Introduction and Stylesheets
Editorial Committee
A/P Chan Wai Meng
Prof Titima Suthiwan
Objectives of the CLS Working Paper Series
- The CLS working paper series represents a means of encouraging faculty members to actively engage in research and scholarship in areas relevant to the teaching and research objectives of the CLS.
- It provides faculty members with the opportunity to publicize their ongoing research and writing projects to their peers both within and beyond the university.
- It allows faculty members to distribute working versions of their current papers or writing projects to solicit constructive feedback and suggestions prior to a conference presentation, publication or submission to a journal.
Contributors
Contributors are expected to be members of the CLS faculty. Especially the more junior academic staff are strongly encouraged to make use of the working paper series to develop their scholarship. Visiting faculty and scholars from external institutions presenting seminars at the CLS are also welcome to publish papers under the CLS working paper series.
Scope
In the main, contributions should focus on theoretical and/or applied research in the area of second and foreign language teaching and learning. Papers on related disciplines such as psychology, language acquisition, linguistics and literature may also be accepted, especially where their impact on language teaching and learning is evident.
Submission of Papers
Contributors should submit soft and hard copies of their manuscripts, an abstract (100-150 words) and their biodata (30-40 words) to the Editorial Committee. The manuscripts should be formatted according to the guidelines listed in the next section "Style Sheet for Manuscripts". Papers may be in English or any one of the following languages: Bahasa Indonesia, Chinese (Mandarin), French, German, Japanese, Malay, Spanish, Tamil, Thai and Vietnamese. For papers written in a language other than English, the Editorial Committee reserves the right to appoint a guest editor.
Style Sheet for Manuscripts
All contributions are to be typed using a word processor (MS Word documents preferred). Pages should have a line space of 1.5 lines and a left margin of 3 cm. All other margins are to be set at 2.5 cm. Text should be typed using the font Times New Roman, 12 pt. Headings and sub-headings should be in bold lettering in Times New Roman, 13 pt. For quotations and references, please follow the APA (American Psychological Association) Style. Please refer to the following: American Psychological Association. (2001). Publication Manual of the American Psychological Association (5th ed.). Washington, D.C: Author
Footnotes should be used instead of endnotes.
Examples for quotations and references:
Direct Quotations
Wagner (1988) believes that "individuals with contradictory imperatives are frustrated and not open to change" (p. 113).
As Wagner puts it: "Individuals with contradictory imperatives feel powerless, they are frustrated and not open to change." (1988, p. 113)
However, when a quote exceeds 40 words, it has to be specially indented like this:
Reflection is a process, both individual and collaborative, involving experience and uncertainty. It is comprised of identifying questions and key elements of a matter that has emerged as significant, then taking one's thoughts into dialogue with oneself and with others. Through reflection, one reaches newfound clarity, on which one bases changes in action or disposition. (Jay/Jonhson 2002, p. 76)
Summary or Paraphrase
Wagner (1988) refers to such contradictions arising from differences between a teacher's beliefs and the imperatives of an innovation as E-knots.
Contradictions arising from differences between a teacher's beliefs and the imperatives of an innovation can severly hamper the implementation of the innovation (Wagner, 1988).
References
Books
O' Malley, J.M. & Chamot, A.U. (1990). Learning Strategies in Second Language Acquisition . Cambridge: Cambridge University Press.
Ridley, J. (1997). Developing learners' thinking skills . Dublin: Authentik.
United Nations. (1998). World Investment Report 1998: Trends and Determinants . New York and Geneva: United Nations.
Book Chapters
Breen, M.P. & Mann, S.J. (1997). Shooting arrows at the sun: Perspectives on a pedagogy for autonomy. In P. Benson & P. Voller (Eds.), Autonomy and independence in language learning (pp. 132-149). New York: Longman.
Conference Papers
Lanktree, C. & Briere, J. (1991, January). Earlydata on the trauma symptom checklist for children . Paper presented at the meeting of the American Professional Society on the Abuse of Children, San Diego, USA.
Journal Articles
Wagner, J. (1988). Innovation in foreign language teaching. AILA Review 5 , 99-117.
Magazine Articles
Underwood, A. (1999, April 26). Chemo in Question. Newsweek , p. 4.
Newspaper Articles
Singlish ‘a handicap we do not wish on S'poreans'. (1999, August 15). The Sunday Times , p. 26.
Articles on the World Wide Web
Anders, P. (2000, May 19). The Ultimate Website [On-line].
Available: http://www.anders.com