Computer-Assisted Language Learning (call) research Contents Introduction

THE LIST OF THE USED LITERATURE

1.Altarriba, J., Bauer, L. M., & Benvenuto, C. (1999). Concreteness, context

availability, and imageability ratings and word associations for abstract,
concrete, and emotion words. Behavior Research Methods, 31(4), 578–602.
2.Altarriba, J., Bauer, L. M. (2004). The distinctiveness of emotion concepts:
A comparison between emotion, abstract, and concrete words. The American
Journal of Psychology, 117(3), 389-410.
3.Atkinson, D. (1987). The mother tongue in the classroom: An neglected
resource? ELT Journal, 41(4), 241–247.
4.Auerbach, E. R. (1993). Reexamining English only in the ESL classroom.
TESOL Quarterly, 27(1), 9–32.
5.Barsalou, L. W. (1999). Perceptual symbol systems. Behavioral and Brain
Sciences 22(4), 577–660.
6.Binder, J. R., Westbury, C. F., McKiernan, K. A., Possing, E. T., & Medler, D.
A. (2005). Distinct brain systems for processing concrete and abstract concepts.
Journal of Cognitive Neuroscience 17(6), 905–17.
7.Butzkamm, W., & Caldwell, J. (2009). The bilingual reform: A paradigm
shift in foreign language teaching. Tübingen: Narr Studienbücher.
8.Canagarajah, A. S. (1995). Functions of code-switching in ESL classrooms:
socializing bilingualism in Jaffna. Journal of Multilingual and Multicultural
Development, 6(3), 173–195.
9.Chambers, F. (1991). Promoting use of the target language in the
classroom. Language Learning Journal 4(1), 27–31.
10.Chaudron, C. (1988). Second language classrooms: Research on teaching
and learning. Cambridge: Cambridge University Press.
11.Connell, L., & Lynott, D. (2012). Strength of perceptual experience
predicts word processing performance better than concreteness or
imageability. Cognition 125(3), 452–65.
12.Cobb, T. (2000). The Complete Lexical Tutor. Retrieved 23 December
2016, from http:// www.lextutor.ca.

1^ Altarriba, J., Bauer, L. M., & Benvenuto, C. (1999). Concreteness, context availability, and imageability ratings and word associations for abstract, concrete, and emotion words. Behavior Research Methods, 31(4), 578–602.

2^ Altarriba, J., Bauer, L. M. (2004). The distinctiveness of emotion concepts: A comparison between emotion, abstract, and concrete words. The American Journal of Psychology, 117(3), 389-410.

3^ Cobb, T. (2000). The Complete Lexical Tutor. Retrieved 23 December
2016, from http:// www.lextutor.ca.

4^ Binder, J. R., Westbury, C. F., McKiernan, K. A., Possing, E. T., & Medler, D.
A. (2005). Distinct brain systems for processing concrete and abstract concepts.
Journal of Cognitive Neuroscience 17(6), 905–17.

5^ Canagarajah, A. S. (1995). Functions of code-switching in ESL classrooms:
socializing bilingualism in Jaffna. Journal of Multilingual and Multicultural
Development, 6(3), 173–195.

6^ Binder, J. R., Westbury, C. F., McKiernan, K. A., Possing, E. T., & Medler, D.
A. (2005). Distinct brain systems for processing concrete and abstract concepts.

7^ Butzkamm, W., & Caldwell, J. (2009). The bilingual reform: A paradigm
shift in foreign language teaching. Tübingen: Narr Studienbücher.