ANDREW D. COHEN
| Publications* |
Topics
2007. The coming of age for research on test-taking strategies. In J. Fox, M. Weshe, D. Bayliss, L. Cheng, C. Turner, & C. Doe (Eds.), Language testing reconsidered (pp. 80-111). Ottawa: Ottawa University Press. 2007. Cohen, A. D. & Upton, T. A. "I want to go back to the text": Response strategies on the reading subtest of the New TOEFL. Language Testing, 24(2), 209-250. 2006. The coming of age of research on test-taking strategies. Language Assessment Quarterly, 3(4), 307-331. 2006. Cohen, A. D. & Upton, T. Strategies in responding to the new TOEFL reading tasks [Monograph No. 33]. Princeton, NJ: ETS. http://www.ets.org/Media/Research/pdf/RR-06-06.pdf. 2006. Salaberry, R. & Cohen, A. D. Testing Spanish. In R. Salaberry & B. A. Lafford (Eds.), Spanish Second Language Acquisition: From research findings to teaching applications (pp. 149-172). Washington, D. C.: Georgetown University Press. [Reprinted with permission. www.press.georgetown.edu.] 2004. Assessing speech acts in a second language. In B. Boxer & A. D. Cohen (Eds.), Studying speaking to inform second language learning (pp. 302-327). Clevedon, England: Multilingual Matters. 2002-2003, Cohen, A. D. & Shively, R. L. Measuring Speech Acts with Multiple Rejoinder DCT’s. Language Testing Update, 32, 39-42. 2001-2002. Assessing the speech act performance of ESL students. Idiom (NY State TESOL Newsletter), 31(4), 1, 14-17. 2001. Second language assessment. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language. 3rd Ed. Boston: Heinle & Heinle/Thomson Learning, 515-534. 2001. Cohen, A. D. & Brooks-Carson, A. Research on direct vs. translated writing: Students' strategies and their results. Modern Language Journal, 85(2), 169-188. 2001. Reed, D. J. & Cohen, A. D. Revisiting raters and ratings in oral language assessment. In C. Elder, A. Brown, E. Grove, K. Hill, N. Iwashita, T. Lumley, T. McNamara, & K. O'Loughlin (Eds.), Experimenting with uncertainty: Essays in honour of Alan Davies. Studies in Language Testing 11. Cambridge: Cambridge University Press, 82-96. http://www.cambridge.org/us/catalogue/catalogue.asp?isbn=0521772540 1998. Bachman, L. F. & Cohen, A. D. (Eds.). Interfaces between second language acquisition and language testing research. Cambridge: Cambridge University Press, xiv+202 pp. (Re-issued by the Foreign Language Teaching & Research Press, Beijing, China, with an 18-page forward in Chinese for distribution just within the PRC, 2002.) 1998. Bachman, L. F. & Cohen, A. D. Language testing – SLA interfaces: An update. In L. F. Bachman & A. D. Cohen (Eds.), Interfaces between second language acquisition and language testing research (pp. 1-31). Cambridge University Press. 1994. Assessing language ability in the classroom. 2nd Edition. Boston: Newbury House/Heinle & Heinle, vi+394 pp. (Re-issued by the Foreign Language Teaching & Research Press, Beijing, China, for distribution just within the PRC, 2006.) 1994. English for academic purposes in Brazil: The use of summary tasks. In C. Hill & K. Parry (Eds.), From testing to assessment: English as an international language (pp. 174-204). London: Longman. 1994. Thematic issue, entitled: Focusing on language and language processing: Beyond test scores. Language Testing, 11 (2). Papers by G. Buck, A. D. Cohen, D. Douglas, E. Shohamy, and W. C. Weigle, with Introduction by A. D. Cohen. 1993. The role of instructions in testing summarizing ability. In D. Douglas & C. Chapelle (Eds.), A new decade of language testing: Collaboration and cooperation (pp. 132-160). Alexandria, VA: TESOL. (An earlier draft of this paper appeared in ERIC – ED 308 691, 1990) 1993. Cohen, A. D. Test-taking strategies on language tests. Journal of English and Foreign Languages (Hyderabad, India), 10-11, 90-105. (Thematic issue: Evaluation in the Language Curriculum). 1992. The taking of tests of summarizing ability. In M. S. Zanotto de Paschoal & M. A. A. Celani (Eds.), Lingüística aplicada (pp. 247-256). São Paulo: Editora da PUC-SP. 1992. Test-taking strategies on ESL language tests. MinneTESOL Journal, 10, 101-115. 1991. Testing linguistic and communicative proficiency: The case of reading comprehension. In M. E. McGroarty & C. J. Faltis (Eds.), Languages in school and society: Policy and pedagogy (pp. 383-408). Berlin: Mouton de Gruyter. 1991. Anderson, N. J., Bachman, L., Perkins, K., & Cohen, A. D. An exploratory study into the construct validity of a reading comprehension test: Triangulation of data sources. Language Testing, 8(1), 41-66. 1990. The role of instructions in testing summarizing ability. In T. Shimaoka & Y. Yasukata (Eds.), Studies in applied linguistics (pp. 16-24). Tokyo: Liber Press. 