Applied linguistics as a framework for selection in syllabus design and assessment

References

1. Ainley, J. , Batten, M. and Miller, H.
   (1984) Staying on at School in Victoria. Hawthorn, Victoria, ACER.
   [Google Scholar]
2. Australasian Conference of Assessing and Certifying Authorities
   Australasian Conference of Assessing and Certifying Authorities (1986) A National Framework for Languages at Year 12. Adelaide. Senior Secondary Assessment Board of South Australia (internal document, limited circulation).
   [Google Scholar]
3. Batten, M.
   (1984) Postcompulsory Schooling and Alternative Curriculum. Hawthorn, Victoria, ACER.
   [Google Scholar]
4. Bierwisch, M.
   (1983) How On-line is language processing?In G.B. Flores d’Arcais and R.J. Jarvella (eds) The Process of Language Understanding. Chichester, John Wiley: 113–168.
   [Google Scholar]
5. Boomer, G.
   (1984) Negotiating the Curriculum; A Teacher Student Partnership. Sydney, Ashton-Scholastic.
   [Google Scholar]
6. Breen, M.P.
   (1978a) Contemporary paradigms in syllabus design, Part I. Language Teaching20, 2:81–92. doi: 10.1017/S0261444800004365
   https://doi.org/10.1017/S0261444800004365 [Google Scholar]
7. Breen, M.P.
   (1978b) Contemporary paradigms in syllabus design, Part II. Language Teaching20, 3:157–74. doi: 10.1017/S026144480000450X
   https://doi.org/10.1017/S026144480000450X [Google Scholar]
8. Broadfoot, P.
   (1979) Assessment Schools and Society. London, Methuen.
   [Google Scholar]
9. Broadfoot, P.
   (1987) Introducing Profiling: A Practical Manual. London, Macmillan.
   [Google Scholar]
10. Curriculum Development Centre
    Curriculum Development Centre (1986) Australian Language Levels Project. Adelaide, Languages and Multicultural Centre (Internal document, limited circulation).
    [Google Scholar]
11. van Dijk, T.
    (1981) Discourse studies and education. Australian Review of Applied Linguistics3, 1:1–27.
    [Google Scholar]
12. Givón, T.
    (ed.) (1983) Topic Continuity in Discourse: A Quantitative Cross-language Study. Amsterdam/Philadelphia, John Benjamin. doi: 10.1075/tsl.3
    https://doi.org/10.1075/tsl.3 [Google Scholar]
13. Givón, T.
    (1984) Deductive Versus Pragmatic Processing in Natural Language. In W. Kintsch , J.E. Miller and P.G. Polson (eds) Methods and Tactics in Cognitive Sciences. Hillsdale, N.J., Lawrence Erlbaum: 137–189.
    [Google Scholar]
14. Hueber, T.
    (1983) A Longitudinal Analysis of the Acquisition of English. Ann Arbor, Karoma.
    [Google Scholar]
15. Hyltenstam, K.
    (1977) Implicational patterns in interlanguage syntax variation. Language Learning27, 2:383–411. doi: 10.1111/j.1467‑1770.1977.tb00129.x
    https://doi.org/10.1111/j.1467-1770.1977.tb00129.x [Google Scholar]
16. Johnston, M.
    (198S) Syntactic and Morphological Progressions in Learner English. Canberra, Department of Immigration and Ethnic Affairs.
    [Google Scholar]
17. Krashen, S.D.
    (1981) Second Language Acquisition and Second Language Learning. Oxford, Pergamon Press.
    [Google Scholar]
18. Macarthur, J.R.
    (1988) Goal-based assessment. In C. Reynolds and A. Wheatley (eds) (forthcoming) Profiles or Profiling?Canberra, Curriculum Development Centre.
