Wednesday, February 4, 2015

Responses to critics

38. Krashen, S. 1977. Some issues relating to the Monitor Model. In H. D. Brown, C. Yorio, and R. Crymes (Eds.) Teaching and Learning English as a Second Language: Trends in Research and Practice. Washington, DC: TESOL. pp. 144-158.
45. Krashen, S. 1978. Is the “natural order” an artifact of the Bilingual Syntax Measure? Language Learning 28: 187-191.
56. Krashen, S. 1979. Response to McLaughlin, “The Monitor Model: Some methodological considerations.” Language Learning 29: 151-167.
66. Krashen, S. 1981. Letter to the editor. Language Learning 31: 217-221.
88. Krashen, S. 1984. Response to Ioup. TESOL Quarterly 18: 350-352.
89. Krashen, S. 1984. Response to Faltis. TESOL Quarterly 18: 357-359.
93. Krashen, S. 1985. The Input Hypothesis. Beverly Hills, CA: Laredo Publishing Co,
101. Krashen, S. 1987. Letter to the editor. TESOL Newsletter 21, 3:21.
109. Polak, J. and Krashen, S. 1989. Response to Duff. TESOL Quarterly 23: 164-167.
122. Krashen, S. 1991. How much comprehensible input did Heinrich Schliemann get? System 19/3: 189-190.
135. Krashen, S. 1993. The effect of formal grammar study: Still peripheral. TESOL Quarterly 27: 722-725.
138. Krashen, S. 1994. Self-correction and the Monitor: Percent of errors corrected of those attempted versus percent corrected of all errors made. System 22: 59-62.
203. Krashen, S. 1997. Steve to Jill: You’re Unprofessional (Response to Jill Stewart). CABE Newsletter 21,2: 9,17.
211. Krashen, S. 1997. A response to Green. ETAI Forum (English Teachers’ Association of Israel) 9 (1): 11-12.
229. Krashen, S. 1998. Comprehensible output? System 26: 175-182.
232. Krashen, S. 1998. Response to Chavez (letter to the editor). Commentary  106(3):12
246. Krashen, S. 1999. Condemned Without a Trial: Bogus Arguments Against Bilingual Education. Portsmouth, NH: Heinemann Publishing Co.
247. Krashen, S. 1999. Three Arguments Against Whole Language and Why They are Wrong. Portsmouth, NH: Heinemann Publishing Co.
252. Krashen, S. 1999. What the research really says about structured English immersion: A response to Keith Baker. Phi Delta Kappan 80 (9): 705-706.
302. Krashen, S. 2002. The lexile framework: The controversy continues. CSLA Journal (California School Library Association) 25(2): 29-31.
310. Krashen, S. 2002. Is all-English best? A response to Bengston. TESOL Matters 12.3: 5
325. Krashen, S. 2003. Explorations in Language Acquisition and Use: The Taipei Lectures. Portsmouth, NH: Heinemann.
331. Krashen, S. 2003. Comments on Rogers, “Computerized reading management softwore: An effective component of a successful reading program.”  Journal of Children’s Literature 29 (2): 31-36.
358. Krashen, S. 2005 Is In-School Free Reading Good for Children? Why the National Reading Panel Report is (Still) Wrong Phi Delta Kappan 86(6): 444-447.
364. Krashen, S. 2005. Second language “Standards for Success”: Out of touch with  language acquisition research. International Journal of Foreign Language Teaching 1(2): 12-16.
402. Krashen, S. 2008. Letter to the editor: The Din in the Head hypothesis: A response to de Bot (2008). Modern Language Journal 92 (3): 349.
428. Mason, B. and Krashen, S. 2010. The reality, robustness, and possible superiority of incidental vocabulary acquisition. TESOL Quarterly 44 (4): 790-792.
434. Krashen, S. 2011. A note on error correction: The effect of removing one outlier in Ryoo (2007). International Journal of Foreign Language Teaching 6(1): 5-6.
435. Krashen, S. 2011. Incidental acquisition of spelling competence: A re-analysis of Pérez Canado (2006). International Journal of Foreign Language Teaching 6(1): 15-24.
437. Krashen, S. 2011. Nonengagement in sustained silent reading: How extensive is it?
What can it teach us? Colorado Reading Council Journal 22: 5-10.
450. Krashen, S. 2012. The Limited Effect of Explicit Instruction on Phrasal Verbs: A Comment on Magnussen and Graham (2011). Applied Language Learning 22, numbers 1 & 2: 81-83
451. Krashen, S. 2012. Direct Instruction of Academic Vocabulary: What About Real Reading? Reading Research Quarterly, 47(3): 233.
457. Krashen, S. 2013. Reading and Vocabulary Acquisition: Supporting Evidence and Some Objections. Iranian Journal of Language Teaching Research, 1 (1): 27-43, 2013.
475. Krashen, S., Mason, B. and Smith, K. 2014, Can we increase the power of reading by adding communicative output activities? A comment on Song and Sardegna (2014). RELC Journal 45(2): 211-212.
492. Krashen, S. 2016. Response to Sugiharto, "Comprehensible input as social alignment." Turkish Online Journal of English Language Teaching (TOJELT), 1(2), 105. www.tojelt.com


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