Carroll, J. B. (1972). Defining language comprehension. In R. O. Freedle & J. B. Carroll (Eds.),
Language comprehension and the acquisition of knowledge. New York: John Wiley.
Carroll, D. W. (1999).Psychology of language. Brooks/Cole Publishing Company.
Chafe, W. L. (1979). Theflow of thought and theflow of language. In T. Given (Ed.),Syntax and
semantics 12(pp. 159–183). New York: Academic Press.
Cheng, Jingyan. (2009). Current situation and future development of English listening education.
Foreign Language World, 1, 51 – 56.
Clark, H. H., & Clark, E. V. (1977). Psychology and language: An introduction to
psycholinguistics. New York: Harcourt Brace Jovanovich.
Clough, P., & Nutbrown, C. (2012).Justifying Enquiry: A Students’Guide to Methodology
(3rd ed.). London: Sage.
Cohen, A. D. (1998).Strategies of language learning and language use. Harlow: Longman.
Cohen, A. D. (1998 b). 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: Cambridge University Press.
Cohen, A. D. (2002). Preparing teachers for styles-and strategies-based instruction. In V. Crew,
C. Davison, & M. Barley (Eds.),Reflection language in education(pp. 49–69). Hong Kong:
The Hong Kong Institute of Education.
Cohen, A. D. (2006). The coming of age of research on test-taking strategies.Language
Assessment Quarterly, 3(4), 307–331.
Cohen, A. D., & Upton, T. A. (2006). Strategies in responding to the new TOEFL Reading Tasks.
TOEFL Monograph, No. RR-06-06. Princeton, NJ: ETS.https://www.ets.org/research/policy_
research_reports/publications/report/2006/hsjr.
Cohen, A. D., & Macaro, E. (2007).Language learner strategies: Thirty years of research and
practice. Oxford: Oxford University Press.
Cohen, A. D. (2011).Strategies in learning and using a second language: Research and practice.
Harlow, UK: Longman/Pearson Education.
Cohen, A. D. (2012). Test-taking Strategies and task design. In Fulcher & Davidson (Eds.)The
Routledge Handbook of Language Testing(pp. 262–277). New York and London: Routledge.
Comrey, A. L., & Lee, H. B. (1992).Afirst course in factor analysis. Hillsdale, NJ: Erlbaum.
Dang, Z. (2004).Improving the authenticity of the listening sub-tests in TEM(D). Shanghai:
Shanghai International Studies University.
Davies, A. (2008).Assessing academic English: Testing English proficiency 1950–1989-the IELTS
Solution (Studies in Language Testing 23). Cambridge: Cambridge University Press.
Douglas, D. (2000).Assessing languages for specific purposes. Cambridge: Cambridge University
Press.
Dörnyei, Z., & Scott, M. L. (1997). Communication strategies in a second language: definitions
and taxonomies.Langue Learning, 447(1), 173–210.
Dreyer, C., & Oxford, R. (1996). Learning strategies and other predictors of ESL proficiency
among Afrikaans-speakers in South Africa. In R. L. Oxford (Ed.),Language learning
strategies around the world: Cross: cultural perspectives(pp. 17–18). Manoa: University of
Hawaii Press.
Dunkel, P. (1988). The content of L1 and L2 students’lecture notes and their relation to test
performance.TESOL Quarterly, 22, 259 – 282.
Dunkel, P. (1991). Listening in the native and second/foreign language: Toward an integration of
research and practice.TESOL Quarterly, 25, 431 – 457.
Dunkel, P., Henning, G., & Chaudron, C. (1993). The assessment of an L2 listening
comprehension construct: a tentative model for test specification and development.Modern
Language Journal, 77(2), 180–191.
Dunkel, P. A., & Davis, J. N. (1994). The effects of rhetorical signaling cues on the recall of
English lecture information by speakers of English as a native and second language.
In J. Flowerdew (Ed.),Academic listening: Research perspectives(pp. 55–74). New York:
Cambridge University Press.
References 201