1985. Foreign language testing in the classroom. Entry for The International Encyclopedia of Education: Research and Studies (pp. 1945-1947). Oxford: Pergamon Press. 1985. Cohen, A. D., Segal, M., & Weiss Bar-Siman-Tov, R. The C-test in Hebrew. In C. Klein-Braley & U. Raatz (Eds.), C-Tests in der Praxis (pp. 121-127). AKS-Rundbrief Special Issue 13/14. Bochum, Germany: Ruhr-Universität Bochum. 1984. On taking language tests: What the students report. Language Testing, 1(1), 70-81. 1984. Cohen, A. D., Segal, M., & Weiss Bar-Siman-Tov, R. (1984). Research Note: The C-test in Hebrew. Language Testing, 1(2), 221-225. 1975. English language placement testing: Separating foreign English from minority English. In R. Crymes & W. E. Norris (Eds.), On TESOL 74 (pp. 189-199). Washington, D.C.: TESOL,. (Reprinted in J. E. Alatis & K. Twaddell (Eds.), English as a second language in bilingual education. Washington, D.C.: TESOL, 1976, 121-142.) 1975. The sociolinguistic assessment of speaking skills in a bilingual education program. In L. Palmer & B. Spolsky (Eds.), Papers on language testing 1967-1974 (pp. 172-186). Washington, D.C.: TESOL.
Bilingualism and Multilingualism, Bilingual Education, Immersion Education 2008. Cohen, A. D. & Gómez, T. Towards enhancing academic language proficiency in a fifth-grade Spanish immersion classroom. In D. M. Brinton, O. Kagan, & S. Bauckus (Eds.), Heritage language education: A new field emerging (pp. 289-300). NY, NY: Routledge. 2001. Cohen, A. D. & Allison, K. Bilingual processing strategies in the social context of an undergraduate immersion program. In R. L. Cooper, E. Shohamy and J. Walters (Eds.), New perspectives and issues in educational language policy: In honour of Bernard Dov Spolsky (pp. 35-60). Amsterdam: John Benjamins. 1995. How immersed are students in immersion programmes? In T. Hickey & J. Williams (Eds.), Language, education and society in a changing world (pp. 196-208). Clevedon, Avon, England: Multilingual Matters. 1995. Parker, J., Heitzman, S., Fjerstad, A. J., Babbs, L. M., & Cohen, A. D. Exploring the role of foreign language in immersion education: Implications for SLA theory and L2 pedagogy. In F. R. Eckman, D. Highland, P. W. Lee, J. Milcham, & R. R. Weber (Eds.), Second language acquisition theory and pedagogy (pp. 235-253). Mahwah, NJ: Lawrence Erlbaum. 1994. The language used to perform cognitive operations during full-immersion math tasks. Language Testing, 11(2), 171-195. 1985. Bilingual education. In M. Celce-Murcia (Ed.), Beyond basics: Issues and research in TESOL (pp. 167-192). Rowley, MA: Newbury House. 1983. Researching bilingualism in the classroom. In A. Miracle (Ed.), Bilingualism: Social issues and policy implications (pp. 133-148). Athens, GA: University of Georgia. 1982. Researching the linguistic outcomes of bilingual programs. The Bilingual Review/La Revista Bilingüe, 9(2), 97-108. 1979. Bilingual education for a bilingual community: Some insights gained from research. In R.V. Padilla (Ed.), Bilingual education and public policy in the United States (pp. 245-259). Ypsilanti, MI: Eastern Michigan University Press. 1979. Cohen, A. D., Bruck, M., & Rodríguez-Brown, F. V. Evaluating evaluation. Bilingual Education Series No. 6. Arlington, VA: Center for Applied Linguistics. 1976. The acquisition of Spanish grammar through immersion: Some findings after four years. The Canadian Modern Language Review, 32(5), 562-574. 1976. The case for partial or total immersion education. In A. Simões, Jr. (Ed.), The bilingual child: Research and analysis of existing educational themes (pp. 65-89). New York: Academic Press. 1976. The English and Spanish grammar of Chicano primary school students. In J. D. Bowen & J. Ornstein (Eds.), Studies in Southwest Spanish (pp. 121-154). Rowley, MA: Newbury House. 1976. Cohen, A. D. & Laosa, L. M. Second language instruction: Some research considerations. Journal of Curriculum Studies, 8 (2), 149-165. (Reprinted in H. T. Trueba & C. Barnett-Mizrahi (Eds.) (1979), Bilingual multicultural education and the professional: From theory to practice (pp. 74-88.). Rowley, MA: Newbury House.) 1976. Cohen, A. D. & Swain, M. Bilingual education: The "immersion” model in the North American context. TESOL Quarterly, 10, 45-53. (Reprinted in J. E. Alatis & K. Twaddell (Eds.) (1976), English as a second language in bilingual education (pp. 55-63). Washington, D.C.: TESOL; and in J. B. Pride (Ed.) (1979), Socio-linguistic aspects of language learning and teaching (pp. 144-151). London: Oxford University Press.) 