29-46). Amsterdam: John Benjamins.

-97-

Return to the text