Anderson, J. R. (2000). Learning and memory: An integrated approach. New York: John Wiley and Sons.
Bialystock, E. (1982). On the relationship between knowing and using forms. Applied Linguistics, 3, 181-206
Birjandi, P. & Ahangari, S. (2008) Effects of task repetition on the fluency, accuracy, and complexity of Iranian EFL students oral discourse. Asian EFL Journal, 10(3). Retrieved November16, 2008 from http://www.asian- efljournal.com/ November, 2008_dn.php.
Bygate, M. (1999) Task as the context for the framing, re-framing and un-framing of language. System 27, 33-48.
Chamot, A. U., & O'Malley, J. M. (1987). A cognitive academic language learning approach: A bridge to the mainstream. TESOL Quarterly, 21, 227-49.
Chamot, A. U., & O'Malley, J. M. (1994). The CALLA Handbook: Implementing the cognitive language learning approach. Reading, MA: Addison Wesley.
Cohen, A. D. (1998). Strategies in learning and using a second language. Harlow: Addison Wesley.
Crookes, G. (1989) Planning and interlanguage variation. Studies in Second Language Acquisition 11, 367-83.
Doughty, C. (1991) Second language instruction does make a difference: Evidence from an empirical study of second language relativisation. Studies in Second Language Acquisition, 13(4), 431-467.
Ellis, G., & Sinclair, B. (1989). Learning to learn English: A course in learner training.Cambridge: CambridgeUniversity Press.
Ellis, R. (1987) Interlanguage variability in narrative discourse: Style shifting in the use of the past tense. Studies in Second Language Acquisition, 9, 1-20.
Ellis, R. (1994). The study of second language acquisition. Oxford: OxfordUniversity Press.
Ellis, R. (2003) Task-based language learning and teaching. Oxford: Oxford University Press.
Foster, P. & Skehan, P. (1996) The influence of planning and task type on second language performance. Studies in Second Language Acquisition, 18, 299-323.
Foster, P. & Skehan, P. (1999) The influence of planning and focus of planning on task- based performance. Language Teaching Research, 3, 215-247.
Fotos, S., & Ellis, R. (1991) Communicating about grammar: A task-based approach. TESOL Quarterly, 25, 608-628.
Larsen Freeman, D. (1997). Chaos/complexity science and second language acquisition. Applied Linguistics, 18(2), 141-165.
Lantolf, J. (2000) Second language learning as a mediated process. Language Teaching, 33, 79-96.
Levelt, W. J. M. (1989) Speaking: From intention to articulation. Cambridge, Mass: MIT Press.
Littlewood, W. (1996). Autonomy: An anatomy and a framework. System,24(4), 427-435.
Logan, G. (1988). Towards and instance theory of automatization. Psychological Review, 95, 492-527.
McLaughlin, B. (1990) Restructuring. Applied Linguistics, 11, 113-28.
Nam, C., & Oxford, R. (1998). Portrait of a future teacher: Case study of learning styles, strategies, and language disabilities. System, 26, 51-63.
Nunan, D. (2005). Task-based language teaching.Cambridge: CambridgeUniversity Press.
Nunan, D., & Lamb, C. (2001). Managing the learning process. In D. R. Hall & Hewings (Eds.), Innovation in English language teaching (pp. 27-45).
O'Malley, J. M & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge University Press.
Oxford, R. L. (1985) A new taxonomy of second language learning strategies. Washington, D. C.: Centre for Applied Linguistics.
Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Heinle and Heinle.
Oxford, R. L, Crookall, D., Lavine, R. Z. , Nyikos, M., & Sutter, W. (1990). Strategy training for language learners: Six situational case studies and a training model. Foreign Language
Annals, 22, 197-216.
Pearson, P. D., & Dole, J. A. (1987). Explicit comprehension instruction: A review of research and a new conceptualization of learning. Elementary School Journal, 88, 151-165.
Schmidt, R. (2001) Attention. In P. Robinson, (Ed.). (2001). Task complexity, task difficulty, and task production: Exploring interactions in a compositional framework. Applied Linguistics, 22, 27-57.
Skehan, P. (1996). A framework for the implementation of task-based instruction. Applied Linguistics, 17(1), 38-62.
Skehan, P. (1998) A cognitive approach to language learning. Oxford: Oxford University Press.
Skehan, P. & Foster, P. (1997) Task type and task processing conditions as influences on foreign language performance. Language Teaching Research, 1, 185-211.
Skehan, P., & Foster, P. (1999). The influence of task structure and processing condition on narrative retellings. Language Learning, 49, 93-120.
Swain, M. (1985) Three functions of output in second language learning. In G. Cooke & B. Seidlhofer (Eds.), Principles and practice in applied linguistics (pp. 245- 256). Oxford, Oxford University Press.
Wenden, A. (1987b). Incorporating learner training in the classroom. In A. Wenden & J. Rubin (Eds.), Learner strategies in language learning (pp. 159-178). Cambridge: Prentice
Wenden, A. L. (1995). Learner training in context: A knowledge-based approach. System, 23(2), 183-194.
Wenden, A. L. (2002). Learner development in language learning. Applied Linguistics, 23(1), 32-55.
Willis, J. (1996). A flexible framework for task-based learning. In D. Willis & J. Willis (Eds.), Challenge and change in language teaching (pp. 52-62). Oxford: Heinemann.
Yuan, F. & Ellis, R. (2003). The effects of pre-task planning and on-line planning on fluency, complexity and accuracy in L2 oral production. Applied Linguistics, 24(1), 1-27.