1975. Assessing language maintenance or shift in bilingual communities in the Southwest. In E. Hernández-Chávez, A. D. Cohen, & A. F. Beltramo (Eds.), El lenguaje de los chicanos: Regional and social characteristics of the language used by Mexican Americans (pp. 202-219). Arlington, VA: Center for Applied Linguistics. 1975. Bilingual schooling and Spanish language maintenance: An experimental analysis. The Bilingual Review/La Revista Bilingüe, 2 (1-2), 3-12. (Reprinted in J. A. Fishman & G. D. Keller (Eds.) (1982), Bilingual education for Hispanic students in the United States (pp. 333-343). New York: Teachers College Press.) 1975. Progress report on the Culver City Spanish Immersion Program: The third and fourth years. Workpapers in Teaching English as a Second Language, 9, Univ. of California, Los Angeles, 47-65. Educational Resources Information Center, ED 121 093. 1975. Cohen, A. D., Fathman, A. K., & Merino, B. The Redwood City Bilingual Education Project, 1971-1974: Spanish and English proficiency, mathematics, and language use over time. Working Papers on Bilingualism, 8, Ontario Institute for Studies in Education, 1-29. Educational Resources Information Center, ED 125 248. 1975. A sociolinguistic approach to bilingual education: Experiments in the American Southwest. Rowley, MA: Newbury House, viii+352 pp. 1975. Hernández-Chávez, E., Cohen, A. D., & Beltramo, A. F. (Eds.). El lenguaje de los chicanos: Regional and social characteristics of the language used by Mexican Americans. Arlington, VA: Center for Applied Linguistics, 256 pp. 1974. The Culver City Spanish Immersion Program: The first two years. Modern Language Journal, 58 (3), 95-103. 1974. Mexican-American evaluational judgments about language varieties. International Journal of the Sociology of Language, 3, 33-51. 1974. Cohen, A. D. & Lebach, S. M. A language experiment in California: Student, teacher, parent, and community reactions after three years. Workpapers in Teaching English as a Second Language, 8, Univ. of California, Los Angeles, 33-46.
Language Learner Styles and Strategies In press. Strategies-based websites for learning speech acts. In T. W. Lewis & M. S. Hurd (Eds.), Language learning strategies in independent settings. Clevedon, England: Multilingual Matters.\ 2008. Strategy instruction for learners of Japanese: How do you do it and what's in it for them? In Y. A. Hatasa (Ed.), Gaikokugo to shite no nhongo kyooiku: Takakutei shiya ni motozuku kokoromi ‘Japanese as a foreign language education: Multiple perspectives’ (pp. 45-60). Tokyo: Kurosio Shuppan. 2008. Prologue. In C. Griffiths (Ed.), Lessons from good language learners (pp. 7-9). Cambridge, England: Cambridge University Press. 2007. Coming to terms with language learner strategies: Surveying the experts. In A. D. Cohen & E. Macaro (Eds.), Language learner strategies: 30 years of research and practice (pp. 29-45). Oxford, UK: Oxford University Press. 2007. Cohen, A. D. & Macaro, E. Language learner strategies: 30 years of research and practice. Oxford, UK: Oxford University Press. 2007. Cohen, A. D. & White, C. Language learners as informed consumers of language instruction. In A. Stavans & I. Kupferberg (Eds.), Studies in language and language education: Essays in honor of Elite Olshtain (pp. 185-205). Jerusalem: The Hebrew University Magnes Press. 2006. Cohen, A. D. & Weaver, S. J. Styles and strategies-based instruction: A teachers’ guide. Minneapolis, MN: Center for Advanced Research on Language Acquisition, University of Minnesota. 2003. The learner’s side of foreign language learning: Where do styles, strategies, and tasks meet? International Review of Applied Linguistics in Language Teaching 41(4), 279-291. (Special Issue, R. Oxford, Ed., entitled “Language Learning Styles and Strategies: New Perspectives on Theory and Research”) 2002. Assessing and enhancing language learners’ strategies. Hebrew Higher Education, 10, 1-11. 2002. Mental and written translation strategies in ESL. MinneTESOL/WITESOL Journal, 19, 1-14. 2002. Cohen, A. D. & Dörnyei, Z. Focus on the language learner: Motivation, styles, and strategies. In N. Schmitt (Ed.), An introduction to applied linguistics. London: Edward Arnold, 170-190. 2002. Cohen, A. D. & Oxford, R. L. Young Learners' Language Strategy Use Survey. Minneapolis, MN: Center for Advanced Research on Language Acquisition, University of Minnesota. [In Cohen & Weaver, 2006, pp. 75-78] 2002. Cohen, A. D., Oxford, R. L., & Chi, J. C. Language Strategy Use Survey. Minneapolis, MN: Center for Advanced Research on Language Acquisition, University of Minnesota. [In Cohen & Weaver, 2006, pp. 68-74] 2002. Cohen, A. D., Oxford, R. L., & Chi, J. C. Learning Style Survey: Assessing Your Own Learning Styles. Minneapolis, MN: Center for Advanced Research on Language Acquisition, University of Minnesota. [In Cohen & Weaver, 2006, pp. 15-21] 2001. Cohen, A. D. & Dörnyei, Z. Taking My Motivational Temperature on a Language Task. In R. M. Paige, A. D. Cohen, B. Kappler, J. C. Chi, & J. P. Lassegard. 