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PUBLICATIONS

Eva Bernat

Books

• Bernat, E. (in review). The Psychology of the Language Learner: A focus on beliefs. Saarbruecken, Germany: VDM, Verlag

Book Chapters

• Bernat, E. & Agosti, A. (in review ). Developing oral competence : The weakest link in EAP pedagogy. In A. Jendli & C. Coombe (Eds.), Oral communication for ESL speakers: Theory, Research, and Pedagogy. Dubai: TESOL Arabia Publications
• Agosti, C. & Bernat, E. (2008). Marking Codes or Reformulation: What are teachers' and students' beliefs about their effectiveness? In C. Coombe,  A. Jendli, & P. Davidson, (Eds.), Teaching Writing Skills in English: Research, theory and pedagogy (pp. 127-138). Dubai: TESOL Arabia Publications

• Bernat, E. (2007). EFL learners’ and teachers’ mismatched beliefs about language learning in an academic setting. In C. Gitsaki (Ed.). Language and Languages: Global and Local Tensions. Newcastle, UK: Cambridge Scholars Press

Journal Articles

• Bernat, E. (2008). Beyond beliefs: Psycho-cognitive, sociocultural and emergent ecological approaches to learner perceptions in foreign language acquisition. Asian EFL Journal, 10(3), 8-28. Available from http://www.asian-efl-journal.com/September_08_eb.php
• Bernat, E. (forthcoming). Unpacking the conceptual metaphor: Identity construction of non-native speaker teachers.
• Nazary, M. & Bernat, E. (forthcoming). EFL teachers' perceptions and awareness of stuttering EFL students: An empirical study.
• Bernat, E. (in review). Towards a pedagogy of empowerment: The case of 'Impostor Syndrome' among pre-service non-native speaker teachers (NNSTs) of TESOL. English Language Teacher Education and Development Journal.
  
• Piechurska-Kuciel, E. & Bernat, E. (in review). Gender differences in language learner beliefs of Polish secondary school students acquiring English.
• Bernat, E. & Lloyd, R. (2007). Exploring the role of gender in EFL learners’ beliefs about language learning. Australian Journal of Educational and Developmental Psychology, 7, 79-91 http://www.newcastle.edu.au/group/ajedp/Archive/Volume_7/v7-bernat_lloyd.html
  
• Bernat, E., Carter, N. & Hall, D. (2007). Language learner beliefs: Exploring links to personality traits. (forthcoming)
• Gvozdenko, I. & Bernat, E. (in review). Beliefs about language learning of adult ESL learners from the former Soviet Union.
• Bernat, E. (2006, June). Assessing EAP learners’ beliefs about language learning in the Australian context. Asian EFL Journal, 8(2), http://www.asian-efl-  journal.com/June_06_eb.php
• Bernat, E. (2006,). Attending to the adult learners: Affective domain in the ESL classroom. IRL Journal, 2(2). [reprinted with permission]
• Bernat, E., & Gvozdenko, I. (2005, June). Beliefs about language learning: Current knowledge, pedagogical implications and new research directions. TESL-EJ, 9(1), http://tesl-ej.org/ej33/a1.html
• Bernat, E. (2004).  Investigating Vietnamese ESL learners’ beliefs about language learning.  English Australia Journal, 21(2), 40-55
• Bernat, E. (2004, September). Attending to adult learners: Affective domain in the ESL classroom. Humanizing Language Teaching, 6(3), 1-13
  
  

Book reviews

• Bernat, E. (2008). Classroom Management in Language Education. Prospect, 22(3), 96-98
• Bernat, E. (2002). Teaching English as an International Language. Prospect, 17(3), 83-84
  
  

Conference Presentations

Invited Featured Speaker/Plenary

• Bernat, E. (2007). Bridging the gap: Teachers’ and learners’ diversity of beliefs in SLA.  Invited semi-plenary at the 20th English Australia Education Conference, Sydney, September 14-16

Other Presentations

• Bernat, E. (2008). Impostors Amidst: Empowering non-native teachers for the ELT professoin. Paper presented at the 3rd Annual TESOL Research Network Colloquium, The University of Sydney, September 20
• Agosti, C. & Bernat, E. (2008). Teaching Direct Entry Programs Effectively: Insights for ELICOS teachers and managers.  Paper presented at the 21st English Australia Education Conference, "Engaging with the many dimensions of ELICOS". Canberra, September 18-19
• Bernat, E. (2007). Self-portraits: Discursive and visual construction of self by two Japanese teachers of English. Paper presented at the Discourses and Cultural Practices Conference, University of Techonology, Sydney, Novermber 29-December 1 
• Bernat, E. (2007). Beliefs About Language Learning: A cognitive construct or a socio-cultural product? Paper presented at the Social and Cognitive Aspects of Second Language Learning and Teaching Conference, The University of Auckland, April 12-14
• Bernat, E (2006). Learners’ and teachers’ mismatched beliefs in the EFL classroom. Paper presented at the 31st Annual Congress of the Applied Linguistics Association of Australia (ALAA), Brisbane, July 5-8
• Bernat, E. (2006). Learners’ contributions to language learning: Preconceived notions and psychological type. Paper presented at the XVIIIth International Conference on Second/Foreign Language Acquisition, Szczyrk, Poland, May 18-20  
• Ellis, L., Gvozdenko, I., Bernat, E., Postmus, M., & Tasker, I. (2005). Beliefs about language learning among monolingual and bilingual teachers, and Russian and Chinese learners. Colloquium presented at the 30th Annual Congress of the Applied Linguistics Association of Australia (ALAA), Melbourne, September 25-28
• Bernat, E. (2003). An Investigation into Vietnamese Learners’ Beliefs About Language Learning. Paper presented at the Adult Migrant English Program (AMEP) National Conference, Canberra, November 9-11
  
