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020    |z0415120853 
035    (OCoLC)52219769|z(OCoLC)58835899|z(OCoLC)503053339
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049    STJJ 
050  4 P51|b.R66 2000eb 
072  7 FOR|x000000|2bisacsh 
082 04 418/.0071|221 
099    WORLD WIDE WEB|aE-BOOK|aEBSCO 
245 00 Routledge encyclopedia of language teaching and learning /
       |cedited by Michael Byram. 
264  1 London ;|aNew York :|bRoutledge,|c2000. 
300    1 online resource (xx, 714 pages) :|billustrations 
336    text|btxt|2rdacontent 
337    computer|bc|2rdamedia 
338    online resource|bcr|2rdacarrier 
504    Includes bibliographical references and index. 
505 00 |tAcknowledgements --|tAcculturation --|tEditorial team --
       |tList of contributors --|tIntroduction --|tThematic list 
       of entries --|tAchievement tests --|tAcquisition and 
       teaching --|tAction research --|tAdult language learning -
       -|tAdult learners --|tAfrica --|tAfrican languages --|tAge
       factors --|tAILA -- Association Internationale de 
       Linguistique Appliquée --|tALA -- Association for Language
       Awareness --|tAlliance française --|tAlternation 
       hypothesis --|tAmerican Army Method --|tAnthropology --
       |tApplied linguistics --|tAptitude for language learning -
       -|tAptitude tests --|tArabic --|tArea studies --
       |tAssessment and testing --|tAttitudes and language 
       learning --|tAutolingual method --|tAudio-visual language 
       teaching --|tAustralia --|tAuthenticity --|tAutonomy and 
       autonomous learners --|tBehaviourism --|tBICS and CALP --
       |tBilingual education --|tBilingualism --|tBilingual 
       method --|tBloomfield Leonhard --|tBoard drawing --
       |tBritish Council --|tCALL (Computer Assisted Language 
       Learning). 
505 80 |tCAL -- The Center for Applied Linguistics --|tCamöes 
       Institute --|tCanada --|tCentral and Eastern Europe --
       |tCercleS -- Confédération Européenne des Centres de 
       Langues dans l'Enseignment Supérieur --|tCervantes 
       Institute --|tChina --|tChinese --|tChomsky, Noam --|tCIEP
       -- Centre international d'études pédagogiques --|tCILT -- 
       The Centre for Information on Language Teaching and 
       Research --|tCivilisation --|tClassroom language --
       |tClassroom observation schemes --|tClassroom research --
       |tCloze test --|tCognitive code theory --|tComenius, 
       Johannes Amos (popular Latin form of Komenský, Jan Amos --
       |tCommon European Framework --|tCommunicative language 
       teaching --|tCommunicative strategies --|tCompetence and 
       performance --|tContent-based instruction --|tContrastive 
       analysis --|tConversation analysis --|tCouncil of Europe 
       Modern Languages Projects --|tCRAPEL -- Centre de 
       Recherches et d'Applications Pédagogiques en Langues --
       |tCRÉDIF -- Centre de Recherche et d'Étude pour la 
       Diffusion du Français --|tCreoles --|tCross-cultural 
       psychology --|tCross-cultural psychology --|tC-test --
       |tCross-sectional and longitudinal analyses --|tCultural 
       awareness --|tCultural studies --|tCulture shock. 
505 80 |tDevelopmental sequence --|tDAAD -- Deutscher 
       Akademischer Austauschdienst --|tDiagnostic tests --
       |tDictation --|tDIALANG --|tDictionaries --|tDidactique 
       des langues --|tDirect method --|tDirect/Indirect testing 
       --|tDiscourse analysis --|tDiscrete point tests --
       |tDisorders of language --|tDistance language --|tDrama --
       |tEarly language learning in formal education --|tEnglish 
       --|tEBLUL -- European Bureau for Lesser Used Languages --
       |tEnglish for Specific Purposes --|tError analysis --
       |tEsperanto --|tEuropean Language Council --|tEuroCLIC --
       |tEuropean Centre for Modern Languages --|tEuropean 
       Language Portfolio --|tEvaluation --|tExchanges --
       |tExercise types and grading --|tFlashcard --|tFIPLV -- 
       Fédération Internationale des Professeurs de Langues 
       Vivantes --|tFossilisation --|tFrance --
       |tFremdsprachendidaktik --|tFrench --|tGender and language
       --|tGender and language learning --|tGenerative principle 
       --|tGenre and genre-based teaching --|tGerman --|tGlobal 
       education --|tGoethe-Institut --|tGouin, François --
       |tGraded objectives --|tGrammar --|tGrammar--translation 
       method --|tGroup work. 