2006. Maximizing study abroad (pp. 170-171). 2nd Ed. Minneapolis: Center for Advanced Research on Language Acquisition, University of Minnesota. 2001. Cohen, A. D. & Oxford, R. L. Learning Style Survey for Young Learners. Minneapolis, MN: Center for Advanced Research on Language Acquisition, University of Minnesota. [In Cohen & Weaver, 2006, pp. 29-31] 2000. Brooks-Carson, A. & Cohen, A. D. Direct vs. translated writing: Strategies for bilingual writers. In M. Anderson, C. Klee, F. Morris, B. Swierzbin, & E. Tarone (Eds.), The interaction of social and cognitive factors in SLA: Proceedings of the 1999 Second Language Research Forum. Somerville, MA: Cascadilla Press, 397-423. (For information on the book as a whole, go to http://www.cascadilla.com/slrf1999.html.) 1998. Strategies in learning and using a second language. Harlow, England: Longman. (Re-issued by the Foreign Language Teaching & Research Press, Beijing, China, with a 40-page forward in Chinese for distribution just within the PRC, 2000.) 1998. Strategies and processes in test-taking and SLA. In L. F. Bachman & A. D. Cohen (Eds.), Interfaces between second language acquisition and language testing research (pp. 90-111). Cambridge University Press. http://www.cambridge.org/us/catalogue/catalogue.asp?isbn=9780521649636 1998. Cohen, A. D. & Allison, K. Bilingual processing strategies in a university-level immersion program. Ilha do Desterro, 35, 187-201. 1998. Cohen, A. D. & Weaver, S. J. Strategies-based instruction for second language learners. In W.A. Renandya & G.M. Jacobs (Eds.), Learners and language learning (pp. 1-25). Anthology Series 39. Singapore: SEAMEO Regional Language Centre. 1996. Cohen, A. D. & Hawras, S. Mental translation into the first language during foreign-language reading. The Language Teacher, 20(2), 6-12. 1996. Cohen, A. D. & Scott, K. A synthesis of approaches to assessing language learning strategies. In R. L. Oxford (Ed.), Language learning strategies around the world: Crosscultural perspectives (pp. 89-106). (Technical Report #13). Honolulu: University of Hawai'i, Second Language Teaching and Curriculum Center. 1994. Weaver, S. & Cohen, A. D. Making learning strategy instruction a reality in the foreign language classroom. In C. Klee (Ed.), Faces in a crowd: Individual learners in multisection programs (pp. 285-323). Boston: Heinle & Heinle. 1992. Oxford, R. & Cohen, A. D. Language learning strategies: Crucial issues of concept and classification. Applied Language Learning, 3(1-2), 1-35. 1991. Learner strategies: The role of the teacher. Bulletin: Initial and in-service foreign language teacher education, 4, 46-58. (Greek Applied Linguistics Association). (The paper first appeared in the ERIC Document Reproduction Service, ED 326 046, 1990.) 1991. Strategies in second-language learning: Insights from research. In R. Phillipson, E. Kellerman, L. Selinker, M. Sharwood Smith, & M. Swain (Eds.), Foreign/second language pedagogy research: A commemorative volume for Claus Faerch (pp. 107-119). Clevedon, UK: Multilingual Matters. 1990. Language learning: Insights for learners, teachers, and researchers. NY: Newbury House/Harper Collins, v+217 pp. 1990. Oxford, R., Crookall, D., Cohen, A. D., Lavine, R., Nyikos, M., & Sutter, W. Strategy training for language learners: Six situational case studies and a training model. Foreign Language Annals, 22(3), 197-216. 1988. Neubach, A., & Cohen, A. D. Processing strategies and problems encountered in the use of dictionaries. Dictionaries: Journal of the Dictionary Society of North America, 10, 1-19. 1987. Research on cognitive processing in reading in Brazil. D.E.L.T.A., 3(2), 215-235. 1987. Student processing of feedback on their compositions. In A. L. Wenden & J. Rubin (Eds.), Learner strategies in language learning (pp. 57-69). Englewood Cliffs, NJ: Prentice-Hall International. 1987. Studying learner strategies: Feedback on compositions. PASAA: A Journal of Language Teaching and Learning in Thailand, 17(2), 29-38. 1987. The use of verbal and imagery mnemonics in second language learning. Studies in Second Language Acquisition, 9(1), 43-61. 1977. Successful second-language speakers: A review of research literature. Balshanut Shimushit (Journal of the Israeli Association for Applied Linguistics), 1, 3-23. Educational Resources Information Center, ED 163 753.
