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Compiled by Dr. Neil J. Anderson
© 2009
To find an author, click on the letter below that corresponds to the first letter of the author's last name. Please note that this list is sorted by the last name of the first author listed in each reference. If you are unsure if the author you are looking for is listed first for any particular reference, please use our search page to find that author's name. You can also browse references by date, title, and medium type.
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
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Gagné, E.D (1985). The cognitive psychology of school learning. Boston: Little, Brown.
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Galloway, V., & Labarca, A. (1991). From student to learner: Style, process, and strategy. In D.W. Birchnichler (Ed.), New perspectives and new directions in foreign language education (pp. 111-158). Lincolnwood, IL: National Textbook Co. and American Council on the Teaching of Foreign.
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García, G.A., Jiménez, R.T., & Pearson, P.D. (1998). Metacognition, childhood bilingualism, and reading. In D.J. Hacker, J. Dunlosky, & A.C. Graesser (Eds.), Metacognition in educational theory and practice (pp. pp. 193-219). Mahway, NJ: Lawrence Erlbaum.
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Gardner, D., & Yuen, J.H.M. (2000). A survey of learner training for junior secondary school students of English in Hong Kong. Hong Kong Journal of Applied Linguistics, 5, 1-25.
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Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.
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Gardner, R.C., & MacIntyre, P.D. (1993a). A student’s contribution to second language learning. Part II: Affective variables. Language Teaching, 26, 1-11.
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Gardner, R.C., & MacIntyre, P.D. (1993). On the measurement of affective variables in second language learning. Language Learning, 43, 157-194.
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Gardner, R.C., & Smythe, P.C. (1981). On the development of the Attitude-Motivation Test Battery. The Canadian Modern Language Review, 37, 510-525.
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Gardner, R.C., & Tremblay, P.F. (1994). On motivation, research agendas, and theoretical frameworks. The Modern Language Journal, 78, 359-368.
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Gardner, R.C., Tremblay, P.F., & Masgoret, A.-M. (1997). Towards a full model of second language learning: An empirical investigation. The Modern Language Journal, 81, 344-362.
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Garner, R. (1987). Metacognition and reading comprehension. New Jersey: Ablex Publishing Corporation.
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Garner, R. (1988). Verbal-report data on cognitive and metacognitive strategies. In C.E. Weinstein, E.T. Goetz, & P.A. Alexander (Eds.), Learning and study strategies (pp. 63-76). New York: Academic Press.
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Garner, R. (1990). When children and adults do not use learning strategies: Toward a theory of settings. Review of Educational Research, 60, 517-529.
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Garner, R. (1986). Strategies for reading and studying expository text.. Unpublished manuscript. Silver Spring, MD: University of Maryland..
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Gaskins, I.W., & Elliot, T.T. (1991). Implementing cognitive strategy instruction across the school: The Benchmark manual for teachers. Cambridge, MA: Brookline Books.
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Genesee, F. (1978). Individual differences in second-language learning. Canadian Modern Language Review, 34, 490-504.
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Ghatala, E.S., Levin, J.R., Pressley, M., & Lodico, M.G. (1985). Training cognitive strategy monitoring in children. American Educational Research Journal, 22, 199-216.
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Goh, C.C.M., & Foong, K.P. (1997). Chinese ESL students' learning strategies: A look at frequency, proficiency, and gender. Hong Kong Journal of Applied Linguistics, 2, 39-53.
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Goodman, Y (1995). (Foreword). In C. Porter & J. Cleland (Eds.), The portfolio as a learning strategy (pp. (pp. ix-xi)). Portsmouth, NH: Boynton/Cook.
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Graham, S. & Harris, K.R. (2003). Students with learning disabilities and the process of writing: A meta-analysis of SRSD studies. In L. Swanson, K.R. harris, & S. Graham (Eds.), Handbook of research on learning disabilities (pp. pp. 323-344). New York: Guildford.
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Graham, S., Harris, K.R., & Sawyer, R. (1987). Composition instruction with learning disabled students: Self-instruction strategy training. Focus on Exceptional Children, 20, 1-11.
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Graham, S. (1997). Effective language learning: Positive strategies for advanced level language learning. Modern Language in Practice, 6, 216-225.
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Graham, S. (2004). Giving up on modern foreign languages? Students' perceptions of learning French. Modern Language Journal, 88, 171-191.
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Grainger, P.R. (1997). Language learning strategies for learners of Japanese: Investigating ethnicity. Foreign Language Annals, 30, 378-385.
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Grala, M., Oxford, R.L., & Schleppegrell, M. (1987). Improving your language learning: Strategies for Peace Corps volunteers. Washington, DC: Center for Applied Linguistics.
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Green, J. & Oxford, R.L. (2003). At the theoretical crossroads between ESL and EFL: Predicting English proficiency and exploring learning strategies in Puerto Rico.. Manuscript in progress.
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Green, J.M., & Oxford, R.L. (1995). A closer look at learning strategies, L2 proficiency, and gender. TESOL Quarterly, 29, 261-297.
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Green, J.M., & Oxford, R.L. (1993). Learning strategies: Patterns of use by gender and proficiency.. Paper presented at the annual meeting of International Teachers of English to Speakers of Other Languages, Atlanta, GA..
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Green, J.M. (1991). Language learning strategies of Puerto Rican university students.. Paper presented at the annual meeting of Puerto Rico Teachers of English to Speakers of Other Languages, San Juan, PR..
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Green, J.M. (1992). Additional analyses of Puerto Rican strategy data.. Unpublished manuscript, University of Puerto Rico at Mayaguez..
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Grellet, F. (1981). Developing reading skills. Cambridge: Cambridge University Press.
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Gremmo, M.J., & Riley, P. (1995). Autonomy, self-direction, and self-access in language teaching and learning: The history of an idea. System: An International Journal of Educational Technology and Applied Linguistics, 23, 151-164.
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Grenfell, M. & Harris, V. (1999). Modern languages and learning strategies: In theory and practice. London: Routledge.
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Grucz, M.M., & McKee, E (1986). Mnemonic devices: Pegs on which to hang your students’ memory. AATF National Bulletin, 11, 8-11.
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Gu, P.Y (2003). Vocabulary learning in a second language: Person, task, context and strategies. TESL-EJ7:2, September [Online], . Retrieved from http://www.writing.berkeley.edu/TESL-EJ/ej26
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Gu, Y., Wen, Q., & Wu, D. (1995). How often is often? Reference ambiguities of the Likert-scale in language learning strategy research. Occasional Papers in English Language Teaching, 5, 19-35.
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Gu, Y. (1994). Vocabulary learning strategies of good and poor Chinese EFL learners. In Bird, N. et al. (Eds.) (Ed.), Language and learning (pp. 376-401). Hong Kong: Hong Kong Education Department.
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Gu, Y. (1996). Robin Hood in SLA: What has the learner strategy research taught us?. Asian Journal of English Language Teaching, 6, 1-29.
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Gu, Y. (2002). Gender, academic major, and vocabulary learning strategies of Chinese EFL learners. RELC Journal, 33, 35-55.
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Guilford, J.P., & Yatabe, T. (1957). Yatabe-Guilford Personality Inventory. Osaka, Japan: Institute for Psychological Testing.
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