    [Google Scholar]
19. Moore, H.
    (1987) Process, outcomes and education: a discussion. Australian Review of Applied Linguistics10, 2:128–162. doi: 10.1075/aral.10.2.09moo
    https://doi.org/10.1075/aral.10.2.09moo [Google Scholar]
20. Moore, H.
    (forthcoming) “Process” vs “product” or down with the opposition!Proceedings of 1987 AILA Congress, Sydney.
    [Google Scholar]
21. Nicholas, H.R.
    (1980) Learning how to mean in another language. Australian Review of Applied Linguistics3, 1:139–138. doi: 10.1075/aral.3.1.03nic
    https://doi.org/10.1075/aral.3.1.03nic [Google Scholar]
22. Nicholas, H.R.
    (1983a) Some aspects of the relationship between classroom and natural second language development. Department of German, Monash University, (mimeo).
    [Google Scholar]
23. Nicholas, H.R.
    (1983b) The acquisition of language as the acquisition of variation. Department of German, Monash University.
    [Google Scholar]
24. Nicholas, H.R.
    (1985) Constraints on second language learning: What influences what can be taught?School of Education, La Trobe University (mimeo).
    [Google Scholar]
25. Painter, C. and J.R. Martin
    (eds) (1986) Writing to Mean: Teaching Genres Across the Curriculum. ALAA Occasional PaperNo.9.
    [Google Scholar]
26. Pienemann, M.
    (1983) Learnability and Syllabus Construction. First version of a paper (mimeo).
    [Google Scholar]
27. Pienemann, M.
    (1984) The Effect of instruction on learner’s orientation in second language acquisition. The University of Sydney (mimeo).
    [Google Scholar]
28. Rado, M.
    (1985) LOTE pedagogy and course design. Paper presented atthe Victorian Institute of Secondary Education Languages Other than English Policy and Action Conference, Melbourne (mimeo).
    [Google Scholar]
29. Rado, M. and C. Reynolds
    (1988) Language curriculum in a multicultural society, Paper presented atthe 16th FIPLV World Congress on Language Teaching ANU, Canberra (mimeo).
    [Google Scholar]
30. Reid, I.
    ed.) undated The place of genre in learing: Current debates. Centre for Studies in Literary Education, Deakin University.
    [Google Scholar]
31. Reynolds, C.
    (1984) Goal-based assessment: a practical approach. P. Cole (ed.) Curriculum Papers. Victorian Institute of Secondary Education, Victoria: 26–27.
    [Google Scholar]
32. Rothery, J.
    (1984) The development of genres – primary to junior secondary school. In language Studies Course Team, Language Studies: Children Writing – Reader. Victoria, Deakin University Press: 67–114.
    [Google Scholar]
33. Senior Secondary Assessment Board of South Australia
    Senior Secondary Assessment Board of South Australia (1987) National Languages Framework: General Criteria for Judging Performance.
    [Google Scholar]
34. Slobin, D.I.
    (1973) Cognitive prerequisites for the development of grammar. C.A. Ferguson and D.I. Slobin (eds) Studies of Child Language Development. New York, Holt, Rinehart and Winston: 175–208.
    [Google Scholar]
35. Slobin, D.I.
    (ed.) (1985b) The cross linguistic study of language acquisition. Introduction: Why study acquisition crosslinguistically? Vol. 1: The dataHillsdale, N.J.Lawrence Erlbaum Associates: 3–14.
    [Google Scholar]
36. Suggett, D.S.
    (1985) Guidelines for Descriptive Assessment. Victorian Institute of Secondary Education.
    [Google Scholar]
37. Wilkins, D.A.
    (1973) The linguistic and situational context of the common core in a unit/credit system. Systems development in adult language learning. Strasbourg, Council of Europe: 137–154.
    [Google Scholar]
38. Wilkins, D.A.
    (1976) Notional syllabuses. London, Oxford University Press.
    [Google Scholar]
39. Withers, G. , and G. Cornish
    (1984) Assessment in practice: Competitive or Non-competitive. Occasional Paper No. 11, Victorian Institute of Secondary Education.
    [Google Scholar]