2008. Cohen, A. D. & White, C. Language learners as informed consumers of language instruction. In A. Stavans & I. Kupferberg (Eds.), Studies in language and language education: Essays in honor of Elite Olshtain (pp. 185-205). Jerusalem: The Hebrew University Magnes Press. 2005. Cohen, A. D., Paige, R. M., Shively, R., Emert, H., & Hoff, J. Integrating culture and language learning strategies into the classroom at home and abroad. In L. C. Anderson (Ed.), Internationalizing undergraduate education: Integrating study abroad into the curriculum (pp. 103-108). Minneapolis, MN: The Learning Abroad Center, Office for International Programs, University of Minnesota. 2004. Boxer, B. & Cohen, A. D. (Eds.). Studying speaking to inform second language learning. Clevedon, England: Multilingual Matters. (Chinese Edition, Beijing World Publishing Corporation, 2006.) 2001. From L1 to L12: The confessions of a sometimes frustrated multiliterate. In D. Belcher & U. Connor (Eds.), Reflections on multiliterate lives. Clevedon, UK: Multilingual Matters, 79-95. 1995. The role of language of thought in foreign language learning. Working Papers in Educational Linguistics, 11(2), 1-23. 1995. In which language do/should multilinguals think? Language, Culture and Curriculum, 8(2), 99-113. (Special thematic issue: Multilingualism and language learning). 1993. Cavalcanti, M. C. & Cohen, A. D. Feedback on composition: A case study of a remedial sixth-grader. ILA do Desterro, 29, 83-98. 1992. Cognitive processes in reading comprehension: A review of Israeli student studies. In Z. Bernstein (Ed.), Issues in language teaching (pp. 7-24). Tel-Aviv: Ramot Publishing House and Tel-Aviv University. 1989. Attrition in the productive lexicon of two Portuguese third-language speakers. Studies in Second Language Acquisition, 11(2), 135-149. 1989. Weltens, B. & Cohen, A. D. (Eds.). Thematic issue: Language attrition research. Studies in Second Language Acquisition (Cambridge University Press), 11(2). 1986. Forgetting foreign-language vocabulary. In B. Weltens, K. de Bot, & T. van Els (Eds.), Language attrition in progress (pp. 143-158). Dordrecht, Netherlands: Foris. 1984. The use of mentalistic measures in determining LSP reading problems. In A. K. Pugh & J. M. Ulijn (Eds.), Reading for professional purposes: Studies in native and foreign languages (177-189). London: Heinemann Educational. 1981, Cohen, A. D. & Aphek, E. Easifying second language learning. Studies in Second Language Acquisition, 3(2), 221-236. 1980. Cohen, A. D. & Aphek, E. Retention of second-language vocabulary over time: Investigating the role of mnemonic associations. System, 8(3), 221-235. 1979. Cohen, A. D., Glasman, H., Rosenbaum-Cohen, P. R., Ferrara, J., & Fine, J. Reading English for specialized purposes: Discourse analysis and the use of student informants. TESOL Quarterly, 13(4), 551-564. (Reprinted in Carrell, P. L., Devine, J., & Eskey, D. E. (Eds.) (1988), Interactive approaches to second language reading (pp. 152-167). Cambridge: Cambridge University Press.) 1978. Cohen, A. D. & Fine, J. Reading history in English: Discourse analysis and the experiences of native and non-native readers. Working Papers on Bilingualism, 16, 55-74. Educational Resources Information Center, ED 165 476. 1976. Cohen, A. D. & Robbins, M. Toward assessing interlanguage performance: The relationship between selected errors, learners' characteristics, and learners' explanations. Language Learning, 26(1), 45-66. 1976, Tarone, E., Cohen, A. D., & Dumas, G. A closer look at some interlanguage terminology: A framework for communication strategies. Working Papers on Bilingualism, 9, 76-90, ERIC ED 125 313. (Reprinted in C. Faerch & G. Kasper (Eds.) (1983), Strategies in interlanguage communication (pp. 4-14). London: Longman.) 1975. Forgetting a second language. Language Learning, 25(1), 127-138. 1974. The Culver City Spanish Immersion Program: How does summer recess affect Spanish speaking ability? Language Learning, 24(1), 55-68.
