Enseñanza del Inglés: Historia, Enfoques y Métodos

Inicio Programa Materiales de clase Prácticas Otros recursos Bibliografía Evaluación Guía de aprendizaje Profesorado Pruebas de evaluación

Bibliografía

Bibliografía Básica

Sánchez, A. (2009). La enseñanza de idiomas en los últimos cien años. Métodos y enfoques. Madrid: SGEL, S.A.

Bibliografía Complementaria

Alcón, E. (2002). Bases lingüísticas y metodológicas para la enseñanza de la lengua inglesa. Castellón: Servicio de Publicaciones de la Universidad Jaume I.
Brown, H. D. (2007). Principles of Language Learning and Teaching (5^th ed.). Longman: New York.
Cook, V. (2008). Second Language Learning and Teaching. (4^th ed.). London: Hodder Education.
Council of Europe. (2001). Common European Framework of Reference for Language Learning, Teaching and Assessment. Cambridge: Cambridge University Press.
Criado, R. (2010). Activity Sequencing in Foreign Language Teaching Textbooks. A Cognitive and Communicative Processes-Based Perspective. Saarbrücken, Germany: LAP Lambert Academic Publishing AG & Co. KG.
Howatt, A.P.R. & Widdowson, H. (2004). A History of English Language Teaching. (2nd ed.). Oxford: Oxford University Press.
Kelly, L. G. (1969). 25 Centuries of Language Teaching. New York: Newbury House Publishers.
Richards, J. C. & Rodgers, T. (2001). Approaches and Methods in Language Teaching. (2nd ed.). Cambridge: Cambridge University Press.
Sánchez, A. (1992). Historia de la enseñanza del español como lengua extranjera. Madrid: SGEL, S.A.
Sánchez, A. (1997). Los métodos en la enseñanza de idiomas. Evolución histórica y análisis didáctico. Madrid: SGEL, S.A.
Sánchez, A. (2004). Enseñanza y aprendizaje en la clase de idiomas. Madrid: SGEL, S.A.
Stern, H. H. (1983). Fundamental Concepts of Language Teaching. Oxford: Oxford University Press.

Unidad 1.1

Celce-Murcia, M. (2001). Language Teaching Approaches: An Overview. In M. Celce-Murcia (Ed.), Teaching English as a Second or Foreign Language (3^rd ed.) (pp. 3-12). Boston: Heinle & Heinle.
Criado, R. (2005). Activity Sequencing Patterns in the Teaching of English as a Foreign Language. An Analysis Based on Three 20^th Century Samples. Master’s thesis available on http://hdl.handle.net/10201/2187. University of Murcia, Spain.
Germain, C. (1993). Évolution de l'enseignement des langues: 5000 ans d´histoire. Paris: CLE.
Howatt, A.P.R. (1984). A History of English Language Teaching. Oxford: O.U.P.
Howatt, A.P.R. with Widdowson, H. (2004). A History of English Language Teaching. (2^nd ed.). Oxford: O.U.P.
Kelly, L. G. (1969). 25 Centuries of Language Teaching. New York: Newbury House Publishers.
Mackey, W. F. (1965). Language Teaching Analysis. London: Longman.
Musumeci, D. (2009). History of Language Teaching. In M. Long & C. Doughty (Eds.), Handbook of Second Language Teaching (pp. 43-62). Oxford: Blackwell.
Puren, C. (1988). Histoires des méthodologies de l'enseignement des langues. Paris: CLE.
Sánchez, A. (1992). Historia de la enseñanza del español como lengua extranjera. Madrid: SGEL.
Skutnabb-Kangas, T. (2002). Why Should Linguistic Diversity Be Maintained and Supported In Europe? Some Arguments. Guide for the development of Language Education Policies in Europe. From Linguistic Diversity to Plurilingual Education. Reference Study. Strasbourg: Council of Europe
Titone, R. (1968). Teaching Foreign Languages. An Historical Sketch. Washington: Georgetown University Press.

Unidad 1.2

Anthony, E. M. (1963). Approach, Method and Technique. English Language Teaching Journal, 17, 63-67.
Brown, H. D. (2000). Principles of Language Learning and Teaching (4^th ed.). White Plains, NY: Pearson Longman.
Brown, H. D. (2007). Principles of Language Learning and Teaching (5^th ed.). White Plains, NY: Pearson Longman.
Cook, V. (2008). Second Language Learning and Teaching. (4^th ed.). London: Hodder Education.
Criado, R. & Sánchez, A. (2009). The Universal Character of the DEC−>PRO Cognitive Sequence in Language Learning and Teaching Materials. Revista Española de Lingüística Aplicada (RESLA), 22, 89-106.
Criado, R., Sánchez, A. & Cantos, P. (2010). An attempt to elaborate a construct to measure the degree of explicitness and implicitness in ELT materials. IJES, 10(1), 103-129.
Ellis, R. (2012). Language Teaching Research & Language Pedagogy. Malden, MA: John Wiley & Sons Inc.
Hall, G. (2011). Exploring English Language Teaching: Language in action. London; New York: Routledge
Hinkel, E. (2005). Introduction. In E. Hinkel, (Ed.), Handbook of Research in Second Language Teaching and Learning (pp. xvii-xxii). Mahwah, NJ: Lawrence Erlbaum.
Howatt, A.P.R. (1984). A History of English Language Teaching. Oxford: Oxford University Press.
Howatt, A.P.R. with Widdowson, H. (2004). A History of English Language Teaching. (2^nd ed.). Oxford: Oxford University Press.
Kelly, L. G. (1969). 25 Centuries of Language Teaching. New York: Newbury House Publishers.
Kumaravadivelu, R. (2003). Beyond Methods: Macrostrategies for Language Teaching. New Haven: Yale University Press
Larsen-Freeman, D. & Anderson, M. (2011). Techniques and Principles in Language Teaching. (3rd ed.). Oxford: Oxford University Press.
Larsen-Freeman, D. & Freeman D. (2008). Language moves: The place of “foreign” languages in classroom teaching and learning. Review of Research in Education, 32, 147-186.
Lynch, B. K. (1996). Language Program Evaluation. Theory and Practice. Cambridge: Cambridge University Press.
Mackey, W. F. (1965). Language Teaching Analysis. London: Longman.
Richards, J. C. & Rodgers, T. (2001). Approaches and Methods in Language Teaching. (2^nd ed.). Cambridge: Cambridge University Press.
Richards, J. C. & Schmidt, R. (2010). Dictionary of Language Teaching and Applied Linguistics. (4^th ed.). Harlow : Longman
Sánchez, A. (1992). Historia de la enseñanza del español como lengua extranjera. Madrid: SGEL, S. A.
Sánchez, A. (1997). Los métodos en la enseñanza de idiomas. Evolución histórica y análisis didáctico. Madrid: SGEL, S. A
Sánchez, A. (2009). La enseñanza de idiomas en los últimos cien años. Métodos y enfoques. Madrid: SGEL, S. A.

Unidad 1.3

Germain, C. (1993). Évolution de l'enseignement des langues: 5000 ans d´histoire. Paris: CLE.
Howatt, A.P.R. (1984). A History of English Language Teaching. Oxford: Oxford University Press.
Howatt, A.P.R. with Widdowson, H. (2004). A History of English Language Teaching. (2^nd ed.). Oxford: Oxford University Press.
Kelly, L. G. (1969). 25 Centuries of Language Teaching. New York: Newbury House Publishers.
Musumeci, D. (2009). History of Language Teaching. In M. Long & C. Doughty (Eds.), Handbook of Second Language Teaching (pp. 43-62). Oxford: Blackwell.
Puren, C. (1988). Histoires des méthodologies de l'enseignement des langues. Paris: CLE.
Sánchez, A. (1992). Historia de la enseñanza del español como lengua extranjera. Madrid: SGEL.
Sánchez, A. (1997). Los métodos en la enseñanza de idiomas. Evolución histórica y análisis didáctico. Madrid: SGEL, S. A.
Stern, H. H. (1983). Fundamental Concepts of Language Teaching. Oxford: Oxford University Press.
Titone, R. (1968). Teaching Foreign Languages. An Historical Sketch. Washington: Georgetown University Press.

Unidad 2.1

Celce-Murcia, M. (2001). Language Teaching Approaches: An Overview. In M. Celce-Murcia (Ed.), Teaching English as a Second or Foreign Language (3^rd ed.) (pp. 3-12). Boston: Heinle & Heinle.
Germain, C. (1993). Évolution de l'enseignement des langues: 5000 ans d´histoire. Paris: CLE.
Howatt, A.P.R. (1984). A History of English Language Teaching. Oxford: Oxford University Press.
Howatt, A.P.R. with Widdowson, H. (2004). A History of English Language Teaching. (2^nd ed.). Oxford: Oxford University Press.
Kelly, L. G. (1969). 25 Centuries of Language Teaching. New York: Newbury House Publishers.
Musumeci, D. (2009). History of Language Teaching. In M. Long & C. Doughty (Eds.), Handbook of Second Language Teaching (pp. 43-62). Oxford: Blackwell.
Puren, C. (1988). Histoires des méthodologies de l'enseignement des langues. Paris: CLE.
Richards, J. C. & Rodgers, T. (2001). Approaches and Methods in Language Teaching. (2^nd ed.). Cambridge: Cambridge University Press.
Sánchez, A. (1992). Historia de la enseñanza del español como lengua extranjera. Madrid: SGEL.
Sánchez, A. (1997). Los métodos en la enseñanza de idiomas. Evolución histórica y análisis didáctico. Madrid: SGEL, S. A.
Stern, H. H. (1983). Fundamental Concepts of Language Teaching. Oxford: Oxford University Press.
Titone, R. (1968). Teaching Foreign Languages. An Historical Sketch. Washington: Georgetown University Press.

Unidad 2.2

Celce-Murcia, M. (2001). Language Teaching Approaches: An Overview. In M. Celce-Murcia (Ed.), Teaching English as a Second or Foreign Language (3^rd ed.) (pp. 3-12). Boston: Heinle & Heinle.
Germain, C. (1993). Évolution de l'enseignement des langues: 5000 ans d´histoire. Paris: CLE.
Howatt, A.P.R. (1984). A History of English Language Teaching. Oxford: Oxford University Press.
Howatt, A.P.R. with Widdowson, H. (2004). A History of English Language Teaching. (2^nd ed.). Oxford: Oxford University Press.
Kelly, L. G. (1969). 25 Centuries of Language Teaching. New York: Newbury House Publishers.
Musumeci, D. (2009). History of Language Teaching. In M. Long & C. Doughty (Eds.), Handbook of Second Language Teaching (pp. 43-62). Oxford: Blackwell.
Puren, C. (1988). Histoires des méthodologies de l'enseignement des langues. Paris: CLE.
Sánchez, A. (1992). Historia de la enseñanza del español como lengua extranjera. Madrid: SGEL S.A.
Sánchez, A. (1997). Los métodos en la enseñanza de idiomas. Evolución histórica y análisis didáctico. Madrid: SGEL, S. A.
Stern, H. H. (1983). Fundamental Concepts of Language Teaching. Oxford: Oxford University Press.
Titone, R. (1968). Teaching Foreign Languages. An Historical Sketch. Washington: Georgetown University Press.

