دبیرمقدم، محمد، مهری قرهگزی و مهرداد اصغرپور. (1389). بررسی صوری و ساختاری کتابهای آموزش زبان فارسی به غیرفارسی زبانان. طرح پژوهشی درون دانشگاهی، دانشگاه علامه طباطبائی.
همایون، همادخت. (1379). واژهنامة زبانشناسی و علوم وابسته (با تجدید نظر و اضافات). تهران: پژوهشگاه علوم انسانی و مطالعات فرهنگی.
Austin, J.L. (1965). How to Do Things With Words. Cambridge, MA: Harvard University Press.
Brockett, C. (2000). A Communicative Framework for Introductory Japanese Language Curricula. Honolulu: University of Hawai'i Press.
Brumfit, C.J. & Johnson, K. (1979). (eds.). The Communicative Approach to Language Teaching. Oxford: Oxford University Press.
Bygate, M. (2001). Researching Pedagogic Tasks: Second Language Learning, Teaching, and Testing. London: Longman.
Ellis, N. (2005). At the interface: Dynamic interactions of implicit and explicit knowledge. Studies in Second Language Acquisition 27, 305-352.
Ellis, R. (1989). Are classroom and naturalistic acquisition the same? A study of classroom acquisition of German word order rules. Studies in Second Language Acquisition 11, 305-328.
(1997). SLA Research and Language Teaching. Oxford: Oxford University Press.
(2003). Task-based Language Learning and Teaching. Oxford: Oxford University Press.
Finocciaro, M. , & Brumfit, C. (1983). The Functional-notional Approach: From Theory to Practice. Oxford: Oxford University Press.
Firth, J.R. (1957). Papers in linguistics, 1934-1951. London: Oxford University Press.
Garcia-Mayo, M. P. (ed.) (2007). Investigating Tasks in Formal Language Teaching. Clevedon: Multilingual Matters.
Griffiths, C. (ed.) (2008). Lessons from Good Language Learners. Cambridge : Cambridge University Press.
Halliday, M.A.K. (1973). Explanations in the Function of Language. London: Arnold.
Hymes, D. (1972). On communicative competence. In J.B. Pride & J. Holmes (eds), Sociolinguistics. Harmonsworth, Middlesex: Pinguin Books
Johnson, K. (1996). Language Teaching and Skill Learning. Oxford: Blackwell.
Krahnke, Karl (1987). Approaches to Syllabus Design for Foreign Language Teaching. Prentice Hall Regents: Englewood Cliffs.
Lightbown, P. (1983). Exploring relation between developmental and instructional sequences. In H. G. Seliger & M. H. Long (eds.), Classroom Oriented Research in Second Language Acquisition pp. 217-43. Rowley, MA: Newbury House.
Long, M. H. (2000). Focus on form in task-based language teaching. In R. Lambert & E Shohamy (eds.), Language Policy and Pedagogy: Essays in honor of Ronald Walton, 181-96. Amsterdam: John Benjamins.
(2005). (ed.) Second Language Need Analysis. New York: Cambridge University Press.
(2007) Problems in SLA. Mahwah, NJ: Lwrence Frlbaum.
(2009). Language teaching. In Long, M.H. and C.J. Doughty (eds.), The Handbook of Language Teaching, 3-5.Wiley-Blackwell Publishing.
Long, M. H. & Crookes, G. (1993). Units of analysis in syllabus design: The case of task. In G. Crookes & S. Gass (eds.), Tasks in a Pedagogic Context , 9-64. Clevedon: Multilingual Matters.
Long, M.H. and C. J. Doughty (eds.) (2009). The Handbook of Language Teaching.London: Wiley-Blackwell Publishing.
Long, M.H. and Robinson, P. (1998). Focus on form: Theory, research and practice. In C.J. Doughty & J. Williams (eds.), Focus on form in Classroom SLA, pp. 15-41. New York: Cambridge University Press.
Nunan, D. (1996). Atlas. Boston, MA: Heinle and Heinle.
(1999). Syllabus Design. Oxford University Press.
(ed.) (2003). Practical English Language Teaching. Mc Graw Hill.
(2004). Task-based Language Teaching. Cambridge: Cambridge University Press.
Palmer, H. (1922). The Scientific Study and Teaching of Language. London: Harrap.
Pienamann, M, (1989). Is language teachable?. Applied Linguistics 10, 52-79.
Robinson, P. (1995). Task complexity and second language narrative discourse. Learning 45, 99-140.
(1996a). Consciousness, Rules and Instructed Second Language Acquisition. New York: Peter Lang.
(2001). Task complexity, task difficulty and task production: Exploring interactions in a componential framework. Applied linguistics 22, 27-58.
(2003a). attention and memory during SLA. In C.J. Doughty and M.H. Long (eds.) , The Handbook of Second Language Acquisition. Blackwell Publishing.
(2003b). The cognition hypothesis of adult, task-based language learning. Second Language Studies 21, 45-107.
(2005). Aptitude and second language acquisition. Annual Review of Applied Linguistics 25, 46-73.
(2007). Criteria for classifying and sequencing pedagogic tasks. In Garcia-Mayo, M. P. (ed.) , Investigating Tasks in Formal Language Teaching, pp.7-27. Clevedon: Multilingual Matters.
(2009). Syllabus Design. In Long, M.H. and C.J. Doughty (eds.), The Handbook of Language Teaching, pp. 294-311.Wiley-Blackwell Publishing.
Skehan, P. (1996). A framework for task-based approaches to instruction. Applied Linguistics 17, 34-59.
(1998). A Cognitive Approach to Language Learning. Oxford: Oxford University Press.
Skehan, P. and Foster, P. (2001). Cognition and tasks. In Robinson, P. (ed.), Cognition and Second Language Instruction, 183-205. Cambridge: Cambridge University Press.
Van den Branden, K.(ed) 2006. Task-based Language Education; From Theory to Practice Cambridge. Cambridge University Press.
Wilkins, D. (1976). Notional syllabuses. Oxford: Oxford University Press.
Willis, d. (1990). The Lexical Hypothesis: A New Approach to Language Teaching. London: Collins.
Willis, d. & J. Willis (2007) Doing Task-based Teaching. . Oxford: Oxford University Press.
Yalden, J. (1983). The Communicative Syllabus: Evolution, Design, and Implementation. Oxford: Pergamon.
)