2005. Hamilton, H. E. & Cohen, A. D. Creating a playworld: Motivating learners to take chances in a second language. In J. Frodesen & C. Holten (Eds.), The power of context in language teaching and learning (pp. 237-247). Boston: Thomson/Heinle. 2004. Boxer, B. & Cohen, A. D. (Eds.). Studying speaking to inform second language learning. Clevedon, England: Multilingual Matters. (Re-issued by World Library Publishing, Beijing, with an 17-page forward in Chinese for distribution just within the PRC, 2006.) 2004. Paige, R. M., Cohen, A. D., & Shively, R. L. Assessing the impact of a strategies-based curriculum on language and culture learning abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, 10, 253-276. 2002. Innovative approaches to language teaching and learning and their impact on the acquisition of Romance languages. In M. Lacorte & R. C. Krastel (Eds.), Romance languages and linguistic communities in the United States. College Park, MD: Latin American Studies Center, University of Maryland, 59-70. 2002. Preparing teachers for styles- and strategies-based instruction. In V. Crew, C. Davison, & B. Mak (Eds.), Reflecting on language in education. Hong Kong: Centre for Language in Education, The Hong Kong Institute of Education, 49-69. (Also appeared in 2002 as ERIC ED 455 685) 2002. Cohen, A. D. & Horowitz, R.What should teachers know about bilingual learners and the reading process? In J. Hammadou Sullivan (Ed.), Literacy and the second language learner (pp. 29-53). Greenwich, CT: Information Age Publishing. 2001. Cohen, A. D. & Fass, L. Oral language instruction: Teacher and learner beliefs and the reality in EFL classes at a Colombian university. Íkala (Journal of Language and Culture, Universidad de Antioquia), 6(11-12), 43-62. (Also in the ERIC Document Reproduction Service, ED459612.) 1999. Language learning strategies instruction and research. In S. Cotterall & D. Crabbe (Eds). Learner autonomy in language learning: Defining the field and effecting change. (Bayreuth Contributions to Glottodidactics, Vol. 8). Frankfurt am Main: Lang, 61-68. 1995. SLA theory and pedagogy: Some research issues. In F. R. Eckman, D. Highland, P. W. Lee, J. Milcham, & R. R. Weber (Eds.), Second language acquisition theory and pedagogy (pp. 219-233). Mahwah, NJ: Lawrence Erlbaum. 1994. Weaver, S. & Cohen, A. D. Making learning strategy instruction a reality in the foreign language classroom. In C. Klee (Ed.), Faces in a crowd: Individual learners in multisection programs (pp. 285-323). Boston: Heinle & Heinle. 1992. The role of learner strategy training in ELT methodology. In A. Wongsothorn et al. (Eds.), Explorations and innovations in ELT methodology (pp. 174-191). Bangkok, Thailand: Chulalongkorn University Language Institute. 1992. The teacher's role in learner strategy training: An innovation in teacher education. In J. Flowerdew, M. Brock, & S. Hsia (Eds.), Perspectives on second language teacher education (pp. 241-252). Kowloon, Hong Kong: City Polytechnic of Hong Kong. 1991. Feedback on writing: The use of verbal report. Studies in Second Language Acquisition, 13(2), 133-159. 1991. Cohen, A. D., Larsen-Freeman, D., & Tarone, E. The contribution of SLA theories and research to teaching language. In E. Sadtono (Ed.), Language Acquisition and the Second/Foreign Language Classroom (pp. 136-155). Anthology Series 28. Singapore: RELC. 1991. Olshtain, E., & Cohen, A. D. Teaching speech act behavior to nonnative speakers. In M. Celce-Murcia (Ed.), An introduction to teaching English as a second or foreign language (pp. 154-165). 2nd ed. Cambridge, MA: Newbury House/Harper Collins. 1990. Cohen, A. D., & Cavalcanti, M. C. Feedback on compositions: Teacher and student verbal reports. In B. Kroll (Ed.), Second language writing: Research insights for the classroom (pp. 155-177). Cambridge: Cambridge Univ. Press,. 1989. Correction of errors in speaking and writing in English as a foreign language. In A. Blatchinsky (Ed.), A book for Yitzhak: A collection of readings in education (pp. 234-239). Tel-Aviv: Ministry of Education and Culture. (In Hebrew) 1989. Reformulation: A technique for providing advanced feedback in writing. Guidelines, 11 (2), 1-9. (SEAMEO Regional Language Centre, Singapore) 1988. Correction of oral and written EFL at the university level. In Anais: I encontro regional de professores universitários de lingua inglesa (região centro-leste)(pp. 2-12). Departamento de Letras, Pontifícia Universidade Católica do Rio de Janeiro, Rio de Janeiro, Brazil: Xerox. 1987. Cohen, A. D., & Cavalcanti, M. C. Giving and getting feedback on compositions: A comparison of teacher and student verbal report. Evaluation and Research in Education, 1(2), 63-73. 1985. Reformulation: Another way to get feedback. Writing Lab Newsletter, 10(2), 6-10. 1983. Reformulating compositions. TESOL Newsletter, 17(6), 1, 4-5. 1975. Error correction and the training of language teachers. Modern Language Journal, 59 (8), 414-422.