Sub-bloque 3.1

Alcón, E. (2002). Bases lingüísticas y metodológicas para la enseñanza de la lengua inglesa. Castellón: Servicio de Publicaciones de la Universidad Jaume I.
Celce-Murcia, M. (2001). Language Teaching Approaches: An Overview. In M. Celce-Murcia (Ed.), Teaching English as a Second or Foreign Language (3^rd ed.) (pp. 3-12). Boston: Heinle & Heinle.
Cook, V. (2008). Second Language Learning and Teaching. (4^th ed.). London: Hodder Education.
Criado, R. (2005). Activity Sequencing Patterns in the Teaching of English as a Foreign Language. An Analysis Based on Three 20^th Century Samples. Master’s thesis available on http://hdl.handle.net/10201/2187. University of Murcia, Spain.
Criado, R. (2008). Activity Sequencing in Foreign Language Teaching: Psychological and Pedagogic Considerations in Late 19^th Century and 21^st Century Materials. In R. Monroy & A. Sánchez (Eds.), 25 años de Lingüística Aplicada en España: Hitos y Retos. / 25 years of Applied Linguistics in Spain: Milestones and Challenges (pp. 309-320). Murcia: Editum. Servicio de Publicaciones de la Universidad de Murcia.
Howatt, A.P.R. with Widdowson, H. (2004). A History of English Language Teaching. (2^nd ed.). Oxford: Oxford University Press.
Kelly, L. G. (1969). 25 Centuries of Language Teaching. New York: Newbury House Publishers.
Lado, R. (1988). Teaching English Across Cultures. An Introduction for Teachers of English to Speakers of Other Languages. New York: McGraw Hill.
Macaro, E. (1997). Target Language, Collaborative Learning and Autonomy. Clevedon, Avon: Multilingual Matters.
Macaro, E. (2003). Teaching and Learning a Second Language: A Guide to Recent Research. London: Continuum.
Musumeci, D. (2009). History of Language Teaching. In M. Long & C. Doughty (Eds.), Handbook of Second Language Teaching (pp. 43-62). Oxford: Blackwell.
Richards, J. C. & Rodgers, T. (2001). Approaches and Methods in Language Teaching. (2^nd ed.). Cambridge: Cambridge University Press.
Sánchez, A. (1997). Los métodos en la enseñanza de idiomas. Evolución histórica y análisis didáctico. Madrid: SGEL, S. A.
Sánchez, A. (2009). La enseñanza de idiomas en los últimos cien años. Métodos y enfoques. Madrid: SGEL, S.A.
Stern, H. H. (1983). Fundamental Concepts of Language Teaching. Oxford: Oxford University Press.
Swain, M. & Lapkin, S. (2000). Task-based second language learning: the uses of the first language. Language Teaching Research, 4(3), 251-274.
Sweet, H. (1899/1964). The Practical Study of Languages. A Guide for Teachers and Learners. London: Dent. Republished by Oxford University Press in 1964, edited by R. Mackin.
Tejada Molina, G., Pérez Cañado, M. L., & Luque Agulló, G. (2005). Current Approaches and Teaching Methods. In N. McLaren, D. Madrid & A. Bueno (Eds.), TEFL in Secondary Education (pp. 156-209). Granada: Editorial Universidad de Granada.
Titone, R. (1968). Teaching Foreign Languages. An Historical Sketch. Washington: Georgetown University Press.

Unidad 3.2.1

Alcón, E. (2002). Bases lingüísticas y metodológicas para la enseñanza de la lengua inglesa. Castellón: Servicio de Publicaciones de la Universidad Jaume I.
Celce-Murcia, M. (2001). Language Teaching Approaches: An Overview. In M. Celce-Murcia (Ed.), Teaching English as a Second or Foreign Language (3^rd ed.) (pp. 3-12). Boston: Heinle & Heinle.
Cook, V. (2008). Second Language Learning and Teaching. (4^th ed.). London: Hodder Education.
Criado, R. (2005). Activity Sequencing Patterns in the Teaching of English as a Foreign Language. An Analysis Based on Three 20^th Century Samples. Master’s thesis available on http://hdl.handle.net/10201/2187. University of Murcia, Spain.
Criado, R. (2008). Activity Sequencing in Foreign Language Teaching: Psychological and Pedagogic Considerations in Late 19^th Century and 21^st Century Materials. In R. Monroy & A. Sánchez (Eds.), 25 años de Lingüística Aplicada en España: Hitos y Retos. / 25 years of Applied Linguistics in Spain: Milestones and Challenges (pp. 309-320). Murcia: Editum. Servicio de Publicaciones de la Universidad de Murcia.
Howatt, A.P.R. with Widdowson, H. (2004). A History of English Language Teaching. (2^nd ed.). Oxford: Oxford University Press.
Kelly, L. G. (1969). 25 Centuries of Language Teaching. New York: Newbury House Publishers.
Musumeci, D. (2009). History of Language Teaching. In M. Long & C. Doughty (Eds.), Handbook of Second Language Teaching (pp. 43-62). Oxford: Blackwell.
Richards, J. C. & Rodgers, T. (2001). Approaches and Methods in Language Teaching. (2^nd ed.). Cambridge: Cambridge University Press.
Sánchez, A. (2009). La enseñanza de idiomas en los últimos cien años. Métodos y enfoques. Madrid: SGEL, S.A.
Stern, H. H. (1983). Fundamental Concepts of Language Teaching. Oxford: Oxford University Press.
Tejada Molina, G., Pérez Cañado, M. L., & Luque Agulló, G. (2005). Current Approaches and Teaching Methods. In N. McLaren, D. Madrid & A. Bueno (Eds.), TEFL in Secondary Education (pp. 156-209). Granada: Editorial Universidad de Granada.
Titone, R. (1968). Teaching Foreign Languages. An Historical Sketch. Washington: Georgetown University Press.

Unidad 3.2.2

Alcón, E. (2002). Bases lingüísticas y metodológicas para la enseñanza de la lengua inglesa. Castellón: Servicio de Publicaciones de la Universidad Jaume I.
Criado, R. (2005). Activity Sequencing Patterns in the Teaching of English as a Foreign Language. An Analysis Based on Three 20^th Century Samples. Master’s thesis available on http://hdl.handle.net/10201/2187. University of Murcia, Spain.
Howatt, A.P.R. with Widdowson, H. (2004). A History of English Language Teaching. (2^nd ed.). Oxford: Oxford University Press.
Kelly, L. G. (1969). 25 Centuries of Language Teaching. New York: Newbury House Publishers.
Lado, R. (1988). Teaching English across Cultures. New York: McGraw-Hill.
Richards, J. C. & Rodgers, T. (2001). Approaches and Methods in Language Teaching. (2^nd ed.). Cambridge: Cambridge University Press.
Sánchez, A. (1997). Los métodos en la enseñanza de idiomas. Evolución histórica y análisis didáctico. Madrid: SGEL, S. A.
Stern, H. H. (1983). Fundamental Concepts of Language Teaching. Oxford: Oxford University Press.
Tejada Molina, G., Pérez Cañado, M. L., & Luque Agulló, G. (2005). Current Approaches and Teaching Methods. In N. McLaren, D. Madrid & A. Bueno (Eds.), TEFL in Secondary Education (pp. 156-209). Granada: Editorial Universidad de Granada.
Titone, R. (1968). Teaching Foreign Languages. An Historical Sketch. Washington: Georgetown University Press.

Unidad 3.2.3

Alcón, E. (2002). Bases lingüísticas y metodológicas para la enseñanza de la lengua inglesa. Castellón: Servicio de Publicaciones de la Universidad Jaume I.
Celce-Murcia, M. (2001). Language Teaching Approaches: An Overview. In M. Celce-Murcia (Ed.), Teaching English as a Second or Foreign Language (3^rd ed.) (pp. 3-12). Boston: Heinle & Heinle.
Criado, R. (2005). Activity Sequencing Patterns in the Teaching of English as a Foreign Language. An Analysis Based on Three 20^th Century Samples. Master’s thesis available on http://hdl.handle.net/10201/2187. University of Murcia, Spain.
Howatt, A.P.R. with Widdowson, H. (2004). A History of English Language Teaching. (2^nd ed.). Oxford: Oxford University Press.
Kelly, L. G. (1969). 25 Centuries of Language Teaching. New York: Newbury House Publishers.
Lado, R. (1988). Teaching English across Cultures. New York: McGraw-Hill.
Richards, J. C. & Rodgers, T. (2001). Approaches and Methods in Language Teaching. (2^nd ed.). Cambridge: Cambridge University Press.
Sánchez, A. (1997). Los métodos en la enseñanza de idiomas. Evolución histórica y análisis didáctico. Madrid: SGEL, S. A.
Stern, H. H. (1983). Fundamental Concepts of Language Teaching. Oxford: Oxford University Press.
Sweet, H. (1899/1964). The Practical Study of Languages. A Guide for Teachers and Learners. London: Dent. Republished by Oxford University Press in 1964, edited by R. Mackin.
Tejada Molina, G., Pérez Cañado, M. L., & Luque Agulló, G. (2005). Current Approaches and Teaching Methods. In N. McLaren, D. Madrid & A. Bueno (Eds.), TEFL in Secondary Education (pp. 156-209). Granada: Editorial Universidad de Granada.
Titone, R. (1968). Teaching Foreign Languages. An Historical Sketch. Washington: Georgetown University Press.

Unidad 3.2.4

Alcón, E. (2002). Bases lingüísticas y metodológicas para la enseñanza de la lengua inglesa. Castellón: Servicio de Publicaciones de la Universidad Jaume I.
Berlitz, M. D. (1887). Méthode Berlitz. New York: Berlitz.
Berlitz, M. D. (1892). M. D. Berlitz Method for Teaching Modern Languages. English Part. First Book. Revised American Edition. New York: Berlitz and Co.
Berlitz, M. D.(1931). M. D. Berlitz Method for Teaching Modern Languages. English Part. First Book (439^th ed.). London: Berlitz School.
Brown, H. D. (2007). Principles of Language Learning and Teaching (5^th ed.). White Plains, NY: Pearson Longman.
Celce-Murcia, M. (2001). Language Teaching Approaches: An Overview. In M. Celce-Murcia (Ed.), Teaching English as a Second or Foreign Language (3^rd ed.) (pp. 3-12). Boston: Heinle & Heinle.
Cook, V. (2008). Second Language Learning and Teaching. (4^th ed.). London: Hodder Education.
Criado, R. (2005). Activity Sequencing Patterns in the Teaching of English as a Foreign Language. An Analysis Based on Three 20th Century Samples. Master’s thesis available on http://hdl.handle.net/10201/2187. University of Murcia, Spain.
Germain, C. (1993). Évolution de l'enseignement des langues: 5000 ans d´histoire. Paris: Clé International.
Kelly, L. G. (1969). 25 Centuries of Language Teaching. New York: Newbury House Publishers.
Howatt, A.P.R. with Widdowson, H. (2004). A History of English Language Teaching. (2^nd ed.). Oxford: Oxford University Press.
Musumeci, D. (2009). History of Language Teaching. In M. Long & C. Doughty (Eds.), Handbook of Second Language Teaching (pp. 43-62). Oxford: Blackwell.
Richards, J. C. & Rodgers, T. (2001). Approaches and Methods in Language Teaching. (2^nd ed.). Cambridge: Cambridge University Press.
Sánchez, A. (2009). La enseñanza de idiomas en los últimos cien años. Métodos y enfoques. Madrid: SGEL, S.A.
Sauveur, L. (1874a). Introduction to the Teaching of Living Languages without a Grammar or Dictionary. Boston: Schoenhof and Moeller.
Sauveur, L. (1874b). Causeries avec mes élèves. Boston: Schoenhof and Moeller.
Stern, H. H. (1983). Fundamental Concepts of Language Teaching. Oxford: Oxford University Press.
Tejada Molina, G., Pérez Cañado, M. L., & Luque Agulló, G. (2005). Current Approaches and Teaching Methods. In N. McLaren, D. Madrid & A. Bueno (Eds.), TEFL in Secondary Education (pp. 156-209). Granada: Editorial Universidad de Granada.
Titone, R. (1968). Teaching Foreign Languages. An Historical Sketch. Washington: Georgetown University Press.

