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English language --- Study and teaching --- Composition and exercises. --- Germanic languages --- Anglès --- Ensenyament de llengües estrangeres
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This book addresses the validity of think-aloud protocols (TAPs) in L2 writing research through a mixed methods study and proposes effective approaches for their valid implementation. The book uncovers the reactive effects that TAPs have on L2 writing performance and processes, and examines how individual factors moderate this reactivity. It further presents and categorizes participants' perceptions regarding reactivity and veridicality. To enhance veridicality, the book identifies incomplete TAPs using retrospective verbal reports as a reference point. Recommendations for utilizing TAPs include considering participants' individual differences, recent experiences, and emotions. This book will be valuable to educators teaching methodology in second or foreign language education, applied linguistics, or writing research, and to L2 researchers or graduate students with a broad interest in research methods, process-based research, or writing studies, or planning to incorporate TAPs into their research.
Language and languages --- Applied linguistics. --- Language Education. --- Language Teaching and Learning. --- Applied Linguistics. --- Study and teaching. --- Linguistics --- Language and languages Study and teaching --- Study and teaching --- Language and education --- Language schools --- Adquisició d'una segona llengua --- Lingüística aplicada
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This book explores teachers' cognitions about the teaching of writing in English as a foreign language (EFL) and their teaching practice, as well as factors influencing the formation and reformation process of their cognition. Taking stock of Bakhtin's dialogism as the theoretical framework, the authors argue that the formation and reformation of teacher cognition is a dialogic process. A systematic analysis of participating teachers' cognition formation and re-formation process suggests the highly individual nature of teachers' cognitions. EFL researchers and teachers, teacher educators, teacher education policymakers, university administrators and EFL textbook writers could draw on the findings of the study to provide better resources to implement the teaching of EFL writing more effectively. The study has adopted a mixed-methods approach, whose quantitative results show the patterns and differences of teacher cognition among teachers of different backgrounds and with different schooling, education and working experiences. The qualitative findings show in detail teachers' cognition formation and reformation processes and the factors contributing to such processes, revealing convergence and divergence of teachers' stated cognitions, with a focus on the discrepancy between teacher cognition and teaching practice. These are useful lenses through which researchers and teachers will find significant implications for offering EFL writing instruction more effectively.
Teacher education. Teacher's profession --- Didactics of languages --- Linguistics --- talenonderwijs --- linguïstiek --- lerarenopleiding --- lesgeven
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English language --- Study and teaching --- Composition and exercises. --- Germanic languages
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In this volume researchers from Asia, Europe, the Middle East and North and South America employ a variety of theoretical perspectives and methodological approaches in their exploration of the links between identity, motivation, and autonomy in language learning. On a conceptual level the authors explore issues related to agency, metacognition, imagination, beliefs, and self. The book also addresses practice in classroom, self-access, and distance education contexts, considering topics such as teachers’ views on motivation, plurilingual learning, sustaining motivation in distance education, pop culture and gaming, study abroad, and the role of agency and identity in the motivation of pre-service teachers. The book concludes with a discussion of how an approach which sees identity, motivation, and autonomy as interrelated constructs has the potential to inform theory, practice and future research directions in the field of language teaching and learning.
Language and languages --- Second language acquisition. --- SLA. --- Second Language Acquisition. --- agency in language learning. --- autonomy and language learning. --- autonomy. --- foreign language learning. --- identity and language learning. --- identity. --- language teaching and learning. --- motivation and language learning. --- motivation. --- second language learning. --- LANGUAGE ARTS & DISCIPLINES / Study & Teaching. --- Second language learning --- Language acquisition --- Foreign language study --- Language and education --- Language schools --- Study and teaching. --- Language and languages Study and teaching --- Study and teaching
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In the complex, multilingual societies of the 21st century, codeswitching is an everyday occurrence, and yet the use of students’ first language in the English language classroom has been consistently discouraged by teachers and educational policy-makers. This volume begins by examining current theoretical work on codeswitching and then proceeds to examine the convergence and divergence between university language teachers’ beliefs about codeswitching and their classroom practice. Each chapter investigates the extent of, and motivations for, codeswitching in one or two particular contexts, and the interactive and pedagogical functions for which alternative languages are used. Many teachers, and policy-makers, in schools as well as universities, may rethink existing ’English-only’ policies in the light of the findings reported in this book.
Code switching (Linguistics) --- College students --- English language --- College life --- Universities and colleges --- University students --- Students --- Language shift --- Switching (Linguistics) --- Bilingualism --- Linguistics --- Diglossia (Linguistics) --- Language. --- Study and teaching (Higher) --- Foreign speakers. --- Foreign students --- Education --- Germanic languages --- Script switching (Linguistics) --- East Asia. --- English language. --- codeswitching. --- medium of instruction. --- teacher cognition. --- university classrooms. --- university teachers.
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