2008. Teaching and assessing L2 pragmatics: What can we expect from learners? Language Teaching, 41(2), 215-237. 2008. Comprehensible pragmatics: Where input and output come together. Presentation at the Applied Linguistics Interest Section Academic Session, TESOL NYC, April 3, 2008. 2007. Becoming a strategic language learner in CALL. Applied Language Learning, 17(1-2), 57-71. 2007. Cohen, A. D. & Shively, R. L. Acquisition of requests and apologies in Spanish and French: Impact of study abroad and strategy-building intervention. Modern Language Journal, 91(2), 189-212. 2005. Strategies for learning and performing L2 speech acts. Intercultural Pragmatics, 2(3), 275-301. 2003. Learner strategy training in the development of pragmatic ability. In A. Martínez Flor, E. Usó Juan, & A. Fernández Guerra (Eds.), Pragmatic competence and foreign language teaching. Castelló de la Plana, Spain: Publicacions de la Universitat Jaume I, 93-108. 1998. Contrastive analysis of speech acts: What do we do with the research findings? Studia Anglica Posnaniensia, 33, 81-92. 1998. Developing pragmatic ability: A case study. In E. S. Castillo (Ed.), Applied linguistics: Focus on second language learning/teaching. Manila, Philippines: De La Salle University Press, 1-13. 1997. Developing pragmatic ability: Insights from the accelerated study of Japanese. In H. M. Cook, K. Hijirida, & M. Tahara (Eds.), New trends and issues in teaching Japanese language and culture. (Technical Report #15). Honolulu: University of Hawai'i, Second Language Teaching and Curriculum Center, 137-163. 1996. Developing the ability to perform speech acts. Studies in Second Language Acquisition, 1996, 18(2), 253-267. 1996. Speech acts. In S.L. McKay & N.H. Hornberger (Eds.), Sociolinguistics and language teaching. Cambridge: Cambridge University Press, 383-420. 1994. Cohen, A. D. & Tarone, E. Describing and teaching speech act behavior: Stating and changing an opinion. In L. Barbara & M. Scott (Eds.), Reflections on language learning (pp. 110-121). Clevedon, UK: Multilingual Matters. 1994. Cohen, A. D. & Tarone, E. The effects of training on written speech act behavior: Stating and changing an opinion. MinneTESOL Journal, 12, 39-62. 1993. Cohen, A. D. & Olshtain, E. The production of speech acts by EFL learners. TESOL Quarterly, 27(1), 33-56. 1990. Olshtain, E. & Cohen, A. D.. The learning of complex speech behavior. The TESL Canada Journal, 7(2), 45-65. 1989. Olshtain, E. & Cohen, A. D. Speech act behavior across languages. In H. W. Dechert & M. Raupach (Eds.), Transfer in production (pp. 53-67). Norwood, NJ: Ablex. 1986. Cohen, A. D., Olshtain, E., & Rosenstein, D. S. Advanced EFL apologies: What remains to be learned? International Journal of the Sociology of Language, 62(6), 51-74. 1985. Cohen, A. D. & Olshtain, E. Comparing apologies across languages. In K. R. Jankowsky (Ed.), Scientific and humanistic dimensions of language (pp. 175-184). Amsterdam: John Benjamins. 1983. Olshtain, E. & Cohen, A. D. Apology: A speech act set. In N. Wolfson & E. Judd (Eds.), Sociolinguistics and language acquisition (pp. 18-35). Rowley, MA: Newbury House. 1981. Cohen, A. D. & Olshtain, E. Developing a measure of sociocultural competence: The case of apology. Language Learning, 31(1), 113-134.
