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Applied Linguistics and Language Teacher Education by Nat Bartels

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234 RAISING ORTHOGRAPHIC AWARENESSability to make that knowledge explicit in teaching process, in that many of the teachers’weaknesses in performance were more related to problems with procedural aspectsrather than with the underlying KAL. The present findings may further suggest thatnovice teachers need knowledge in, besides KAL, common-sense classroom proceduralapplication such as time management, priority setting, feasibility <strong>and</strong> flexibility in lessonplanning, etc.REFERENCESAlderson, J. C., Clapham, C. & Steel, D. (1997). Metalinguistic knowledge, language aptitude <strong>and</strong> languageproficiency. <strong>Language</strong> Teaching Research, 1 (2), 93-121.Andrws, S. (1997). Metalinguistic awareness <strong>and</strong> teacher explanation. <strong>Language</strong> Awareness, 6(2/3), 147-161.Andrews, S. (1999). Why do L2 teachers need to ‘know about language?’ <strong>Teacher</strong>s’ metalinguistic awareness<strong>and</strong> input for learning. <strong>Language</strong> <strong>and</strong> <strong>Education</strong>, 13(3), 161-177.Borg, S. (1998). <strong>Teacher</strong>s’ pedagogical systems <strong>and</strong> grammar teaching: A qualitative study. TESOL Quarterly.32(1), 9-38.Borg, S. (1999). The use of grammatical terminology in the second language classroom: A qualitative study ofteachers’ practices <strong>and</strong> cognitions. <strong>Applied</strong> <strong>Linguistics</strong>, 20(1), 95-126.Brecht, R. D. & Walton, A. R. (1994). <strong>Nat</strong>ional strategic planning in the less commonly taught languages.ANNALS, AAPSS, 532, 190-212.Ellis, R. (1990). Instructed Second <strong>Language</strong> Acquisition: Learning in the Classroom. Oxford: Blackwell.Ericsson, K. A. & Simon, H. A. (1993). Protocol Analysis: Verbal Reports as Data ed.). Cambridge, MA:MIT Press.Everson, M. E. (1998). Word recognition among learners of Chinese as a foreign language: Investigating therelationship between naming <strong>and</strong> knowing. The Modern <strong>Language</strong> Journal, 82(2), 194-204.Fotos, S. S. (1993). Consciousness raising <strong>and</strong> noticing through focus on form: grammar task performanceversus formal instruction. <strong>Applied</strong> <strong>Linguistics</strong>, 14(4), 185-407.Ke, C.; Wen, X.; & Kotenbeutel, C. (2001). Report on the 2000 CLTA articulation project. Journal of theChinese <strong>Language</strong> <strong>Teacher</strong>s Association, 36(3), 25-60.Kihistrom, J. (1984). Conscious, subconscious, unconscious: A cognitive perspective. In K. S. Bowers <strong>and</strong> D.Meichenbaum (Eds.), The Unconscious Reconsidered. New York: Wiley.Kinoshita, H. (2002). The effectiveness of oral metalinguistic feedback: A case of learning Japanese particles.Unpublished M.A. thesis.Lightbown, P. & Spada, N. (1990). Focus on form <strong>and</strong> corrective feedback in communicative languageteaching. Studies in Second <strong>Language</strong> Acquisition, 12, 429-446.Packard, J. L. (2000). The Morphology of Chinese: A Linguistic <strong>and</strong> Cognitive Approach. CambridgeUniversity Press.Renou, J. M. (2000). Learner accuracy <strong>and</strong> learner performance: The quest for a link. Foreign <strong>Language</strong>Annals, 33(2), 168-180.Samimy, K. K. & Lee, Y. (1997). Beliefs about language learning: perspectives of first-year learners <strong>and</strong> theirinstructors. Journal of the Chinese <strong>Language</strong> <strong>Teacher</strong>s Association, 32, 40-60.Schmidt, R. (1990). The role of consciousness in second language learning. <strong>Applied</strong> <strong>Linguistics</strong>, 11(2), 129-158.Sharwood Smith, M. (1990) Consciousness-raising <strong>and</strong> the second language learner. <strong>Applied</strong> <strong>Linguistics</strong>,11(2), 159-168.Shen, H. H. & Bear, D. R. (2000) Development of orthographic skills in Chinese children. Reading <strong>and</strong>Writing: An Interdisciplinary Journal, 13, 197-236.Xiao, Y. (2002) The orthographic development in learning Chinese as a foreign language. Paper presented atthe AAAL (American Association of <strong>Applied</strong> <strong>Linguistics</strong>) Annual Conference 2002 in Salt Lake City.

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