Unidad 4.1.1

Alcón, E. (2002). Bases lingüísticas y metodológicas para la enseñanza de la lengua inglesa. Castellón: Servicio de Publicaciones de la Universidad Jaume I.
Bloomfield, L. (1942). Outline Guide for the Practical Study of Foreign Languages. Baltimore: Linguistic Society of America.
Brooks, N. (1964). Language and Language Learning: Theory and Practice. New York: Harcourt, Brace & Co.
Brown, H. D. (2007). Principles of Language Learning and Teaching (5^th ed.). White Plains, NY: Pearson Longman.
Celce-Murcia, M. (2001). Language Teaching Approaches: An Overview. In M. Celce-Murcia (Ed.), Teaching English as a Second or Foreign Language (3^rd ed.) (pp. 3-12). Boston: Heinle & Heinle.
Cook, V. (2008). Second Language Learning and Teaching. (4^th ed.). London: Hodder Education.
Criado, R. (2005). Activity Sequencing Patterns in the Teaching of English as a Foreign Language. An Analysis Based on Three 20^th Century Samples. Master’s thesis available on http://hdl.handle.net/10201/2187. University of Murcia, Spain.
Criado Sánchez, R. (2010). Activity Sequencing in Foreign Language Teaching Textbooks. A Cognitive and Communicative Processes-Based Perspective. Saarbrücken, Germany: LAP Lambert Academic Publishing AG & Co. KG.
DeKeyser, R. M. (1998). Beyond focus on form: Cognitive perspectives on learning and practicing secondlanguage grammar. In C. Doughty & J. Williams (Eds.), Focus on Form in Classroom Second Language Acquisition (pp.42-63). Cambridge: Cambridge University Press.
DeKeyser, R. M. (2007). Introduction: Situating the concept of practice. In R. M. DeKeyser (Ed.), Practice in a Second Language. Perspectives from Applied Linguistics and Cognitive Psychology (pp. 1-18).Cambridge: Cambridge University Press.
Fries, C. C. (1945). Teaching and Learning English as a Foreign Language. Ann Arbor: University of Michigan Press.
Germain, C. (1993). Évolution de l'enseignement des langues: 5000 ans d´histoire. Paris: Clé International.
Hall, G. (2011). Exploring English Language Teaching: Language in Action. London, New York: Routledge.
Howatt, A.P.R. with Widdowson, H. (2004). A History of English Language Teaching. (2^nd ed.). Oxford: Oxford University Press.
Kelly, L. G. (1969). 25 Centuries of Language Teaching. New York: Newbury House Publishers.
Larsen-Freeman, D. & Anderson, M. (2011). Techniques and Principles in Language Teaching. (3^rd ed.). Oxford: Oxford University Press.
Lado, R. (1964). Language Teaching: A Scientific Approach. New York: McGraw Hill.
Lado, R. (1988). Teaching English Across Cultures. An Introduction for Teachers of English to Speakers of Other Languages. New York: McGraw Hill.
Moulton, W. G. (1961). Linguistics and language teaching in the United States: 1940-1960. In C. Mohrmann, A. Sommerfelt, & J. Whatmough (Eds.), Trends in European and American Linguistics, 1930-1960 (pp. 82-89). Utrecht: Spectrum.
Musumeci, D. (2009). History of Language Teaching. In M. Long & C. Doughty (Eds.), Handbook of Second Language Teaching (pp. 43-62). Oxford: Blackwell.
Paulston, C. B. (1970). Structural pattern drills: A classification. Foreign Language Annals, 4(2), 187-193.
Richards, J. C. & Rodgers, T. (2001). Approaches and Methods in Language Teaching. (2^nd ed.). Cambridge: Cambridge University Press.
Richards, J. C. & Schmidt, R. (2010). Dictionary of Language Teaching and Applied Linguistics. (4^th ed.). Harlow : Longman.
Rivers, W. M. (1964). The Psychologist and the Foreign Language Teacher. Chicago: University of Chicago Press.
Sánchez, A. (2009). La enseñanza de idiomas en los últimos cien años. Métodos y enfoques. Madrid: SGEL, S.A.
Sánchez, A. & Criado, R. (2010). Cognitive underpinnings of repetitive practice in the learning of EFL. In R. Caballero Rodríguez & M. J. Pinar Sanz (Eds.), Ways and Modes of Human Communication (pp. 383-389). Cuenca: Servicio de Publicaciones de la Universidad de Castilla-La Mancha.
Stern, H. H. (1983). Fundamental Concepts of Language Teaching. Oxford: Oxford University Press.
Tejada Molina, G., Pérez Cañado, M. L., & Luque Agulló, G. (2005). Current Approaches and Teaching Methods. In N. McLaren, D. Madrid & A. Bueno (Eds.), TEFL in Secondary Education (pp. 156-209). Granada: Editorial Universidad de Granada.
Titone, R. (1968). Teaching Foreign Languages. An Historical Sketch. Washington: Georgetown University Press.

Unidad 4.1.2

Alcón, E. (2002). Bases lingüísticas y metodológicas para la enseñanza de la lengua inglesa. Castellón: Servicio de Publicaciones de la Universidad Jaume I.
Brown, H. D. (2007). Principles of Language Learning and Teaching (5^th ed.). White Plains, NY: Pearson Longman.
Celce-Murcia, M. (2001). Language Teaching Approaches: An Overview. In M. Celce-Murcia (Ed.), Teaching English as a Second or Foreign Language (3^rd ed.) (pp. 3-12). Boston: Heinle & Heinle.
Cook, V. (2008). Second Language Learning and Teaching. (4^th ed.). London: Hodder Education.
Criado, R. (2005). Activity Sequencing Patterns in the Teaching of English as a Foreign Language. An Analysis Based on Three 20^th Century Samples. Master’s thesis available on http://hdl.handle.net/10201/2187. University of Murcia, Spain.
Criado, R. (2010). The Impact of Activity Sequencing on the Differences between ELT Methods: A Critical Analysis of Sample Units. Porta Linguarum, 14, 7-28.
Frisby, A. W. (1957). Teaching English: Notes and Comments on Teaching English Overseas. London: Longman
Germain, C. (1993). Évolution de l'enseignement des langues: 5000 ans d´histoire. Paris: Clé International.
Howatt, A.P.R. with Widdowson, H. (2004). A History of English Language Teaching. (2^nd ed.). Oxford: Oxford University Press.
Kelly, L. G. (1969). 25 Centuries of Language Teaching. New York: Newbury House Publishers.
Larsen-Freeman, D. & Anderson, M. (2011). Techniques and Principles in Language Teaching. (3rd ed.). Oxford: Oxford University Press.
Lado, R. (1988). Teaching English Across Cultures. An Introduction for Teachers of English to Speakers of Other Languages. New York: McGraw Hill.
Musumeci, D. (2009). History of Language Teaching. In M. Long & C. Doughty (Eds.), Handbook of Second Language Teaching (pp. 43-62). Oxford: Blackwell.
Patisson, B. (1964). Modern methods of language teaching. English Language Teaching, 19(1), 2-6.
Richards, J. C. & Rodgers, T. (2001). Approaches and Methods in Language Teaching. (2^nd ed.). Cambridge: Cambridge University Press.
Sánchez, A. (2009). La enseñanza de idiomas en los últimos cien años. Métodos y enfoques. Madrid: SGEL, S.A.
Stern, H. H. (1983). Fundamental Concepts of Language Teaching. Oxford: Oxford University Press.
Tejada Molina, G., Pérez Cañado, M. L., & Luque Agulló, G. (2005). Current Approaches and Teaching Methods. In N. McLaren, D. Madrid & A. Bueno (Eds.), TEFL in Secondary Education (pp. 156-209). Granada: Editorial Universidad de Granada.
Titone, R. (1968). Teaching Foreign Languages. An Historical Sketch. Washington: Georgetown University Press.

Unidad 4.1.3

Alcón, E. (2002). Bases lingüísticas y metodológicas para la enseñanza de la lengua inglesa. Castellón: Servicio de Publicaciones de la Universidad Jaume I.
CREDIF (Centre de Recherche et d’Étude pour la Diffusion du Français). (1961). Voix et Images de France: cours audio-visuel de français, premier degré. London : Harrap. Orig. Publ. St Cloud, 1958.
CREDIF (Centre de Recherche et d’Étude pour la Diffusion du Français). (1963). Bonjour Line. Paris and London: Harrap-Didier.
Criado, R. (2005). Activity Sequencing Patterns in the Teaching of English as a Foreign Language. An Analysis Based on Three 20^th Century Samples. Master’s thesis available on http://hdl.handle.net/10201/2187. University of Murcia, Spain.
Germain, C. (1993). Évolution de l'enseignement des langues: 5000 ans d´histoire. Paris: Clé International.
Guberina, P. (1965). Correction de la prononciation des élèves qui apprennent le français. Mons: Centre Interfacultaire de Phonétique Appliquée.
Guberina, P. & Rivenc, P. (1971). Voix et images de France: livre d'images (premier degré). New York, Chilton Books (Originally published in 1965).
Howatt, A.P.R. with Widdowson, H. (2004). A History of English Language Teaching. (2^nd ed.). Oxford: Oxford University Press.
Kelly, L. G. (1969). 25 Centuries of Language Teaching. New York: Newbury House Publishers.
Lado, R. (1988). Teaching English Across Cultures. An Introduction for Teachers of English to Speakers of Other Languages. New York: McGraw Hill.
Musumeci, D. (2009). History of Language Teaching. In M. Long & C. Doughty (Eds.), Handbook of Second Language Teaching (pp. 43-62). Oxford: Blackwell.
Sánchez, A. (1992). Historia de la enseñanza del español como lengua extranjera. Madrid: SGEL, S. A.
Sánchez, A. (2009). La enseñanza de idiomas en los últimos cien años. Métodos y enfoques. Madrid: SGEL, S.A.
Stern, H. H. (1983). Fundamental Concepts of Language Teaching. Oxford: Oxford University Press.
Tejada Molina, G., Pérez Cañado, M. L., & Luque Agulló, G. (2005). Current Approaches and Teaching Methods. In N. McLaren, D. Madrid & A. Bueno (Eds.), TEFL in Secondary Education (pp. 156-209). Granada: Editorial Universidad de Granada.
Titone, R. (1968). Teaching Foreign Languages. An Historical Sketch. Washington: Georgetown University Press.

Unidad 4.2.1

Alcón, E. (2002). Bases lingüísticas y metodológicas para la enseñanza de la lengua inglesa. Castellón: Servicio de Publicaciones de la Universidad Jaume I.
Allwright, D. & Hanks, J. (2009). The Developing Language Learner: An Introduction to Exploratory Practice. Basingstoke: Palgrave MacMillan.
Brown, H. D. (2007). Principles of Language Learning and Teaching (5th ed.). White Plains, NY: Pearson Longman.
Brumfit, C. J. (1982). Some humanistic doubts about humanistic language teaching. In P. Early (Ed.), Humanistic Approaches: An Empirical View (ELT Documents 113) (pp. 11-19). London: The British Council.
Celce-Murcia, M. (2001). Language Teaching Approaches: An Overview. In M. Celce-Murcia (Ed.), Teaching English as a Second or Foreign Language (3^rd ed.) (pp. 3-12). Boston: Heinle & Heinle.
Grundy, P. (2004). Humanistic Language Teaching. In M. Byram (Ed.), Routledge Encyclopedia of Language Teaching and Learning (pp. 282-285). London: Routledge.
Howatt, A.P.R. with Widdowson, H. (2004). A History of English Language Teaching. (2^nd ed.). Oxford: Oxford University Press.
Kelly, L. G. (1969). 25 Centuries of Language Teaching. New York: Newbury House Publishers.
Lado, R. (1988). Teaching English Across Cultures. An Introduction for Teachers of English to Speakers of Other Languages. New York: McGraw Hill.
Larsen-Freeman, D. & Anderson, M. (2011). Techniques and Principles in Language Teaching. (3rd ed.). Oxford: Oxford University Press.
Moskowitz, G. (1978). Caring and Sharing in the Foreign Language Class. Rowley, Mass.: Newbury House.
Musumeci, D. (2009). History of Language Teaching. In M. Long & C. Doughty (Eds.), Handbook of Second Language Teaching (pp. 43-62). Oxford: Blackwell.
Richards, J. C. & Rodgers, T. (2001). Approaches and Methods in Language Teaching. (2^nd ed.). Cambridge: Cambridge University Press.
Sánchez, A. (2009). La enseñanza de idiomas en los últimos cien años. Métodos y enfoques. Madrid: SGEL, S.A.
Stern, H. H. (1983). Fundamental Concepts of Language Teaching. Oxford: Oxford University Press.
Stevick, E. W. (1976). Memory, Meaning and Method: Some Psychological Perspectives on Language Learning. Rowley, Mass.: Newbury House.
Stevick, E. W. (1990). Humanism in Language Teaching. Oxford: Oxford University Press.
Tejada Molina, G., Pérez Cañado, M. L., & Luque Agulló, G. (2005). Current Approaches and Teaching Methods. In N. McLaren, D. Madrid & A. Bueno (Eds.), TEFL in Secondary Education (pp. 156-209). Granada: Editorial Universidad de Granada.

