Annual Index: Volume 54 (2000) Authors and titles Articles Murdoch, G. S. Introducing a teacher-supportive Badger, R. and G. White A process genre evaluation system. 54/1. approach to teaching writing. 54/2. Nunn, R. Designing rating scales for small-group Beijaard, D. (see Tanner, R.) interaction. 54/2. Brown, R. Cultural continuity and ELT teacher Nurss, J. R. /ntergenerational literacy: the use of training. 54/3. story in family literacy instruction. 54/4. Carlisle, A. Reading logs: an application of reader Reichelt, M. Case Studies in L2 teacher education. response theory in ELT. 54/1. 54/4. Cotterall, S. Promoting learner autonomy through Spratt, M. and B. Leung Peer teaching, peer the curriculum: principles for designing language learning: a re-visit. 54/3. courses. 54/2. Tajino, A. and Y. Tajino Native and non-native: Cresswell, A. Self-monitoring in student writing: what can they offer? Lessons from team-teaching developing learner responsibility. 54/3. in Japan. 54/1. Dlugosz, D. W. The significance of teaching read- Tajino, Y. (see Tajino, A.). ing to young learners of English. 54/3. Tanner, R., D. Longayroux, D. Beijaard and N. Flowerdew, L. Using a genre-based framework to Verloop Piloting portfolios in pre-service tea- teach organisational structure in academic writ- cher education. 54/1. ing. 54/4. Tribble, C. Designing evaluation into educational Fonseca Mora, C. Foreign language acquisition change processes. 54/4. and melody singing. 54/2. Vilches, M. L. C. (see Waters, A.). Goatly, A. (see Jacobs, G. M.). Verloop, N. (see Tanner, R.). Gray, J. The ELT coursebook as an artefact: how Waters, A. and M. L. C. Vilches /ntegrating teachers censor and adapt. 54/3. teacher learning. 54/2. Hayes, D. Cascade training and teachers’ profes- White, G. (see Badger, R.). sional development. 54/2. Wilson, R. Teacher development: an opportunity Hockly, N. Modelling and ‘cognitive apprentice- for cross-cultural co-operation. 54/1. ship’ in teacher education. 54/2. Wolter, B. A participant-centred approach to Hyde, B. Teachers as learners: beyond language INSET course design. 54/4. learning. 54/3. Wong, J. (see Lam, W.). Jacobs, G. M. and A. Goatly The treatment of ecological issues in ELT coursebooks. 54/3. Point and counterpoint Jiang, W. Culture and language. 54/4. Ridgway, T. Point and Counterpoint: Listening Jullian, P. M. Creating word-meaning awareness. strategies—I beg your pardon? 54/2. 54/1. Field, J. ‘Not waving but drowning’: do we Lam, W. and J. Wong The effects of strategy measure the depth of the water or throw a training on developing discussion skills in an lifebelt? A reply to Tony Ridgeway. 54/2. ESL classroom. 54/3. Lee, J. S. and B. McChesney Discourse rating Comment tasks: a teaching tool for developing socio- Gamaroff, R. ESL and Linguistic Apartheid. 54/3. cultural competence. 54/2. Young, J. Who needs analysis? 54/1. Leung, B. (see Spratt, M.). Littlewood, W. Do Asian students really want to listen and obey? 54/1. Talking shop Longayroux, D. (see Tanner, R.). Bolitho, R. and P. Medgyes From aid to partner- Liu, J. The power of Readers Theater. 54/4. ship. 54/4. Machado de Almeida Mattos, A. A Vygotskian Bowers, R. and C. Candlin Classroom practice, approach to evaluation in foreign language research and the world of learners. 54/3. learning contexts. 