505 80 |tHalliday, Michael Alexander Kirkwood --
       |tHandlungsorientierter Unterricht --|tHawkins, Eric 
       William --|tHeritage languages --|tHigher education --
       |tHistory: the nineteenth century --|tHistory: from the 
       Reform Movement to 1945 --|tHistory: after 1945 --
       |tHumanistic language teaching --|tHornby, Albert Sidney -
       -|tHuman rights --|tHumboldt, Wilhelm von --|tIATEFL -- 
       International Association of Teachers of English as a 
       Foreign Language --|tIDV -- Internationaler 
       Deutschlehrerverband --|tIndia --|tIntegrated tests --
       |tIntegrative tests --|tIntensive language courses --
       |tIntercultural communication --|tIntercultural competence
       --|tIntercultural training --|tInterkulturelle Didaktik --
       |tInterlanguage --|tInternationalisation --|tInternet --
       |tInterpreting --|tIPA -- International Phonetic 
       Association --|tIVN -- Internationale Vereniging voor 
       Neerlandististiek --|tJapan --|tJapanese --|tJapan 
       Foundation --|tJespersen, Otto --|tJournals --
       |tLandeskunde/Kulturkunde --|tLanguage across the 
       curriculum --|tLanguage awareness --|tLanguage 
       laboratories --|tLanguage planning --|tLanguage for 
       specific purposes --|tLangue and parole --|tLarge classes 
       --|tLearning styles --|tLearning to learn --|tLe Français 
       fondamental --|tLexicography and lexicology --|tLingua 
       franca --|tLingua pax --|tLinguistic imperialism --
       |tLinguistic psychodramaturgy (LPD/PDL) --|tLinguistics --
       |tLinguistique appliquée --|tListening --|tLiterary texts 
       --|tLiterary texts and intercultural understanding --
       |tLiterary theory and literature teaching --|tLozanov, 
       Georgi. 
505 80 |tMaterials and media --|tMedia centres --|tMedium of 
       instruction --|tMedium-oriented and message-oriented 
       communication --|tMental lexicon --|tMetaphor --|tMonitor 
       model --|tModern Language Aptitude Test (MLAT) --
       |tMonolingual principle --|tMother tongue --|tMother-
       tongue teaching --|tMotivation --|tMotivation theories --
       |tNative speaker --|tNeeds analysis --|tNeuro-linguistic 
       programming --|tNeurolinguistics --|tNon-native speaker 
       teacher --|tNon-verbal communication --|tNotions and 
       functions --|tObjectives in language teaching and learning
       --|tOISE -- Ontario Institute for Studies in Education; 
       Modern Language Centre --|tOverhead projector (OHP) --
       |tPalmer, Harold Edward --|tPedagogical grammar --
       |tPidgins --|tPlacement tests --|tPlanned languages --
       |tPlanning for foreign language teaching --|tPoetry --
       |tPoliteness --|tPortuguese --|tPragmatics --|tPrimary 
       education --|tProficiency movement --|tProficiency tests -
       -|tProgress tests --|tPronunciation teaching --
       |tPsychology --|tPushkin Russian Language Institute --
       |tQuality management --|tQuestioning techniques --
       |tReading --|tReading methods --|tReference works --
       |tReform movement --|tRELC -- The Regional Language Centre
       --|tReliability --|tResearch methods --|tRivers, Wilga 
       Marie. 
505 80 |tSapir-Whorf Hypothesis --|tSaussure, Ferdinand de --
       |tSchema and script theory --|tSecond language acquisition
       theories --|tSecondary education --|tSelf-access --
       |tSIETAR --|tSign language --|tSilent Way --|tSkills and 
       knowledge in language learning --|tSociolinguistic 
       competence --|tSociolinguistics --|tSpanish --|tSpeaking -
       -|tSpeech act theory --|tSprachlehrforschung --|tStandard 
       language --|tStereotypes --|tStern, Hans Heinrich (David) 
       --|tStrategic competence --|tStrategies of language 
       learning --|tStructural linguistics --|tStudy abroad --
       |tStylistic variation --|tSuggestopedia --|tSweet Henry --
       |tSyllabus and curriculum design. 
505 80 |tTandem learning --|tTask-based teaching and assessment -
       -|tTeacher education --|tTeacher talk --|tTeacher thinking
       --|tTeacher methods --|tTESOL -- Teaching English to 
       Speakers of Other Languages --|tText types and grading --
       |tTextbooks --|tThreshold Level --|tTotal Physical 
       Response --|tTransfer --|tTranslation --|tTranslation 
       theory --|tTrim, John Leslie Melville --|tUnited States of
       America --|tUniversal grammar --|tUntutored language 
       acquisition --|tUS Standards for Foreign Language Learning
       --|tValidity --|tVan Ek, Jan Ate --|tVideo --|tVantage 
       Level --|tViëtor, Wilhelm --|tVocabulary --|tVocational 
       education and training --|tWiddowson, Henry George --
       |tWaystage --|tWriting --|tIndex. 
520    This handbook deals with all aspects of contemporary 
       language teaching and its history. Produced for language 
       teaching professionals, it is also useful as a reference 
       work for academic studies at postgraduate level. 
588 0  Print version record. 
650  0 Language and languages|xStudy and teaching|vEncyclopedias.
650  7 FOREIGN LANGUAGE STUDY|xGeneral.|2bisacsh 
650  7 Language and languages|xStudy and teaching.|2fast
       |0(OCoLC)fst00992220 
655  7 Encyclopedias.|2fast|0(OCoLC)fst01423798 
700 1  Byram, Michael. 
776 08 |iPrint version:|tRoutledge encyclopedia of language 
       teaching and learning.|dLondon ; New York : Routledge, 
       2000|z0415120853|w(DLC)   00036626|w(OCoLC)43757590 
994    C0|bSTJ