1
Kumaravadivelu, B. Beyond Methods: Macrostrategies for Language Teaching : Macro-strategies for Language Teaching. Yale University Press 2003.
2
Pica T. Tradition and transition in English language teaching methodology. System. 2000;28:1–18. doi: 10.1016/S0346-251X(99)00057-3
3
Richards JC, Rodgers TS. Approaches and methods in language teaching. 3rd ed. Cambridge: Cambridge University Press 2014.
4
Larsen-Freeman D, Anderson M. Techniques and principles in language teaching. 3rd ed. Oxford: Oxford University Press 2011.
5
Spiro J, MyiLibrary. Changing methodologies in TESOL. Edinburgh: Edinburgh University Press 2013.
6
Shaw PA. The Syllabus is Dead, Long Live the Syllabus: Thoughts on the State of Language Curriculum, Content, Language, Tasks, Projects, Materials, Wikis, Blogs and the World Wide Web. Language and Linguistics Compass. 2009;3:1266–83. doi: 10.1111/j.1749-818X.2009.00154.x
7
McDevitt B. Negotiating the syllabus: a win-win situation? ELT Journal. 2004;58:3–9. doi: 10.1093/elt/58.1.3
8
Richards JC. Curriculum Approaches in Language Teaching: Forward, Central, and Backward Design. RELC Journal. 2013;44:5–33. doi: 10.1177/0033688212473293
9
Savignon SJ. Beyond communicative language teaching: What’s ahead? Journal of Pragmatics. 2007;39:207–20. doi: 10.1016/j.pragma.2006.09.004
10
Feryok A. An Armenian English language teacher’s practical theory of communicative language teaching. System. 2008;36:227–40. doi: 10.1016/j.system.2007.09.004
11
Woods D, Çakır H. Two dimensions of teacher knowledge: The case of communicative language teaching. System. 2011;39:381–90. doi: 10.1016/j.system.2011.07.010
12
Mikulec E, Miller PC. Using Project-Based Instruction to Meet Foreign Language Standards. The Clearing House: A Journal of Educational Strategies, Issues and Ideas. 2011;84:81–6. doi: 10.1080/00098655.2010.516779
13
Ellis R. Task-based language teaching: sorting out the misunderstandings. International Journal of Applied Linguistics. 2009;19:221–46. doi: 10.1111/j.1473-4192.2009.00231.x
14
Batstone R. Language form, task-based language teaching, and the classroom context. ELT Journal. 2012;66:459–67. doi: 10.1093/elt/ccs058
15
Robinson P. Task-Based Language Learning: A Review of Issues. Language Learning. 2011;61:1–36. doi: 10.1111/j.1467-9922.2011.00641.x
16
Choo, J.P.L, Too, W.K. Teachers’ Perceptions in Using Task-Based Instruction for the Teaching of Grammar. Journal of Interdisciplinary Research in Education (JIRE). 2012;2.
17
Kumaravadivelu B. TESOL Methods: Changing Tracks, Challenging Trends. TESOL Quarterly. 2006;40. doi: 10.2307/40264511
18
Bell DM. Do teachers think that methods are dead? ELT Journal. 2007;61:135–43. doi: 10.1093/elt/ccm006
19
Baecher L, Farnsworth T, Ediger A. The challenges of planning language objectives in content-based ESL instruction. Language Teaching Research. 2014;18:118–36. doi: 10.1177/1362168813505381
20
Cenoz J, Genesee F, Gorter D. Critical Analysis of CLIL: Taking Stock and Looking Forward. Applied Linguistics. 2014;35:243–62. doi: 10.1093/applin/amt011
21
Echevarria J, Richards-Tutor C, Canges R, et al. Using the SIOP Model to Promote the Acquisition of Language and Science Concepts with English Learners. Bilingual Research Journal. 2011;34:334–51. doi: 10.1080/15235882.2011.623600