Unidad 4.2.2

Alcón, E. (2002). Bases lingüísticas y metodológicas para la enseñanza de la lengua inglesa. Castellón: Servicio de Publicaciones de la Universidad Jaume I.
Asher, J. (1966). The Learning Strategy of the Total Physical Response: A Review. The Modern Language Journal, 50(2),79-84.
Asher, J. (1969). The Total Physical Response Approach to Second Language Learning. The Modern Language Journal, 53(1), 3-17.
Asher, J. (2000). Learning Another Language Through Actions: The Complete Teacher's Guidebook (6^th ed.). Los Gatos, California: Sky Oaks Productions, Inc.
Brown, H. D. (2007). Principles of Language Learning and Teaching (5^th ed.). White Plains, NY: Pearson Longman.
Celce-Murcia, M. (2001). Language Teaching Approaches: An Overview. In M. Celce-Murcia (Ed.), Teaching English as a Second or Foreign Language (3^rd ed.) (pp. 3-12). Boston: Heinle & Heinle.
Katona, G. (1940). Organizing and Memorizing: Studies in the Psychology of Learning and Teaching. New York: Columbia University Press.
Lado, R. (1988). Teaching English Across Cultures. An Introduction for Teachers of English to Speakers of Other Languages. New York: McGraw Hill.
Larsen-Freeman, D. & Anderson, M. (2011). Techniques and Principles in Language Teaching. (3^rd ed.). Oxford: Oxford University Press.
Musumeci, D. (2009). History of Language Teaching. In M. Long & C. Doughty (Eds.), Handbook of Second Language Teaching (pp. 43-62). Oxford: Blackwell.
Richards, J. C. & Rodgers, T. (2001). Approaches and Methods in Language Teaching. (2^nd ed.). Cambridge: Cambridge University Press.
Sánchez, A. (2009). La enseñanza de idiomas en los últimos cien años. Métodos y enfoques. Madrid: SGEL, S.A.
Stern, H. H. (1983). Fundamental Concepts of Language Teaching. Oxford: Oxford University Press.
Tejada Molina, G., Pérez Cañado, M. L., & Luque Agulló, G. (2005). Current Approaches and Teaching Methods. In N. McLaren, D. Madrid & A. Bueno (Eds.), TEFL in Secondary Education (pp. 156-209). Granada: Editorial Universidad de Granada.
Tomlinson, B. (1994). Materials for TPR. Folio, 1(2), 8-10. TPR World: http://www.tpr-world.com/

Unidad 4.2.3

Alcón, E. (2002). Bases lingüísticas y metodológicas para la enseñanza de la lengua inglesa. Castellón: Servicio de Publicaciones de la Universidad Jaume I.
Brown, H. D. (2000). Principles of Language Learning and Teaching (4^th ed.). White Plains, NY: Pearson Longman.
Brown, H. D. (2007). Principles of Language Learning and Teaching (5^th ed.). White Plains, NY: Pearson Longman.
Bruner, J. (1966). On Knowing: Essays for the Left Hand. New York: Atheneum.
Celce-Murcia, M. (2001). Language Teaching Approaches: An Overview. In M. Celce-Murcia (Ed.), Teaching English as a Second or Foreign Language (3^rd ed.) (pp. 3-12). Boston: Heinle & Heinle.
Harmer, J. (2007). The Practice of English Language Teaching (4^th ed.). Harlow: Longman.
Gattegno, C. (1972). Teaching Foreign Languages in Schools: the Silent Way (2^nd ed.). New York: Educational Solutions, Inc.
Gattegno, C. (1976). The Common Sense of Teaching Foreign Languages. New York: Educational Solutions, Inc.
Larsen-Freeman, D. & Anderson, M. (2011). Techniques and Principles in Language Teaching. (3rd ed.). Oxford: Oxford University Press.
Lado, R. (1988). Teaching English Across Cultures. An Introduction for Teachers of English to Speakers of Other Languages. New York: McGraw Hill.
Musumeci, D. (2009). History of Language Teaching. In M. Long & C. Doughty (Eds.), Handbook of Second Language Teaching (pp. 43-62). Oxford: Blackwell.
Richards, J. C. & Rodgers, T. (2001). Approaches and Methods in Language Teaching. (2^nd ed.). Cambridge: Cambridge University Press.
Sánchez, A. (2009). La enseñanza de idiomas en los últimos cien años. Métodos y enfoques. Madrid: SGEL, S.A.
Stevick, E. W. (1980). Teaching Languages: A Way and Ways. Rowley, Mass.: Newbury House.
Tejada Molina, G., Pérez Cañado, M. L., & Luque Agulló, G. (2005). Current Approaches and Teaching Methods. In N. McLaren, D. Madrid & A. Bueno (Eds.), TEFL in Secondary Education (pp. 156-209). Granada: Editorial Universidad de Granada.

Unidad 4.2.4

Alcón, E. (2002). Bases lingüísticas y metodológicas para la enseñanza de la lengua inglesa. Castellón: Servicio de Publicaciones de la Universidad Jaume I.
Bancroft, J. (1978). The Lozanov method and its American adaptations. Modern Language Journal, 62(4),167-174.
Brown, H. D. (2007). Principles of Language Learning and Teaching (5th ed.). White Plains, NY: Pearson Longman.
Campbell, D.G. (1992). 100 ways to Improve Teaching Using Your Voice & Music: Pathways to Accelerate Learning. Tucson, Arizona: Zephyr Press.
Celce-Murcia, M. (2001). Language Teaching Approaches: An Overview. In M. Celce-Murcia (Ed.), Teaching English as a Second or Foreign Language (3^rd ed.) (pp. 3-12). Boston: Heinle & Heinle.
Harmer, J. (2007). The Practice of English Language Teaching (4^th ed.). Harlow: Longman.
Lado, R. (1988). Teaching English Across Cultures. An Introduction for Teachers of English to Speakers of Other Languages. New York: McGraw Hill.
Larsen-Freeman, D. & Anderson, M. (2011). Techniques and Principles in Language Teaching. (3rd ed.). Oxford: Oxford University Press.
Lozanov, G. (1978). Suggestology and Outlines of Suggestopedy. New York: Gordon and Breach.
Lozanov, G. & Gateva, E. (1988). The Foreign Language Teacher's Suggestopedic Manual. New York: Gordon and Breach.
Lozanov, G. (2009). Suggestopedia -- reservopedia: Theory and Practice of the Liberating-stimulating Pedagogy on the Level of the Hidden Reserves of the Human Mind. Sofia: St. Kliment Ohridski University Press.
Musumeci, D. (2009). History of Language Teaching. In M. Long & C. Doughty (Eds.), Handbook of Second Language Teaching (pp. 43-62). Oxford: Blackwell.
Racle, G. (Ed.). (1975). A Teaching Experience with the Suggestopedic Method. Ottawa, Canada: Public Service Commission of Canada, Staff Development Branch, Studies Division, Suggestoaedia Programme.
Richards, J. C. & Rodgers, T. (2001). Approaches and Methods in Language Teaching. (2^nd ed.). Cambridge: Cambridge University Press.
Sánchez, A. (2009). La enseñanza de idiomas en los últimos cien años. Métodos y enfoques. Madrid: SGEL, S.A.
Scovel, T. (1979). Review of Suggestology and Outlines of Suggestology. TESOL Quarterly, 13, 255-266.
Stevick, E. W. (1976). Memory, Meaning and Method: Some Psychological Perspectives on Language Learning. Rowley, Mass.: Newbury House.
Stevick, E. W. (1980). Teaching Languages: A Way and Ways. Rowley, Mass.: Newbury House.
Tejada Molina, G., Pérez Cañado, M. L., & Luque Agulló, G. (2005). Current Approaches and Teaching Methods. In N. McLaren, D. Madrid & A. Bueno (Eds.), TEFL in Secondary Education (pp. 156-209). Granada: Editorial Universidad de Granada.

Unidad 4.2.5

Alcón, E. (2002). Bases lingüísticas y metodológicas para la enseñanza de la lengua inglesa. Castellón: Servicio de Publicaciones de la Universidad Jaume I.
Brown, H. D. (2007). Principles of Language Learning and Teaching (5^th ed.). White Plains, NY: Pearson Longman.
Celce-Murcia, M. (2001). Language Teaching Approaches: An Overview. In M. Celce-Murcia (Ed.), Teaching English as a Second or Foreign Language (3^rd ed.) (pp. 3-12). Boston: Heinle & Heinle.
Curran, C. A. (1972). Counseling-Learning: A Whole Person Model for Education. New York: Grune and Stratton.
Curran, C. A. (1976). Counseling-Learning in Second Language. East Dubuque, Ill.: Counseling-Learning Publications.
Harmer, J. (2007). The Practice of English Language Teaching (4^th ed.). Harlow: Longman.
La Forge, P. G. (1983). Counseling and Culture in Second Language Acquisition. Pergamon, Oxford.
Larsen-Freeman, D. & Anderson, M. (2011). Techniques and Principles in Language Teaching. (3rd ed.). Oxford: Oxford University Press.
Lado, R. (1988). Teaching English Across Cultures. An Introduction for Teachers of English to Speakers of Other Languages. New York: McGraw Hill.
Musumeci, D. (2009). History of Language Teaching. In M. Long & C. Doughty (Eds.), Handbook of Second Language Teaching (pp. 43-62). Oxford: Blackwell.
Richards, J. C. & Rodgers, T. (2001). Approaches and Methods in Language Teaching. (2^nd ed.). Cambridge: Cambridge University Press.
Rogers, C. R. (1951). Client-Centered Therapy. Boston: Houghton Mifflin.
Sánchez, A. (2009). La enseñanza de idiomas en los últimos cien años. Métodos y enfoques. Madrid: SGEL, S.A.
Stevick, E. W. (1980). Teaching Languages: A Way and Ways. Rowley, Mass.: Newbury House.
Tejada Molina, G., Pérez Cañado, M. L., & Luque Agulló, G. (2005). Current Approaches and Teaching Methods. In N. McLaren, D. Madrid & A. Bueno (Eds.), TEFL in Secondary Education (pp. 156-209). Granada: Editorial Universidad de Granada.

Unidad 4.3.1

Alcón, E. (2002). Bases lingüísticas y metodológicas para la enseñanza de la lengua inglesa. Castellón: Servicio de Publicaciones de la Universidad Jaume I.
Howatt, A.P.R. with Widdowson, H. (2004). A History of English Language Teaching. (2^nd ed.). Oxford: Oxford University Press.
Munby, J. (1978). Communicative Syllabus Design. Cambridge: Cambridge University Press.
Richards, J. C. & Rodgers, T. (2001). Approaches and Methods in Language Teaching. (2^nd ed.). Cambridge: Cambridge University Press.
Richards, J. C. & Schmidt, R. (2010). Dictionary of Language Teaching and Applied Linguistics. (4^th ed.). Harlow : Longman
Richterich, R. (1972). A model for the Definition of Language Needs of Adults Learning a Modern Language. Strasbourg: Council of Europe.
Sánchez, A. (1991). Keys for an investigation into the origins of the communicative methodology. Revista Alicantina de Estudios Ingleses, 14, 133-144.
Sánchez, A. (2009). La enseñanza de idiomas en los últimos cien años. Métodos y enfoques. Madrid: SGEL, S.A.
Savignon, S. J. (Ed.). (2002). Interpreting Communicative Language Teaching: Contexts and Concerns in Teacher Education. New Haven: Yale University Press.
Stern, H. H. (1983). Fundamental Concepts of Language Teaching. Oxford: Oxford University Press.
Stern, H. H. (1992). Issues and Options in Language Teaching. Oxford: Oxford University Press.
Taba, H. (1962). Curriculum Development: Theory and Practice. New York, NY: Harcourt, Brace & World.
Taba, H. (1971). Teacher’s Handbook for Elementary Social Studies. Reading, MA: Addison-Wesley.
Trim, J. L. M., Richterich, R., van Ek, J. A. & Wilkins, D. A. (1973). Systems Development in Adult Language Learning. Strasburg: Council of Europe
Tyler, R. W. (1949). Basic Principles of Curriculum and Instruction. Chicago, IL: University of Chicago Press
Van Ek, J. A. (1973). The ‘Threshold Level’ in a Unit/Credit System. Strasburg: Council of Europe.
Van Ek, J. A. (1975). The Threshold Level in a European Unit/Credit System for Modern Language Learning by Adults. Strasburg: Council of Europe.
Van Ek, J. A. & Alexander, L. G. (1980). Threshold Level English. Oxford: Oxford Pergamon Press.
Van Ek, J. A. & Trim, J. L. M. (1998). (1990). Threshold Level 1990. Cambridge: Cambridge University Press.
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Van Ek, J. A. & Trim, J. L. M. (2000). Vantage. Cambridge: Cambridge University Press.
Wilkins, D. A. (1972). The Linguistic and Situational Content of the Common Core in a Unit/Credit System. Strasburg: Council of Europe.
Wilkins, D. A. (1976). Notional Syllabuses. A Taxonomy and its Relevance to Foreign Language Curriculum Development. London: Oxford University Press.

Unidad 4.3.2.