54/4. McChesney, B. (see Lee J. S.). Key concepts in ELT Muncie, J. Using written teacher feedback in EFL Murphy, D. Evaluation. 54/2. composition classes. 54/1. Schmitt, N. Lexical Chunks. 54/4. 404 ELT Journal Volume 54/4 October 2000 © Oxford University Press 2000 Annual Index: Volume 54 (2000) Authors and titles Articles Murdoch, G. S. Introducing a teacher-supportive Badger, R. and G. White A process genre evaluation system. 54/1. approach to teaching writing. 54/2. Nunn, R. Designing rating scales for small-group Beijaard, D. (see Tanner, R.) interaction. 54/2. Brown, R. Cultural continuity and ELT teacher Nurss, J. R. /ntergenerational literacy: the use of training. 54/3. story in family literacy instruction. 54/4. Carlisle, A. Reading logs: an application of reader Reichelt, M. Case Studies in L2 teacher education. response theory in ELT. 54/1. 54/4. Cotterall, S. Promoting learner autonomy through Spratt, M. and B. Leung Peer teaching, peer the curriculum: principles for designing language learning: a re-visit. 54/3. courses. 54/2. Tajino, A. and Y. Tajino Native and non-native: Cresswell, A. Self-monitoring in student writing: what can they offer? Lessons from team-teaching developing learner responsibility. 54/3. in Japan. 54/1. Dlugosz, D. W. The significance of teaching read- Tajino, Y. (see Tajino, A.). ing to young learners of English. 54/3. Tanner, R., D. Longayroux, D. Beijaard and N. Flowerdew, L. Using a genre-based framework to Verloop Piloting portfolios in pre-service tea- teach organisational structure in academic writ- cher education. 54/1. ing. 54/4. Tribble, C. Designing evaluation into educational Fonseca Mora, C. Foreign language acquisition change processes. 54/4. and melody singing. 54/2. Vilches, M. L. C. (see Waters, A.). Goatly, A. (see Jacobs, G. M.). Verloop, N. (see Tanner, R.). Gray, J. The ELT coursebook as an artefact: how Waters, A. and M. L. C. Vilches /ntegrating teachers censor and adapt. 54/3. teacher learning. 54/2. Hayes, D. Cascade training and teachers’ profes- White, G. (see Badger, R.). sional development. 54/2. Wilson, R. Teacher development: an opportunity Hockly, N. Modelling and ‘cognitive apprentice- for cross-cultural co-operation. 54/1. ship’ in teacher education. 54/2. Wolter, B. A participant-centred approach to Hyde, B. Teachers as learners: beyond language INSET course design. 54/4. learning. 54/3. Wong, J. (see Lam, W.). Jacobs, G. M. and A. Goatly The treatment of ecological issues in ELT coursebooks. 54/3. Point and counterpoint Jiang, W. Culture and language. 54/4. Ridgway, T. Point and Counterpoint: Listening Jullian, P. M. Creating word-meaning awareness. strategies—I beg your pardon? 54/2. 54/1. Field, J. ‘Not waving but drowning’: do we Lam, W. and J. Wong The effects of strategy measure the depth of the water or throw a training on developing discussion skills in an lifebelt? A reply to Tony Ridgeway. 54/2. ESL classroom. 54/3. Lee, J. S. and B. McChesney Discourse rating Comment tasks: a teaching tool for developing socio- Gamaroff, R. ESL and Linguistic Apartheid. 54/3. cultural competence. 54/2. Young, J. Who needs analysis? 54/1. Leung, B. (see Spratt, M.). Littlewood, W. Do Asian students really want to listen and obey? 54/1. Talking shop Longayroux, D. (see Tanner, R.). Bolitho, R. and P. Medgyes From aid to partner- Liu, J. The power of Readers Theater. 