2000. Exploring strategies in test-taking: Fine-tuning verbal reports from respondents. In Ekbatani, G. & Pierson, H. (Eds.), Learner-directed assessment in ESL. Mahwah, NJ: Lawrence Erlbaum, 127-150. 1997. Towards enhancing verbal reports as a source of insights on test-taking strategies. In A. Huhta, V. Kohonen, L. Kurki-Suonio, and S. Luoma (Eds.), Current Developments and Alternatives in Language Assessment: Proceedings of LTRC 96. Jyväskylä, Finland: University of Jyväskylä, 339-365. 1996. Investigating the production of speech act sets. In S.M. Gass & J. Neu (Eds.), Speech acts across cultures: Challenges to communication in a second language (pp. 21-43). Berlin: Mouton de Gruyter. 1996. Verbal reports as a source of insights into second language learner strategies. Applied Language Learning, 7(1-2), 5-24. 1996. Cohen, A. D. & Scott, K. A synthesis of approaches to assessing language learning strategies. In R. L. Oxford (Ed.). Language learning strategies around the world: Crosscultural perspectives (pp. 89-106). (Technical Report #13). Honolulu: University of Hawai'i, Second Language Teaching and Curriculum Center. 1994. Verbal reports on learning strategies. In Cumming, A. (Ed.), Alternatives in TESOL Research: Descriptive, interpretive, and ideological orientations. TESOL Quarterly, 28 (4), 678-682 (full text of colloquium: 673-703). 1994. Cohen, A. D. & Olshtain, E. Researching the production of speech acts. In Tarone, E., Gass, S. M., & Cohen, A. D. (Eds.), Research methodology in second language acquisition (pp. 143-156). Hillsdale, NJ: Lawrence Erlbaum. 1994. Tarone, E. E., Gass, S. M., & Cohen, A. D. (Eds.) (1994). Research methodology in second language acquisition. Hillsdale, NJ: Erlbaum, xxiii+356 pp. 1987. Recent uses of mentalistic data in reading strategy research. D.E.L.T.A., 3 (1), 57-84. (Journal of the Brazilian Association of Linguistics, Departamento de Lingüística, Pontifícia Universidade Católica de São Paulo.) 1987. Studying language learning strategies: How we get the information. In A. L. Wenden & J. Rubin (Eds.), Learner strategies in language learning (pp. 31-40). Englewood Cliffs, NJ: Prentice-Hall International. 1987. Using verbal reports in research on language learning. In C. Faerch & G. Kasper (Eds.), Introspection in second language research (pp. 82-95). Clevedon, England: Multilingual Matters. 1986. Mentalistic measures in reading strategy research: Some recent findings. The ESP Journal, 5(2), 131-145. (An earlier version appeared in the Educational Information Resource Center, ED 271 729, 1986.) 1986. Verbal report as a source of information on reading strategies. The ESPecialist, 15, 1-12. (Journal of the Resource and Information Centre for Research on Reading, Pontifícia Universidade Católica de São Paulo) 1984. Studying second-language learner strategies: How do we get the information? Applied Linguistics, 5(2), 101-112. 1984. The use of mentalistic measures in determining LSP reading problems. In A. K. Pugh & J. M. Ulijn (Eds.), Reading for professional purposes: Studies in native and foreign languages (pp. 177-189). London: Heinemann Educational. 1983. Introspecting about second language learning. Studia Anglica Posnaniensia, 15, 149-156. 1983. Researching bilingualism in the classroom. In A. Miracle (Ed.), Bilingualism: Social issues and policy implications (pp. 133-148). Athens, GA: University of Georgia. 1981. Cohen, A. D. & Hosenfeld, C. Some uses of mentalistic data in second-language research. Language Learning, 31(2), 285-313. 1980. Describing bilingual education classrooms: The role of the teacher in evaluation. Rosslyn, VA: National Center for Bilingual Education, 52 pp. 1979. Cohen, A. D., Bruck, M., & Rodríguez-Brown, F. V. Evaluating evaluation. Bilingual Education Series No. 6. Arlington, VA: Center for Applied Linguistics, 71 pp.
2003. Becoming ‘scholar of the college.’ In P. Byrd & G. Nelson (Eds.), Sustaining professionalism (pp. 9-17). Washington, D.C.: TESOL, 2003. 1998. 100 joys of being a professor. With illustrations by Ely Sarig. Minneapolis: University of Minnesota. Copyright owned by the author. 1971a. A volunteer on Bolivia’s altiplano. In P. T. Furst & K. B. Reed (Eds.), The 1971b. A volunteer on Bolivia’s altiplano (cont.). 1967. In the Andes, a discovery of a compromise verb tense. Peace Corps Volunteer, 5(5), 8-9. *All the recent publications (from the late 1990's forward) that are linked to .pdf files have been approved for electronic access by the respective publishers. |