Alcón, E. (2002). Bases lingüísticas y metodológicas para la enseñanza de la lengua inglesa. Castellón: Servicio de Publicaciones de la Universidad Jaume I.
Anderson, J. R. (2010). Cognitive Psychology and its Implications (7th ed.). New York: Worth Publishers.
Austin, J. L. (1962). How to Do Things with Words. London: Clarendon Press.
Bachman, L. (1990). Fundamental Considerations in Language Testing. Oxford: Oxford University Press.
Bax, S. (2003). The end of CLT: A context approach to language teaching. ELTJ, 57(3), 278-287.
Breen, M. & Candlin, C. N. (1980). The essentials of a communicative curriculum in language teaching. Applied Linguistics, 1(2), 89-112.
Brumfit, C. J. (1984).Communicative Methodology in Language Teaching: The Roles of Fluency and Accuracy. Cambridge: Cambridge University Press.
Brumfit C. J. & Johnson, K. (Eds.). (1979). The Communicative Approach to Language Teaching. Oxford: Oxford University Press.
Bachman, L.F. (1990). Fundamental Considerations in Language Testing. Oxford: Oxford University Press.
Bachman, L.F., & Palmer, A.S. (1996). Language Testing in Practice: Designing and Developing Useful Language Tests. Oxford: Oxford University Press.
Canale, M. (1983). From communicative competence to communicative language pedagogy. In J. C. Richards & R. W. Schmidt, R. W. (Eds.), Language and Communication (pp. 2-27). London: Longman.
Canale, M. (1984). A communicative approach to language proficiency assessment in a minority setting. In C. Rivera (Ed.), Communicative competence approaches to language proficiency assessment: Research and application (pp.107-122). Clevedon: Multilingual Matters.
Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics,1(1), 1-47.
Canale, M., & Swain, M. (1981). A Theoretical Framework for Communicative Competence. In A. Palmer, P. Groot, & G. Trosper (Eds.), The Construct Validation of Test of Communicative Competence: Including Proceedings of a Colloquium at TESOL ‘79 (pp. 31-36). Washington: TESOL.
Candlin, C. N. (1976). Communicative Language Teaching and the debt to pragmatics.In C. Rameh (Ed.), Georgetown University Roundtable 1976 (pp. 237-246). Washington D.C.: Georgetown University Press.
Candlin, C.N. (1981). The Communicative Teaching in English. London: Longman.
Celce-Murcia, M., Dörney, A. & Thurrell, S. (1997). Direct approaches in L2 instruction: A turning point in Communicative Language Teaching? TESOL Quarterly, 31(1), 141-152.
Corder, S. P. (1971). Idiosyncratic dialects and error analysis. IRAL, 9 (2), 147-160.
Corder, S. P. (1973). Introducing Applied Linguistics. London: Penguin.
Corder, S. P. (1981). Error Analysis and Interlanguage. Oxford: Oxford University Press.
Criado, R. (2010). Activity Sequencing in Foreign Language Teaching Textbooks. A Cognitive and Communicative Processes-Based Perspective. Saarbrücken, Germany: LAP Lambert Academic Publishing.
Criado, R. (2012). A framework for the elaboration of Foreign Language Teaching materials rooted in Skill Acquisition theory. Paper presented at the 30th AESLA (Spanish Association of Applied Linguistics) International Conference: Applied Linguistics in the Age of Globalisation. 19th-21st April. University of Lérida, Spain.
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Harmer, J. (2007). The Practice of English Language Teaching. (4^th ed.). London: Pearson Longman.
Howatt, A.P.R. (1984). A History of English Language Teaching. Oxford: Oxford University Press.
Howatt, A.P.R. with Widdowson, H. (2004). A History of English Language Teaching. (2^nd ed.). Oxford: Oxford University Press.
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Krashen, S. D. (1982). Principles and Practice in Second Language Learning. London: Pergamon Press Ltd.
Jacobs, G. M., &Farrell, T.S.(2003). Understanding and implementing the CLT paradigm. RELC Journal, 34(1), 5-30.
Johnson, K. (1982). Communicative Syllabus Design and Methodology. Oxford: Pergamon.
Johnson, K. (1996). Language Teaching and Skill Learning. Oxford: Blackwell.
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Larsen-Freeman, D. & Anderson, M. (2011). Techniques and Principles in Language Teaching. (3^rd ed.). Oxford: Oxford University Press.
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Mackey, A. & Abbuhl, R. (2005). Input and interaction. In C. Sanz (Ed.), Mind & Context in Adult Second Language Acquisition. Methods, Theory and Practice (pp. 207-233). Washington D. C.: Georgetown University Press.
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Munby, J. (1978). Communicative Syllabus Design. Cambridge: Cambridge University Press.
Richards, J. C. (2005). Communicative Language Teaching Today. Cambridge: Cambridge University Press.
Richards, J. C. & Rodgers, T. (2001). Approaches and Methods in Language Teaching. (2^nd ed.). Cambridge: Cambridge University Press.
Roberts, J. T. (2004). The Communicative Approach to Language Teaching: The King is dead! Long live the King! IJES, 4(1), 1-37.
Sánchez, A. (1991). Keys for an investigation into the origins of the communicative methodology. Revista Alicantina de Estudios Ingleses, 14, 133-144.
Sánchez, A. (2004). Enseñanza y aprendizaje en la clase de idiomas. Madrid: SGEL.
Sánchez, A. (2009). La enseñanza de idiomas en los últimos cien años. Métodos y enfoques. Madrid: SGEL, S.A.
Savignon, S. J. (1997). Communicative Competence: Theory and Classroom Practice: Texts and Contexts in Second Language Learning. (2^nd ed.). New York: McGraw-Hill.
Savignon, S. J. (2002). Communicative Language Teaching: Linguistic Theory and Classroom Practice. In S. J. Savignon (Ed.), Interpreting Communicative Language Teaching: Contexts and Concerns in Teacher Education (pp. 1-28). New Haven: Yale University Press.
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Spada, N. & Lightbown, P.M. (2008). Form-focused instruction: Isolated or integrated? TESOL Quarterly, 42, 181−207.
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Vygotsky, L.S. (1978). Mind in Society. The Development of Higher Psychological Processes. Edited by M. Cole, V. John-Steiner, S. Scribner, & E. Souberman. Cambridge, MA: Harvard University Press.
Zhang, Y. (2010). Cooperative Language Learning and Foreign Language Learning and Teaching. Journal of Language Teaching and Research, 1(1), 81-83.

Unidad 4.4.1

Aijmer, K. (Ed.). (2009). Corpora and Language Teaching. Amsterdam; Philadelphia: John Benjamins.
Aston, G. (1995). Corpora in language pedagogy: matching theory and practice. In G. Cook & B. Seidlhofer (Eds.), Principle and Practice in Applied Linguistics: Studies in Honour of H. G. Widdowson (pp. 257-270). Oxford: Oxford University Press.
Biber, D. Leech, G. & Conrad, S. (2002). The Longman Student Grammar of Spoken and Written English. Harlow: PearsonLongman.
Breyer, Y. A. (2011). Corpora in Language Teaching and Learning: Potential, Evaluation, Challenges. Frankfurt am Main: Peter Lang
Campoy-Cubillo, M. C., Bellés-Fortuno, B. and Gea-Valor, M.L. (Eds.). (2011). Corpus-based Approaches to English Language Teaching. London; New York: Continuum.
Carter, R. (2001). Vocabulary. In R. Carter & D. Nunan (Eds.), The Cambridge Guide to Teaching English to Speakers of Other Languages (pp. 42-47). Cambridge: Cambridge University Press.
Cowie, A. (1994). Phraseology. In R. Asher (Ed.), The Encyclopaedia of Language and Linguistics (Vol. 6) (pp. 3168-3171). Oxford: Pergamon Press Ltd.
Flowerdew, J. (2009). Corpora in Language Teaching. In M. Long & C. Doughty (Eds.), The Handbook of Language Teaching (pp. 327-350). Oxford: Wiley-Blackwell.
Ghadessy, M., Henry, A. & Roseberry, R. L. (2001). Small Corpus Studies and ELT: Theory and Practice. Amsterdam: John Benjamins.
Harris, T. & Moreno Jaén, M. (Eds.). (2010). Corpus Linguistics in Language Teaching. Bern; New York; Oxford: Peter Lang.
Harwood, N. (2002). Taking a Lexical Approach to Teaching: Principles and Problems. International Journal of Applied Linguistics, 12(2), 139-155.
Lewis, M. (1993). The Lexical Approach. Hove: Language Teaching Publications.
Lewis, M. (1996). Implications of a lexical view of language. In D. Willis & J. Willis (Eds.), Challenge and Change in Language Teaching (pp. 10-16). Oxford: Heinemann.
Lewis, M. (1997). Implementing the Lexical Approach: Putting Theory into Practice. Hove: Language Teaching Publications.
Lewis, M. (2000). There is nothing as practical as good theory. In M. Lewis (Ed.), Teaching Collocation: Further Developments in the Lexical Approach (pp. 10-27). London: Language Teaching Publications.
McEnery, T. & Xiao, R. (2011). What corpora can offer in language teaching and learning. In E. Hinkel (Ed.), Handbook of Research in Second Language Teaching and Learning: Volume 2 (pp. 364-380).London and New York: Routledge.
Nation, I. S. P. (2001). Learning Vocabulary in Another Language. Cambridge: Cambridge University Press.
Nattinger, J. (1980). A lexical phrase grammar for ESL. TESOL Quarterly, 14, 337-344.
Nattinger, J. & DeCarrico, J. (1992). Lexical Phrases and Language Teaching. Oxford University Press.
O'Keeffe, A., McCarthy, M. & Carter, R. (2007). From corpus to classroom: language use and language teaching. Cambridge: Cambridge University Press.
Reppen, R. (2011). Using corpora in the language classroom. In B. Tomlinson (Ed.), Materials Development in Language Teaching (2^nd ed.) (pp. 35-50). Cambridge: Cambridge University Press.
Richards, J. C. & Rodgers, T. (2001). Approaches and Methods in Language Teaching. (2^nd ed.). Cambridge: Cambridge University Press.
Romer, U. (2011). Corpus Research Applications in Second Language Teaching. Annual Review of Applied Linguistics, 31, 205-225
Sánchez, A. (2009). La enseñanza de idiomas en los últimos cien años. Métodos y enfoques. Madrid: SGEL, S.A.
Schmitt, N. (2000). Vocabulary in Language Teaching. Cambridge University Press.
Sinclair, J. (Ed.). (2004). How to Use Corpora in Language Teaching. Philadelphia: John Benjamins.
Sinclair, J. McH. & Renouf, A. (1988). A lexical syllabus for language learning. In R. Carter & M. McCarthy (Eds.), Vocabulary and Language Teaching (pp. 140-158). London: Longman.
Thornbury, S. (1998). The Lexical Approach: A Journey Without Maps? Modern English Teacher, 7(4), 7-13.
Wilkins, D. A. (1972). Linguistics in Language Teaching. Cambridge, MA: MIT Press.
Willis, D. (1990). The Lexical Syllabus: A New Approach to Language Learning. London: Collins ELT.
Willis, D. (2003). Rules, Patterns and Words. Grammar and Lexis in English Language Teaching. Cambridge: Cambridge University Press.
Willis D. & Willis, J. (1987). Varied activities for variable language. ELT Journal, 41(1), 12-18.
Willis, J. & Willis, D. (1989). Collins COBUILD English Course. London: Collins.
Willis, J. (2011). Concordances in the classroom without a computer: assembling and exploiting concordances of common words. In B. Tomlinson (Ed.), Materials Development in Language Teaching (2^nd ed.) (pp. 51-77). Cambridge: Cambridge University Press.
Zhang, X. (1993). English collocations and their effect on the writing of native and non-native college freshmen. PhD thesis, Indiana University of Pennsylvania.

