English for Specific Purposes
Wrld

REFERENCES

Barnett, M.A. (1989). Reading through context: How real and perceived strategies use affects L2 Comprehension, Modern language Journal, N. 72, 150-162.

Barrett, T.C. (1989). What is reading, in Clumer T. Innovation and change in Reading Instruction. Chicago: University of Chicago Press.

Block, E. (1986). The comprehension strategies of second language readers, TESOL Quarterly, N.26, 319-342.

Brookes, A. & Grundy, P. (1990). Writing for study purposes. Cambridge:C.U.P.

Brown, J.D. (2001). Using Surveys in Language Programs, Cambridge : C.U.P.

Carrell, P.L., Devine, J., & Eskey, D. (1988). Interactive approaches to second language reading. New York: Cambridge University Press.

Carrell, P.L. (1983) Some issues in studying the role of schemata in second Language comprehension. Reading in a Foreign Language, N.12, 81-92.

Carrell, P.L. (1989). Metacognitive awareness and second language reading. The Modern Language Journal, N.73, 121 134.

Carrell, P.L., Devine, J. (1988). Interactive Approaches to Second Language Reading. Cambridge: C.U.P.

Chamot, UA (1987). The Learning Strategies of ESL Students, in Rubin, J and Wenden, ALearner Strategies in Language Learning, London: Prentice Hall International.

Clapham, C. (1996). The development of IELTS: a study of the effect of background knowledge on reading comprehension. Cambridge: C.U.P.

Coady, A. (1979). A psycholinguistic model of the ESL reader. In: R. MacKay, B. Barkman and R. Jordan, Reading in a second language, Rowley: Newsbury House,

Crabe, W. (1988). Reassessing the term interactive, Interactive approaches to second language reading, 56-70, New York: C.U.P..

Evans-Dudley & StJohn M. (1998). Developments in English for Specific purposes. Cambridge: C.U.P.

Floyd, J. (1984). Study skills for Higher Education. London: Collins

Garner, R. (1994). Metacognition and executive control, in Theoretical models and processes of reading. Newark: International Reading Association.

Grabe, W. (1991). Current Developments in Second Language Reading Research, TESOL Quarterly, N.25.3, 375-406.

Hitchcock, G. and Hughes, D. (1992). Research and the teacher. London: Routledge

Hutchinson,T.& Waters, A. (1989). English for specific purposes. Cambridge: Cambridge University Press.

Jordan, R. (1997). English for Academic purposes. Cambridge: Cambridge University Press.

Kennedy, C. & Bolitho, R. (1984). English for Specific purposes. London: Macmillan.

Mackay, R.& Mountford, A. (1978). English for Specific Purposes. London: Longman

Nutall, C. (1982). Teaching Reading Skills in a Foreign Language. London: Heinemann.

OBrien, J. (1989). Involving the learners in course evaluation: a diary study. MA dissertation, Lancaster: University of Lancaster

OMalley, J.M. and Chamot, A.U. (1990), Learning Strategies in Second Language Acquisition, Cambridge: Cambridge University Press.

ONeill, S.P. (1992). Metacognitive strategies and Reading Achievement among Developmental students in an Urban Community College. Reading Horizons, N.32 (4), 316-330.

Oxford, R.L. (1990). Language Learning Strategies. Boston: Heinle and Heinle.

Rogers, A. (1996). Teaching Adults. Oxford: O.U.P

Robinson, P.C. (1991). ESP today: a practitioners guide. New York: Prentice Hall.

Rubin, J. (1981). A study of Cognition Processes in Second Language Learning, Applied Linguistics, V.2(2), 117-131.

Rubin, J. (1987). Learner strategies: Theoretical assumptions, research, history and typology. In Wenden, A. & Rubin, J. Learner strategies in language learning, pp. 15-30. New Jersey: Prentice Hall.

Rumelhart, D. (1977). Towards an interactive model of reading. In Dornoc, S. Attention and performance 6. New Jersey: Erlbaum.

Strevens, P. (1977). Special-purpose language learning: a perspective, in language Teaching and Linguistics, V. 10, N. 3, 145-163

Tei, E. and Stewart, O. (1985) Effective studding from text. Forum for Reading, V.16, N.2, 46-55.

Verma,G. and Mallick, K. (1999). ResearchingEducation: Perspectives and Techniques, London: Falmer Press.

Wallace, M. (2000). Action Research for Language Teachers, Cambridge : C.U.P.

Wenden, A. and Rubin, J. (1987). Learner strategies in Language Learning. Englewood Cliffs : Prentice Hall.

Wenden, AL (1987), Conceptual Background and Utility, in Rubin, J and Wenden, ALearner Strategies in Language Learning, London: Prentice Hall International.

West, R. (1994). Needs analysis in language teaching, in Language teaching, V. 27, 1-19. Cambridge: C.U.P.

Yalden, J. (1987). Principles of course design for language teaching. Cambridge:C.U.P