54/4. ship. 54/4. Machado de Almeida Mattos, A. A Vygotskian Bowers, R. and C. Candlin Classroom practice, approach to evaluation in foreign language research and the world of learners. 54/3. learning contexts. 54/4. McChesney, B. (see Lee J. S.). Key concepts in ELT Muncie, J. Using written teacher feedback in EFL Murphy, D. Evaluation. 54/2. composition classes. 54/1. Schmitt, N. Lexical Chunks. 54/4. 404 ELT Journal Volume 54/4 October 2000 © Oxford University Press 2000 Topics cascade training: Hayes 54/2. melody singing: Fonseca Mora 54/2. case studies: Reichelt 54/4. native and non-native teachers: Tajino and Tajino course design: Cotterall 54/2; Wolter 54/4. 54/1. coursebooks: Gray 54/3; Jacobs and Goatly 54/3. peer-teaching: Spratt and Leung 54/3. culture: Brown 54/3; Jiang 54/4; Wilson 54/1; portfolios: Tanner et al 54/1. Wolter 54/4. process: Badger and White 54/2. discourse: Lee and McChesney 54/2; Schmitt 54/4. rating scales: Lee and McChesney 54/2; Nunn discussion skills: Lam and Wong 54/3. 54/2. EAP: Flowerdew 54/4. reader-response theory: Carlisle 54/1. educational change: Tribble 54/4; Wilson 54/1. readers theater: Liu 54/4. educational project design: Brown 54/3; Hayes reading: Carlise 54/1; Dlugosz 54/3; Liu 54/4. self- 54/2; Tribble 54/4; Waters and Vilches 54/2; monitoring: Cresswell 54/3. Wilson 54/1. strategies: Lam and Wong 54/3; Ridgway 54/2; evaluation: Machado de Almeida Mattos 54/4; Field 54/2. Murdoch 54/1; Murphy 54/2; Nunn 54/2; Tribble tasks: Lee and McChesney 54/2. 54/4. teacher education/training: Brown 54/3; Hayes genre: Badger and White 54/2; Flowerdew 54/4. 54/2; Hockly 54/2; Reichelt 54/4; Tanner et al language acquisition: Dlugosz 54/3; Fonseca Mora 54/1; Waters and Vilches 54/2; Wilson 54/1. 54/2; Hyde 54/3. teacher evaluation: Murdoch 54/1. language learning: Hyde 54/3. teacher feedback: Muncie 54/1. learner autonomy: Cotterall 54/2; Cresswell 54/3. testing: Machado de Almeida Mattos 54/4. learning styles: Littlewood 54/1. vocabulary learning: Jullian 54/1. lexis: Schmitt 54/4. writing: Bacger and White 54/2; Cresswell 54/3; listening: Ridgway 54/2; Field 54/2. Flowerdew 54/4; Liu 54/4; Muncie 54/1. literacy: Nurss 54/4. young learners: Dlugosz 54/3. Countries referred to Albania: Hyde 54/3. Latvia: Tribble 54/4. Brazil: Machado de Almeida Mattos 54/4. Lithuania: Hyde 54/3; Tribble 54/4. Brunei: Littlewood 54/1. Malaysia: Littlewood 54/1. Chile: Jullian 54/1. New Zealand: Cotterall 54/2. China: Brown 54/3; Jiang 54/4; Littlewood 54/1; Philippines: Waters and Vilches 54/2. Tribble 54/4. Poland: Dlugosz 54/3; Hyde 54/3. Hong Kong: Flowerdew 54/4; Lam and Wong South Africa: Nurss 54/4; Gamaroff 54/3; Wilson 54/3; Littlewood 54/1; Spratt and Leung 54/3; 54/1. Bowers and Candlin 54/3. South Korea: Littlewood 54/1. Estonia: Tribble 54/4. Spain: Fonseca Mora 54/2; Gray 54/3; Littlewood Finland: Littlewood 54/1. 54/1. Germany: Littlewood 54/1. Sri Lanka: Hayes 54/2. Holland: Tanner et al 54/1. Thailand: Littlewood 54/1. Hungary: Hyde 54/3; Bolitho and Medgyes 54/4. United Arab Emirates: Murdoch 54/1. Italy: Cresswell 54/3. USA: Lee and McChesney 54/2; Liu 54/4; Reichelt Japan: Littlewood 54/1; Muncie 54/1; Nunn 54/2; 54/4. Tajino and Tajino 54/1; Wolter 54/4. Vietnam: Littlewood 54/1. Index to Volume 54