Unidad 4.4.2

Concept to Classroom. Workshop on Tapping Multiple Intelligences: http://www.thirteen.org/edonline/concept2class/mi/index.html
Armstrong, T. (1993). 7 Kinds of Smart: Identifying & Developing Your Many Intelligences. New York: Plume.
Armstrong, T. (1994). Multiple Intelligences in the Classroom. Alexandria, VA: ASCD.
Berman, M. (1998). A Multiple Intelligences Road to an ELT Classroom. Carmarthen: Crown House Publishing
Brown, H. D. (2000). Principles of Language Learning and Teaching (4^th ed.). White Plains, NY: Pearson Longman.
Brown, H. D. (2007). Principles of Language Learning and Teaching (5th ed.). White Plains, NY: Pearson Longman.
Carroll, J. (1991). Cognitive abilities in foreign language aptitude: Then and now. In T. Parry & C. Stanfield (Eds.), Language Aptitude Reconsidered (pp. 11-29).Englewood Cliffs, NJ: Prentice Hall.
Chen, J.-Q., Moran, S. & Gardner, H. (Eds.). (2009). Multiple Intelligences Around the World. San Francisco: Jossey-Bass
Christison, M. A. (1997). An introduction to multiple intelligences theory and second language learning. In J. Reid (Ed.), Understanding Learning Styles in the Second Language Classroom (pp. 1-14). Englewood Cliffs, N. J.: Prentice Hall/Regents
Christison, M. A. (1998). Applying Multiple Intelligences Theory in Preservice and Inservice TEFL Education Programs. English Language Teaching Forum, 36(2), 2-13.
Christison, M. A. (1999). Multiple Intelligences: Teaching the whole student. ESL Magazine, 2(5), 10-13.
Christison, M. A. (2001). Applying Multiple Intelligences Theory in the Second and Foreign Language Classroom. Burlingame, California: Alta Book Center Publishers.
Christison, M. A. (2002). Multiple Intelligences and Language Learning: A Guidebook of Theory, Activities, Inventories, and Resources. Burlingame, CA: Alta Book Center.
Dörnyei, Z. (2005). The Psychology of the Language Learner. Individual Differences in Second Language Acquisition. Mahwah, N.J.: L. Erlbaum.
Fonseca Mora, M. C. (Ed.). (2002). Inteligencias múltiples, múltiples formas de enseñar. Sevilla: Mergablum.
Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books.
Gardner, H. (1993). Multiple Intelligences: The Theory in Practice. New York: Basic Books.
Gardner, H. (1998). A Reply to Perry D. Klein’s “Multiplying the problems of intelligence by eight”. Canadian Journal of Education, 23(1), 96-102.
Gardner, H. (1999). Intelligence Reframed: Multiple Intelligences for the 21^st Century. New York: Basic Books.
Gardner, H. (2006). Multiple Intelligences: New Horizons in Theory and Practice. New York: Basic Books.
Gardner, H. & Moran, S. (2006). The science of Multiple Intelligences theory: A response to Lynn Waterhouse. Educational Psychologist, 4(1), 227-232.
Gardner, H. (2007). Five Minds for the Future. Cambridge, MA: Harvard Business School Press.
Gardner, H. (2011). Truth, Beauty, and Goodness Reframed: Educating for the Virtues in the Twenty-First Century. New York: Basic Books.
Larsen-Freeman, D. & Anderson, M. (2011). Techniques and Principles in Language Teaching. (3rd ed.). Oxford: Oxford University Press.
Lightbown, P. & Spada, N. (2006). How Languages are Learned (3^rd ed.) Oxford: Oxford University Press.
Palmberg, R. Starting with multiple intelligences– activities for foreign language teachers. Retrieved from the Developing Teachers website:
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Richards, J. C. & Rodgers, T. (2001). Approaches and Methods in Language Teaching. (2^nd ed.). Cambridge: Cambridge University Press.
Sánchez, A. (2009). La enseñanza de idiomas en los últimos cien años. Métodos y enfoques. Madrid: SGEL, S.A.
Skehan, P. (1998). A Cognitive Approach to Language Learning. Oxford: Oxford University Press.
Thornbury, S. (2006). An A-Z of ELT. Oxford: MacMillan.
VanPatten, B. & Benatti, A.G. (2010). Key Terms in Second Language Acquisition. London: Continuum.

Sub-bloque 4.5

Clark, J. L. D. (1969). The Pennsylvania Project and the «Audiolingual vs Traditional» Question. Modern Language Journal, 53, 388-396.
Cook, V. (2008). Second Language Learning and Teaching. (4^th ed.). London: Hodder Education.
Dörnyei, Z. (2005). The Psychology of the Language Learner. Individual Differences in Second Language Acquisition. Mahwah, N.J.: L. Erlbaum.
Dunkin, M. J. & Biddle, B. J. (1974). The Study of Teaching. New York: Holt, Rinehart and Winston, Inc.
Howatt, A.P.R. (1984). A History of English Language Teaching. Oxford: Oxford University Press.
Hulstijn, J. H. (2002). Towards a unified account of the representation, processing and acquisition of second language knowledge. Second Language Research, 18, 193-223.
Hulstijn, J. H. (2007). Psycholinguistic Perspectives on Second Language Acquisition. In J. Cummins & C. Davison (Eds.), The International Handbook on English Language Teaching, Volume II, Current Trends and Issues (pp. 701-713). Norwell, MA: Springer.
Kumaravadivelu, B (2003). A postmethod perspective on English language teaching. World Englishes, 22, 539-550.
Morgan-Short, K., Steinhauer, K., Sanz, C., & Ullman, M. T. (2012). Explicit and implicit second language training differentially affect the achievement of native-like brain activation patterns. Journal of Cognitive Neuroscience, 24(4), 933-947.
Morgan-Short, K. & Ullman, M. T. (2011). The Neurocognition of Second Language. In A. Mackey & S. Gass (Eds.), Handbook of Second Language Acquisition (pp. 282-299). London: Routledge.
Nunan, D. (2004). Task-Based Language Teaching. Cambridge: Cambridge University Press.
Smith, P.D. (1970). A Comparison of The Cognitive and Audiolingual Approaches to Foreign Language Instruction: The Pennsylvania Project. Philadelphia, Center for Curriculum Development.
Ullman, M. T. (2012). The declarative/procedural model. In P. Robinson (Ed.), Routledge Encyclopedia of Second Language Acquisition (pp. 160-164). London: Routledge.
Valette, R. M. (1969). The Pennsylvania Project, its conclusions and its implications. Modern Language Journal, 53, 396-404.

Sub-bloque 4.6

Allwright, R. L. (1991a). The death of the method (Working Paper No. 10). The Exploratory Practice Centre. Lancaster: The University of Lancaster, The Exploratory Practice Centre.
Allwright, D. (1991b). Exploratory language teaching: A description and report on a mini-course conducted at XI ENPULI, Sao Paulo, Brazil (Working Paper No. 9). Lancaster: The University of Lancaster, The Exploratory Practice Centre.
Allwright, R. L. (2003). Exploratory practice: Rethinking practitioner research in language teaching. Language Teaching Research, 7, 113-141.
Allwright, R. L. (2005). Developing Principles for Practitioner Research: The Case of Exploratory Practice. Modern Language Journal, 89(3), 353-366.
Bax, S. (2003). The end of CLT: A context approach to language teaching. ELTJ, 57(3), 278-287.
Bell, D. M. (2003). Method and postmethod: Are they really so incompatible? TESOL Quarterly, (37)2, 325-336.
Bell, D. M. (2007). Do teachers think that methods are dead? ELTJ, 61(2), 135-143.
Block, D., & Cameron, D. (2002). Introduction. In D. Block & D. Cameron (Eds.), Globalization and Language Teaching (pp. 1-10). London: Routledge.
Brown, H. D. (1997). English language teaching in the “post-method” era: Toward better diagnosis, treatment, and assessment. PASAA (Bangkok), 27, 1-10.
Brown, H. D. (2002). English language teaching in the “post-method” era: Towards better diagnosis, treatment, and assessment. In J. C. Richards & W. A.Renandya (Eds.), Methodology in Language Teaching (9-18). Cambridge: Cambridge University Press.
Canagarajah, A. S. (1999). Resisting Linguistic Imperialism in English Teaching. Oxford, England: Oxford University Press.
Canagarajah, A. S. (2005). Critical pedagogy in L2 learning and teaching. In E. Hinkel (Ed.), Handbook of Research in Second Language Teaching and Research (pp. 931-949). Mahwah, NJ: Lawrence Erlbaum.
Candlin, C. N., & Murphy, D. F. (Eds.). (1987). Language Learning Tasks. London: Prentice Hall.
Clark, J. L. D. (1969). The Pennsylvania Project and the “Audio-lingual vs. Traditional” Question. Modern Language Journal, 53(6),388-396.
Cook, V. (2008). Second Language Learning and Teaching. (4^th ed.). London: Hodder Education.
Crabbe, D. (2003). The quality of language learning opportunities. TESOL Quarterly, 37, 9-34.
Creore, A. E. & Hanzeli, V. E. (1960). A Comparative Evaluation of Two Modern Methods for Teaching a Spoken Language. Seattle: University of Washington.
Criado, R. (2009).“Cognitive schemes in the acquisition of knowledge and the sequencing of tasks in J. Willis’ Task-based Language Teaching (TBLT) framework. A critical analysis”. Paper presented at the 27^th International AESLA (Spanish Association of Applied Linguistics) Conference: Ways and Modes of Human Communication. University of Castilla-La Mancha, Ciudad Real campus. 26-28 March.
Criado, R. (2010). Activity Sequencing in Foreign Language Teaching Textbooks. A Cognitive and Communicative Processes-Based Perspective. Saarbrücken, Germany: LAP Lambert Academic Publishing.
Harmer, J. (2003). Popular culture, context and methods. ELTJ, 57(3), 288-294.
Holliday, A. (1994). Appropriate Methodology and Social Context. Cambridge: Cambridge University Press.
Howatt, A. P. R. (1987). From structural to communicative. Annual Review of Applied Linguistics, 8, 22-37.
Kumaravadivelu, B. (1992). Macrostrategies for the second/foreign language teacher. Modern Language Journal, 76, 41–49.
Kumaravadivelu, B. (1993a). Maximizing learning potential in the communicative classroom. ELT Journal, 47, 12-21.
Kumaravadivelu, B. (1993b). The name of the task and the task of naming: Methodological aspects of task-based pedagogy. In G. Crookes & S. Gass (Eds.), Tasks in a Pedagogical Context (pp. 69-96). Clevedon, England: Multilingual Matters.
Kumaravadivelu, B. (1994). The postmethod condition: (E)merging strategies for second/foreign language teaching. TESOL Quarterly, 28, 27-48.
Kumaravadivelu, B. (1999). Critical classroom discourse analysis. TESOL Quarterly, 33, 453-484.
Kumaravadivelu, B. (2003a). A postmethod perspective on English language teaching. World Englishes, 22, 539-550.
Kumaravadivelu, B. (2003b). A postmethod perspective on English language teaching. World Englishes, 22, 539-550.
Kumaravadivelu, B. (2006a). TESOL Methods: Changing tracks, challenging trends. TESOL Quarterly, 40(1), 59-81.
Kumaravadivelu, B. (2012b). Language Teacher Education for a Global Society: A Modular Model for Knowing, Analyzing, Recognizing, Doing, and Seeing. New York: Routledge.
Lado, R. (1964). Language Teaching: A Scientific Approach. New York: McGraw Hill.
Larsen-Freeman, D. (2005). A critical analysis of postmethod. ILI Language Teaching Journal, 1, 21-25.
Legutke, M., & Thomas, H. (1991). Process and Experience in the Language Classroom. London: Longman.
Liu, D. (1995). Comments on B. Kumaravdivelu’s “The postmethod condition: (E)merging strategies for second/foreign language teaching”: “Alternative to” or “addition to” method? TESOL Quarterly, 29, 174-177.
Meddings, L. & Thornbury, S. (2009). Teaching Unplugged: Dogme in English Language Teaching. Peaslake, Surrey: Delta Publishing.
Norton, B. & Toohey, K. (Eds.). (2004). Critical Pedagogies and Language Learning. Cambridge: Cambridge University Press.
Nunan, D. (1987). Communicative language teaching: Making it work. ELTJ, 41, 136-145.
Nunan, D. (1991). Language Teaching Methodology: A Textbook for Teachers. New York: Prentice-Hall.
Nunan, D. (2004). Task-Based Language Teaching. Cambridge, England: Cambridge University Press.
Pennycook, A. (1989). The concept of method, interested knowledge and the politics of language teaching. TESOL Quarterly, 23(4), 589-618.
Pennycook, A. (2001). Critical Applied Linguistics: A Critical Introduction. Mahwah, NJ: Lawrence Erlbaum.
Pennycook, A. (Ed.). (1999). Critical approaches to TESOL [Special issue]. TESOL Quarterly, 33(3).
Perpignan, H. (2003). Exploring the written feedback dialogue: a research, learning and teaching practice. Language Teaching Research, 7(2), 259-278.
Phillipson, R. (1992). Linguistic Imperalism. Oxford: Oxford University Press.
ProDAIT (Professional Development for Academics Involved in Teaching) (n.d). “Exploratory Practice”. Retrieved from the ProDAIT website: http://www.crisp.ie/slss/Exploratory%20Practice.pdf
Richards, J. C. & Rodgers, T. (2001). Approaches and Methods in Language Teaching. (2^nd ed.). Cambridge: Cambridge University Press.
Thornbury, S. (1996). Teachers research teacher talk. ELTJ, 50, 279-288.
Thornbury, S. (2009). Dogme: nothing if not critical. Internet Document available at http://www.teachingenglish.org.uk/articles/dogme-nothing-if-not-critical
Savignon, S. J. (1983). Communicative Competence: Theory and Classroom Practice. Reading, MA: Addison-Wesley.
Savignon, S. J. (1991). Communicative language teaching: State of the art. TESOL Quarterly, 25, 261-277.
Savignon, S. J. (2002). Communicative Language Teaching: Linguistic Theory and Classroom Practice. In S. J. Savignon (Ed.), Interpreting Communicative Language Teaching: Contexts and Concerns in Teacher Education (pp. 1-28). New Haven: Yale University Press.
Stern, H. H. (1992). Issues and Options in Language Teaching. Oxford: Oxford University Press.
Waters, A. (2008). A guide to Methodologia: past, present, and future. ELTJ, 63(2), 108-115.
Widdowson, H. G. (2003). Defining Issues in English Language Teaching. Oxford, England: Oxford University Press.
Willis, J. (1996). A Framework for Task-Based Learning. London: Longman