  

Conference Proceedings

• Agosti, C. & Bernat, E. (in review ). Teaching Direct Entry Programs Effectively: Insights for ELICOS teachers and managers. Conference Proceedings of the 21st English Australia Education Conference, "Engaging with the many dimensions of ELICOS". Canberra, September 18-19
• Bernat, E. (2007). Bridging the gap: Teachers’ and learners’ diversity of beliefs in SLA.  "Diversity: A catalyst for Innovation". Conference Proceedings, 20th English Australia Education Conference, Sydney, September 14-16

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Bronwen Dyson

Dissertation

• Dyson, B. (2005). Developmental style in second language processing: A study of inter-learner variation in the acquisition of English as a Second language. Unpublished PhD, School of Languages ad Linguistics, University of Western Sydney.

Book

• Di Biase, B. and Dyson, B. (1988). Language rights and the school. Sydney: Inner City Education Centre and FILEF Italo-Australian Publications.

Journal articles

• Dyson, B. (submitted). Rethinking the ESL stages: A longitudinal study.
• Dyson, B. (2002a). Focus on learnable form in a communicative context: A framework for second language acquisition in the classroom. Australian Review of Applied Linguistics, 25(1), 53-71.
• Dyson, B. (1996). The debate on form-focused instruction: A teacher's perspective. Australian Review of Applied Linguistics, 19(2), 59-78.
• Dyson B. A (1995). A teacher's perspective on form-focused instruction, Australian Studies in language Acquisition, 3 Sydney: NLLIA/LARC University of Western Sydney Macarthur.

Book review

• Dyson, B. (2002b). Review of ‘Interfaces between second language acquisition and language testing research’, Prospect, 17, 1, 102-106.

Conference proceedings

• Dyson, B. (2000). Focus on learnable form in a communicative context: a framework for ESL teaching ACTA/QATESOL National Conference, Brisbane, Australia, July, 2000.
  

Selected curriculum materials

• Dyson, B. (1992). Australian Union Workbook. Sydney: Metropolitan East Disadvantaged Schools' Program and NSW Department of Education.
• Dyson, B. (1987a). Aboriginal Women: A Unit for Teaching ESL Across the Curriculum, Sydney: Canterbury Boys’ High School/Participation and Equity Program.
• Dyson, B. (1987b). Australian Women at Work: A Unit for Teaching Language Across the Curriculum, Sydney: Canterbury Boys’ High School/ Participation and Equity Program.

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Paul Moore

Journal articles

• Moore, P. (2004). Form-focused instruction: A review of the research and its pedagogical implications. Journal of the Research Institute for Higher
  Education Programs, Hokkaido Tokai University, 16: 7-22.
  
• Moore, P. (2003). Noticing, automaticity and restructuring: A review of the role of consciousness in second language acquisition. Journal of the
  Research Institute for Higher Education Programs, Hokkaido Tokai University, 15: 63-80.
  
• Moore, P. (2001). Book review: Peter Skehan's 'A Cognitive Approach to Language Learning.' Prospect Journal of Applied Linguistics, 16, 1: 78-81.
  
• Moore, P. (1996). The Internet for educators: issues and resources. ELICOS Association Journal, 13, 2: 29-41.

Book chapters

• Mennim, P. & Moore, P. (1998a). The world-wide web as content in an undergraduate English curriculum. In Davies, P. (ed.) Teachers Learners and
  Computers: Exploring Relationships in CALL (pp. 35-42), Nagoya: Japan Association for Language Teachers.
  
• Mennim, P. & Moore, P. (1998b). An experimental student-centred classroom in practice. In Berry, V. and A. McNeill (eds.) Policy and Practice in Language
  Education (pp. 285- 301). The University of Hong Kong: Hong Kong.


Conference presentation

• Moore, P. (2007). Task framing, activity and outcomes in a Japanese EFL classroom. Paper presented at the Conference on Social and Cognitive Aspects
  of Second Language Learning and Teaching, University of Auckland, New Zealand, 12-14 April.
  
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Malcolm Sim

Journal articles

• Sim, M. S. (2007). Beliefs and Autonomy: Encouraging More Responsible Learning. Novitas-ROYAL (Research on Youth and Language), 1(2): 112-136.
  
  

Conference presentations

• Sim, M. S. (2005). Just do it: Encouraging more responsible learning. Chulalongkorn University Language Institute (CULI) 2005 National Seminar, Bangkok, Thailand.
• Sim, M. S. (2006). Tailoring English Education for Japanese Learners. Japan Association for Language Teaching (JALT) 2006 International Conference, Kokura, Japan.
• Sim, M. S. (2007). A Question of Responsibility: Encouraging Autonomy. Japan Association for Language Teaching (JALT) 2007 International Conference, Tokyo, Japan.
• Sim, M. S. (2008). Effectively Affecting Affect: Initial Results from the Classroom. International Association of Teachers of English as a Foreign Language (IATEFL) 2008 International Conference, Exeter, United Kingdom.

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