A Critical Examination of the Beliefs about Learning a Foreign Language at Primary School

Wells, C. G. (1981) Learning through interaction, The study Oflanguage
development, Cambridge, Cambridge University Press

Wells, C. G. (1985) Language development in the pre-school years, Cambridge,
Cambridge University Press

Wenden, A. (1991) Learning Strategies for Learner Autonomy, New York,
Prentice Hall

Wenden, A. & Rubin, J. (Eds.) (1987) Learner Strategies in Language Learning,
New York, Prentice Hall

Wertsch, J. V. (Ed.) (1985) Culture, Communication and Cognition: Vygotskian
Perspectives, Cambridge, Cambridge University Press

Widdowson, H. (1978) Teaching Language as Communication, Oxford, Oxford
University Press

Widdowson, H. (1990) Aspects of Language Teaching, Oxford, Oxford
University Press

Wigram, M. R. (1973) 'French in the Primary School', Trends in Education

No 31, London, HMSO, pp. 20-25

Williams, M. & Burden, R. L. (1997) PsychoIogyforLanguage Teachers -
A social constructivist approach, Cambridge, Cambridge Language Teaching
Library, Cambridge University Press

Williams, R. C. (1970) 'French without Pilot', Trends in Education No 17,
London, Department of Education and Science, pp. 3-9

Wode, H. (1978) 'Developmental sequences in naturalistic L2 acquisition', in:

Hatch, E. (Ed.) Second Language Acquisition, pp. 101-117

Wong-Fillmore, L. (1976) The Second Time Around: Cognitive and Social
Strategies in Second Language Acquisition, Unpublished PhD, Stanford
University, Palo Alto, California

Wong-Fillmore, L. (1979) 'Individual differences in se∞nd language acquisition',
in: Fillmore, C. J., KempIer, D. & Wang, W.S.Y. (Eds.), Individual Differences in
Language Ability and Language Behaviour, pp. 203-228

Young, D. (1991) 'Creating a low-anxiety classroom environment: what does
language anxiety research suggest?' Modem Language Journal 75,
pp. 426-439

Ytreberg, L. (1997) 'Methods', in: Doye, P. & Hurrell, A. (Eds.) Foreign

Language Learning in Primary Schools (age 5/6 to 10/11), pp. 25-34

lond∣m.J
∖UNir∕

<<   483   484   485   486  

More intriguing information