Bloque 5

Council of Europe. (2001). Common European Framework of Reference for Language Learning, Teaching and Assessment. Cambridge: Cambridge University Press. https://www.coe.int/en/web/common-european-framework-reference-languages
Council of Europe (2018). Common European Framework of Reference for Languages: Learning, Teaching and Assessment (CEFR). Companion Volume with New Descriptors. https://www.coe.int/en/web/common-european-framework-reference-languages
British Council (2010). British Council – EAQUALS Core Inventory for General English. Retrieved from the British Council BBC Teaching English website: http://esol.britishcouncil.org/british-councileaquals-core-inventory-general-english
Pearson Longman (n.d.). A Teacher's Guide to the Common European Framework Retrieved from the Pearson Longman website:
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Council of Europe (n.d.). Structured overview of all CEFR scales. Retrieved from The Common European Framework of Reference for Languages: Learning, Teaching, Assessment website: http://www.coe.int/t/dg4/education/elp/elp-reg/cefr_scale_EN.asp
Council of Europe. (1978). A European Unit/Credit System for Modern Language Learning by Adults. Strasbourg: Council of Europe.
Council of Europe. (2001). Common European Framework of Reference for Language Learning, Teaching and Assessment. Cambridge: Cambridge University Press (available at http://www.coe.int/t/dg4/linguistic/source/Framework_EN.pdf)
Beacco, J.C. (2003). Languages and Language Repertoires: Plurilingualism as a Way of Life in Europe. Strasbourg: Council of Europe.
Hulstjin, J. H. (2007). The Shaky Ground Beneath the CEFR: Quantitative and Qualitative Dimensions of Language Proficiency. Modern Language Journal, 91(4), 663-667.
Hulstijn, J. H. (2011). Language Proficiency in Native and Nonnative Speakers: An Agenda for Research and Suggestions for Second-Language Assessment. Language Assessment Quarterly, 8, 229-249.
López Rama, J. & Luque Agulló, G. (2012). The role of grammar teaching: from Communicative approaches to the Common European Framework of Reference for Languages. Revista de Lingüística y Lenguas Aplicadas, 7, 179-191.
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Sánchez-Reyes, S. (2011). The Common European Framework of Reference. In S. House (Coord.), Inglés. Complementos de formación disciplinar. Theory and Practice in Language Teaching (pp. 85-100). Barcelona: Grao
Trim, J. L. M. (2004). Common European Framework. In M. Byram (Ed.), Routledge Encyclopedia of Language Teaching and Learning (pp. 122-124). London: Routledge.
Van Ek, J. A. (1973). The ‘Threshold Level’ in a Unit/Credit System. Strasburg: Council of Europe.
Van Ek, J. A. (1975). The Threshold Level in a European Unit/Credit System for Modern Language Learning by Adults. Strasburg: Council of Europe.
Van Ek, J. A. & Alexander, L. G. (1980). Threshold Level English. Oxford: Oxford Pergamon Press.
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Willems, G. (2002). Language Teacher Education Policy Promoting Linguistic Diversity and Intercultural Communication. Strasbourg: Council of Europe.

Bloque 6

Sección 6.1. COGNITIVE FACTORS IN LANGUAGE TEACHING

Anderson, J. R. (1982). Acquisition of Cognitive Skill. Psychological Review, 89(4), 369-406.
Anderson, J. R. (1983). The Architecture of Cognition. Cambridge, MA: Harvard University Press.
Anderson, J. R. (1987). Skill Acquisition: Compilation of Weak-Method Problem Solutions. Psychological Review, 94(2), 192-210.
Anderson, J. R. (2005). Cognitive Psychology and its Implications. New York: Worth Publishers.
Anderson, J. R. (2007). How Can the Human Mind Occur in the Physical Universe? New York: Oxford University Press.
Anderson, J. R., & Fincham, J. M. (1994). Acquisition of procedural skills from examples. Journal of Experimental Psychology: Learning, Memory and Cognition, 20(6), 1322-1340.
Anderson, J. R., Fincham, J. M., & Douglas, S. (1997). The role of examples and rules in the acquisition of a cognitive skill. Journal of Experimental Psychology: Learning, Memory and Cognition, 23(4), 932-945.
Anderson, J. R., Bothell, D., Byrne, M. D., Douglass, S., Lebiere, C. & Qin, Y. (2004). An Integrated Theory of the Mind. Psychological Review, 111, 1036-1060.
Anderson, J. R. & Lebiere, C. (1998). The Atomic Components of Thought. Mahwah, NJ: Erlbaum.
Cook, V. (2008). Second Language Learning and Teaching. (4^th ed.). London: Hodder Education.
Criado, R. (2009). Teaching methods and their conceptualisation from a cognitive perspective of knowledge acquisition. Revista Canaria de Estudios Ingleses, 59, 101-116.
Criado, R. (2010). The Impact of Activity Sequencing on the Differences between ELT Methods: A Critical Analysis of Sample Units. Porta Linguarum, 14, 7-28.
Criado, R. & Sánchez, A. (2009a). The Universal Character of the DEC−>PRO Cognitive Sequence in Language Learning and Teaching Materials. Revista Española de Lingüística Aplicada (RESLA), 22, 89-106.
Criado, R. & Sánchez, A. (2009b). Cognitive Patterns in the Acquisition of Knowledge and the Sequencing of Activities in the Organization of Teaching Materials. In M. Amengual, M. Juan & J. Salazar (Eds.), New Perspectives on English Studies (pp. 285-293). Palma de Mallorca: Edicions UIB.
DeKeyser, R. (1998). Beyond focus on form: Cognitive perspectives on learning and practicing second language grammar. In C. Doughty & J. Williams (Eds.), Focus on Form in Classroom Second Language Acquisition (pp. 42-63). Cambridge: Cambridge University Press.
Han, Z.-H. (2004). Fossilization in Adult Second Language Acquisition. Clevedon: Multilingual Matters
Han, Z.-H. (2009). Interlanguage and fossilization: Towards an analytic model. In V. Cook & L. Wei (Eds.), Contemporary Applied Linguistics (pp. 137-162). New York: Continuum.
Han, Z.-H., & Odlin, T. (Eds.). (2006). Studies of Fossilization in Second Language Acquisition. Clevedon: Multilingual Matters.
Johnson, K. (1994). Teaching Declarative and Procedural Knowledge. In M. Bygate, A. Tonkin & E. Williams (Eds.), Grammar and the Language Teacher (pp. 121-131). London: Prentice Hall.
Johnson, K. (1996). Language Teaching and Skill Learning. Oxford: Blackwell.
Johnson, K. (2008). An Introduction to Foreign Language Learning and Teaching. (2^nd ed.). Harlow, Essex, London; New York: Longman.
McLaughlin, B. (1990). Restructuring. Applied Linguistics, 11(2), 113-128.
Richards, J. C. & Rodgers, T. (2001). Approaches and Methods in Language Teaching. (2^nd ed.). Cambridge: Cambridge University Press.
Selinker, L. (1972). Interlanguage. International Review of Applied Linguistics, 10(2), 209-231.
Selinker, L. (1992). Rediscovering Interlanguage. London: Longman.
Selinker, L., & Lakshmanan, U. (1992). Language transfer and fossilization: The multiple effects principle. In S. Gass & L. Selinker (Eds.), Language Transfer in Language Learning (pp. 190-216). Philadelphia: John Benjamins.
Shiffrin, R. M. & Dumais, S. T. (1981). The development of automatism. In J. R. Anderson (Ed.), Cognitive Skills and their Acquisition (pp. 111-140). Hillside, NJ: Lawrence Erlbaum Associates.
Skehan, P. (1998). A Cognitive Approach to Language Learning. Oxford: Oxford University Press.
Spada, N. & Lightbown, P. M. (2008). Form-focused instruction: Isolated or integrated? TESOL Quarterly, 42, 181-207.
Taatgen, N. A. (2003). Learning rules and productions. In L. Nadel (Ed.), Encyclopedia of Cognitive Science, Vol. 2 (pp. 822-830). London: MacMillan.
Taatgen, N. A. & Anderson, J. R. (2008). ACT-R. In R. Sun (Ed.), Constraints in Cognitive Architectures (pp. 170-185). Cambridge: Cambridge University Press.

Sección 6.2. AFFECTIVE FACTORS IN LANGUAGE TEACHING

Arnold, J. (2007). Self-esteem as part of the affective domain in language learning. In F. Rubio (Ed.), Self-esteem in Foreign Language Learning (pp. 13-27). Newcastle: Cambridge Scholars Publishing.
Arnold, J. (Ed.) (1999). Affect in Language Learning. Cambridge: Cambridge University Press.
Arnold, J. & Brown, H. D. (1999). A map of the terrain. In J. Arnold (Ed.), Affect in Language Learning (pp. 1-24). Cambridge: Cambridge University Press
Arnold, J. & Fonseca Mora, Mª C. (2007). Affect in L2 teacher talk. In B. Tomlinson (Ed.), Language Acquisition and Development (pp. 107-121). London: Continuum.
Branden, N. (1994). The Six Pillars of Self-Esteem. New York: Bantam Books.
Brown, H. D. (1990). M&Ms for language classrooms? Another look at motivation. In J. E. Alatis (Ed.), Georgetown University Round Table on Language and Linguistics (pp. 383-393). Washington, D.C.: Georgetown University Press.
Brown, H. D. (1994). Teaching by Principles: An interactive approach to language pedagogy.Englewood Cliffs, NJ: Prentice Hall.
Brown, H. D. (2000). Principles of Language Learning and Teaching (4^th ed.). White Plains, NY: Pearson Longman.
Brown, H. D. (2007). Principles of Language Learning and Teaching (5^th ed.). White Plains, NY: Pearson Longman.
Clément, R. (1980). Ethnicity, contact and communicative competence in a second language. In H. Giles, W. P. Robinson & P. M. Smith (Eds.), Language: Social Psychological Perspectives. Oxford: Pergamon.
Clément, R., Dörnyei, Z. & Noels, K. A. (1994). Motivation, self-confidence, and group cohesion in the foreign language classroom. Language Learning, 44, 417-448.
Cook, V. (2008). Second Language Learning and Teaching. (4^th ed.). London: Hodder Education.
Covington, M. (1992). Making the Grade: A Self-Worth Perspective on Motivation and School Reform. Cambridge: Cambridge University Press.
Crookes, G. & Schmitt, R. W. (1991). Motivation: reopening the research agenda. Language Learning, 41, 469-512.
Deci, E. L. & Ryan, R. M. (1985). Intrinsic Motivation and Self-Determination in Human Behaviour. New York: Plenum.
Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. Modern Language Journal, 78, 273-284.
Dörnyei, Z. (2000). Motivation in action: Toward a process-oriented conceptualisation of student motivation. British Journal of Educational Psychology, 70, 519-538.
Dörnyei, Z. (2001). Motivational Strategies in the Language Classroom. Cambridge: Cambridge University Press.
Dörnyei, Z. (2004). Motivation. In M. Byram (Ed.), Routledge Encyclopedia of Language Teaching and Learning (pp. 425-432). London: Routledge.
Dörnyei, Z. (2005). The Psychology of the Language Learner. Individual Differences in Second Language Acquisition. Mahwah, New Jersey: Lawrence Erlbaum Associates.
Dörnyei, Z. & Csizér, K. (1998). Ten commandments for motivating language learners: results of an empirical study. Language Teaching Research, 2, 203-209.
Dörnyei, Z. & Ottó, I. (1998). Motivation in action: A process model of L2 motivation. Working Papers in Applied Linguistics (Thames Valley University, London), 4, 43-69.
Dörnyei, Z. & Ushioda, U. (2010). Teaching and Researching Motivation (2^nd ed.). New York: Longman.
Gardner, R. C. (1982). Language attitudes and language learning. In E. Boudhard Ryan & H. Giles (Eds.), Attitudes Towards Language Variation (pp. 132-147). Edward Arnold.
Gardner, R. C. (1985). Social Psychology and Second Language Learning: The Role of Attitudes and Motivation. London: Arnold.
Gardner, R. C. (2010). Motivation and Second Language Acquisition: The Socio-Educational Model. New York: Peter Lang.
Gardner, R.C. & Lambert, W. E. (1959). Motivational Variables in Second-Language Acquisition. Canadian Journal of Psychology, 13, 266-272.
Gardner, R. C. & Lambert, W. E. (1972). Attitudes and Motivation in Second-Language Learning, Rowley, Mass, Newbury House.
Gardner, R. C. & MacIntyre, P. D. (1993). A student’s contributions to second-language learning. Part II: Affective variables. Language Teaching, 26, 1-11.
Gardner, R. C., Tremblay, P. F. & Masgore, A-M. (1997). Towards a Full Model of Second Language Learning: An Empirical Investigation. Modern Language Journal, 81, 344-362.
Higgins, E. T. (1996). The “self-digest”: Self-knowledge serving self-regulatory functions. Journal of Personality and Social Psychology, 71(6), 1062-1083.
Horwitz, E., Horwitz, M.B., & Cope, J. (1986). Foreign language Classroom Anxiety. The Modern Language Journal, 70(2), 125-132.
Horwitz, E. (2001). Language anxiety and achievement. Annual Review of Applied Linguistics, 21, 112-126.
Hurd, S. (2008). Affect and strategy use in independent language learning. In S. Hurd & T. Lewis (Eds.), Language Learning Strategies in Independent Settings (pp. 218-236). Bristol: Multilingual Matters.
Lightbown, P. & Spada, N. (2006). How Languages are Learned (3^rd ed.) Oxford: Oxford University Press.
Manchón, R. & Murphy, L. (2002). An Introduction to Second Language Acquisition Research. Murcia: Diego Marín Editor.
Mercer, S. Stephen, R. & Marion, W. (Eds.). (2012). Psychology for Language Learning. Insights from Research, Theory and Practice. London: Palgrave MacMillan.
Noels, K. A., Clément, R. & Pelletier, L. G. (1999). Perceptions of teachers’ communicative style and students’ intrinsic and extrinsic motivation. Modern Language Journal, 83, 23-34.
Oxford, R. (1990). Language Learning Strategies: What Every Teacher Should Know. New York: Newbury House.
Oxford, R. & Shearing, J. (1994). Language learning motivation: expanding the theoretical framework. Modern Language Journal, 78, 12-28.
Richards, J. C. & Schmidt, R. (2010). Dictionary of Language Teaching and Applied Linguistics. (4^th ed.). Harlow: Longman.
Sánchez, A. (1993). Hacia un método integral en la enseñanza de lenguas. Madrid: SGEL, S.A.
Sánchez, A. (2004). Enseñanza y aprendizaje en la clase de idiomas. Madrid: SGEL, S.A.
Schumann, J. H. (1997). The Neurobiology of Affect in Language. Cambridge, MA: Blackwell.
Schumann, J. H. (1998). The neurobiology of affect in language. Language Learning, 48, Supplement 1, Special Issue.
Schumann, J. H. (1999). A neurobiological perspective on affect and methodology in second language learning. In J. Arnold (Ed.), Affect in Language Learning (pp. 28-42). Cambridge: Cambridge University Press.
Skehan, P. (1989). Individual Differences in Second-Language Learning. Oxford: Oxford University Press.
Skehan, P. (1990). History of motivational research in education. Journal of Educational Psychology, 82, 616-622.
Sternberg, R. J. (2002). The theory of successful intelligence and its implications for language-aptitude testing. In P. Robinson (Ed.), Individual Differences and Instructed Language Learning (pp. 13-43). Amsterdam: John Benjamins.
Tremblay, P. F. & Gardner, R. C. (1995). Expanding the motivation construct in language learning. Modern Language Journal, 79, 505-520.
Valentine, J. C., DuBois, D. L. & Cooper, H. (2004). The relation between self-beliefs and academic achievement: A meta-analytic review. Educational Psychologist, 39(2), 111-133.
Vallerand, R. J. (1997). Toward a hierarchical model of intrinsic and extrinsic motivation. Advances in Experimental Social Psychology, 29, 271-360.
Williams, M. & Burden, R. (1997). Psychology for Language Teachers. Cambridge: Cambridge University Press.

Sección 6.3. CULTURE IN LANGUAGE TEACHING

Alptekin, C. (2002). Towards intercultural communicative competence in ELT. ELTJ, 56(1), 57–64.
Byram, M., Morgan, M. & Colleagues. (1994). Teaching-and-Learning Language-and-Culture. Clevedon:Multilingual Matters.
CARLA (Centre for Advanced Research on Language Acquisition) (n.d.). Culture resources. Retrieved from CARLA website: http://www.carla.umn.edu/culture/resources/index.html
Council of Europe. (2001). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge: Cambridge University Press.
Criado, R. (2007). ‘The X Factor’: Cultural Traces in ELT Materials. CETA Magazine, 9, 23-29.
Criado, R. (2009). Taking scripts as a model of lesson organisation for the integration of culture and language in ELT. Revista Alicantina de Estudios Ingleses, 22, 295-314.
Fiedler, F. E., Mitchell, T. & Triandis, H. C. (1971). The culture assimilator: an approach to cross-cultural training. Journal of Applied Psychology, 55, 95-102.
Guilherme, M. (2004). Intercultural competence. In M. Byram (Ed.), Routledge Encyclopedia of Language Teaching and Learning (pp. 297-300). London: Routledge.
Hofstede, G. H. (1984). Culture’s Consequences: International Differences in Work-related Values. Abridged Ed. Beverly Hills: Sage Publications
Kramsch, C. (1993). Context and Culture in Language Teaching. Oxford: Oxford University Press.
Kramsch, C. J. (2001). Intercultural Communication. In R. Carter & D. Nunan (Eds.), The Cambridge Guide to Teaching English to Speakers of Other Languages (pp. 201-206).Cambridge: Cambridge University Press.
Lado, R. (1957). Linguistics across Cultures. Ann Arbor: The University of Michigan Press.
Pulverness, A. (2003). Materials for Cultural Awareness. In B. Tomlinson (Ed.), Developing Materials for Language Teaching (pp. 426-438). London: Continuum.
Risager, K. (2011). The cultural dimensions of language teaching and learning. Language Teaching, 44, 485-499.
Sánchez, A. (2007). Y realmente, ¿qué significa conocer o saber una palabra? In M., Martínez Cabeza, N. McLaren & L. Quereda (Eds.), Estudios en honor de Rafael Fente Gómez (pp.179-195). Granada: Universidad de Granada.
Sapir, E. (1959). Selected Writings in Language, Culture and Personality. (Ed. D. G. Mandelbaum). Berkeley, CA: University of California Press.
Tomalin, B. (2008). Making culture happen in the English language classroom. Retrieved the British Council BBC Teaching English website at http://www.teachingenglish.org.uk/think/articles/making-culture-happen-english-language-classroom
Tomalin, B. (2009). Culture –the fifth skill. Retrieved from the British Council BBC Teaching English website at http://www.teachingenglish.org.uk/articles/culture-fifth-language-skill
Tomlinson, B. & Masuhara, H. (2004). Activities for Cultural Awareness. Folio, 9(1), 19-23.
Sapir, E. (1949). Culture, Language, and Personality. Berkeley, CA: University of California Press.
Stern, H. H. (1992). Issues and Options in Language Teaching. Oxford: Oxford University Press.
Weaver, G. (1993). Understanding and Coping with Cross-Cultural Adjustment Stress. In R. M. Paige (Ed.), Education for the Intercultural Experience (pp. 137-168). Yarmouth, Maine: Intercultural Press.
Whorf, B. L. (1956). Language, Thought, and Reality: Selected Writings of Benjamin Lee Whorf. (Ed. J. B. Carroll). Cambridge: MIT Press.
Williams, R. (1983). Keywords: A Vocabulary of Culture and Society. London: HarperCollins.
Yuen, K.-M. (2011).The representation of foreign cultures in English textbooks. ELTJ, 65(4), 458-466.

Sección 6.4. ACTIVITY SEQUENCING IN LANGUAGE TEACHING

Brumfit, C. J. (1979). ‘Communicative’ language teaching: an educational perspective. In C. J. Brumfit & K. Johnson (Eds.), The Communicative Approach to Language Teaching (pp. 183-191). Oxford: Oxford University Press.
Criado, R. (2009). The “Communicative Processes-Based Model of Activity Sequencing” (CPM): A Cognitively and Pedagogically Sound Alternative to the P-P-P Sequencing Model in ELT. Odisea: Revista de Estudios Ingleses, 10, 33-56.
Criado, R. (2010). Activity Sequencing in Foreign Language Teaching Textbooks. A Cognitive and Communicative Processes-Based Perspective. Saarbrücken, Germany: LAP Lambert Academic Publishing AG & Co. KG.
Criado, R. & Sánchez, A. (2009). The Universal Character of the DEC−>PRO Cognitive Sequence in Language Learning and Teaching Materials. RESLA, 22, 89-106.
Criado, R. & Sánchez, A. (2010). Cognitive processes and the P-P-P (Presentation-Practice-Production model) in contemporary ELT materials. In J. L.
Bueno Alonso, D. González Álvarez, U. Kirsten Torrado, A. E. Martínez Insua, J. Pérez Guerra, E. Rama Martínez & R. Rodríguez Vázquez (Eds.), Analizar datos, describir variación / Analysing data, describing variation (pp. 227-243). Vigo: Universidade de Vigo (Servizo de Publicacións)
DeKeyser, R. (1998). Beyond focus on form: Cognitive perspectives on learning and practicing second language grammar. In C. Doughty & J. Williams (Eds.), Focus on Form in Classroom Second Language Acquisition (pp. 42-63). Cambridge: Cambridge University Press.
Di Pietro, R. (1987). Strategic Interaction: Learning Languages through Scenarios. Cambridge: Cambridge University Press.
Duran, G. & Ramaut, G. (2006). Tasks for absolute beginners and beyond: Developing and sequencing tasks at basic proficiency levels. In K. Van den Branden (Ed.), Task-based Language Education: From Theory to Practice (pp. 47-75). Cambridge: Cambridge University Press.
Harmer, J. (1996). Is PPP dead? Modern English Teacher, 5(2), 7-14.
Harmer, J. (2001). The Practice of English Language Teaching (3rd ed.). Harlow: Longman.
Islam, C. (2003). Materials for beginners. In B. Tomlinson (Ed.), Developing Materials for Language Teaching (pp. 256-274). London: Continuum.
Johnson, K. (1982). Communicative Syllabus Design and Methodology. Oxford: Pergamon Press Ltd.
Johnson, K. (2008). An Introduction to Foreign Language Learning and Teaching. (2^nd ed.). Harlow, Essex, London; New York: Longman.
Littlewood, W. (1981). Communicative Language Teaching: An Introduction. Cambridge: Cambridge University Press.
Littlewood, W. (2011). Communicative Language Teaching: An expanding concept for a changing world. In E. Hinkel (Ed.), Handbook of Research in Second Language Learning and Teaching (Vol. II) (pp. 541-557). New York: Routledge.
Nunan, D. (1985). Language Teaching Course Design: Trends and Issues. Adelaide: National Curriculum Resource Centre.
Nunan, D. (1988). Syllabus Design. Oxford: Oxford University Press.
Nunan, D. (1989). Designing Tasks for the Communicative Classroom. Cambridge: Cambridge University Press.
Nunan, D. (2004). Task-Based Language Teaching. Cambridge: Cambridge University Press.
McCarthy, M. & Carter, R. (1995). Spoken grammar: What is it and how can we teach it? ELTJ, 49(3), 207-218.
Pienemann, M. (1984). Psychological constraints on the teachability of languages. Studies in Second Language Acquisition, 6, 186-214.
Pienemann, M. (1989). Is language teachable? Applied Linguistics, 10, 52-79.
Richards, J. C. (2005). Communicative Language Teaching Today. Cambridge: Cambridge University Press.
Richards, J. C. & Schmidt, R. (2010). Dictionary of Language Teaching and Applied Linguistics. (4^th ed.). Harlow: Longman
Sánchez, A. (2001). Sequencing of activities and motivation. In V. Codina Espurz & E. Alcón Soler (Eds.), Language Learning in the Foreign Language Classroom (pp. 116-132). Castellón: Universidad Jaume I.
Scrivener, J. (1994). PPP and after. The Teacher Trainer, 8(1), 15-16.
Scrivener, J. (1996). ARC: A descriptive model for classroom work on language. In D. Willis & J. Willis (Eds.), Challenge and Change in Language Teaching (pp. 79-92). Oxford: Heinemann.
Scrivener, J. (2005). Learning Teaching. A Guidebook for English Language Teachers. (2^nd ed.). Oxford: MacMillan.
Tomlinson, B. (2011). Introduction. Principles and procedures of materials development. In B. Tomlinson (Ed.), Materials Development in Language Teaching (2^nd ed.) (pp. 1-34). Cambridge: Cambridge University Press.
Tomlinson, B. & Masuhara, H. (2004). Developing Language Course Materials. Singapore: SEAMEO Regional Language Centre.
Willis, D. (1996). Accuracy, fluency and conformity. In D. Willis & J. Willis (Eds.), Challenge and Change in Language Teaching (pp. 44-51). Oxford: Heinemann.
Willis, J. (1996). A Framework for Task-based Learning. Essex: Addison Wesley Longman.
Willis, D. & Willis, J. (2007). Doing Task-based Teaching. Oxford: Oxford University Press.
Woodward, T. (2001). Planning Lessons and Courses. Designing Sequences of Work for the Language Classroom. Cambridge: Cambridge University Press.