Part III - Instructional Perspectives
Published online by Cambridge University Press: 22 April 2020
Summary
A summary is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
- Type
- Chapter
- Information
- Lessons from Good Language Teachers , pp. 187 - 312Publisher: Cambridge University PressPrint publication year: 2020
References
References
Alcon, E. (2000). Desarrollo de la competencia discursiva oral en el aula de lenguas extranjeras: Perspectives metodológicas y de investigación. In Muñoz, C. (Ed.), La adquisición de segundas lenguas en el medio escolar (pp. 105–128). Madrid: Ariel.Google Scholar
Alemi, M., & Haeri, N. (2017). Pragmatic instruction through RALL and game-based instruction: Effects on young EFL learners’ acquisition of speech acts. Unpublished manuscript. Tehran, Iran: Sharif University of Technology.Google Scholar
Alemi, A., & Tajeddin, Z. (2013). Pragmatic rating of L2 refusal: Criteria of native and nonnative English teachers. TESL Canada Journal, 37, Special Issue 7, 63–81.Google Scholar
Alemi, M., Tajeddin, Z., & Davoodizadeh, A. (2017). The effect of game-based instruction on elementary school students’ acquisition of request in L2 English. Unpublished manuscript. Tehran, Iran: Islamic Azad University, West Tehran Branch.Google Scholar
Bachman, L.F. (1990). Fundamental considerations in language testing. Oxford: Oxford University Press.Google Scholar
Borg, S., & Sanchez, H. S. (2020). Cognition and good language teachers. In Griffiths, C. & Tajeddin, Z. (Eds.), Lessons from good language teachers (pp. 16–27). Cambridge: Cambridge University Press.Google Scholar
Celce-Murcia, M., Dörnyei, Z., & Thurrell, S. (1995). Communicative competence: A pedagogically motivated model with content specifications. Issues in Applied Linguistics, 6(2), 5–35.Google Scholar
Chen, X., Ye, L., & Zhang, Y. (1995). Refusing in Chinese. In Kasper, G. (Ed.), Pragmatics of Chinese as a native and target language (pp. 119–163). Honolulu, HI: University of Hawai’i Press.Google Scholar
Cohen, A. D. (2005). Strategies for learning and performing L2 speech acts. Intercultural Pragmatics, 2(3), 275–301.Google Scholar
Cohen, A. D. (2016). The teaching of pragmatics by native and nonnative language teachers: What they know and what they report doing. Studies in Second Language Learning and Teaching, 6(4), 561–585.CrossRefGoogle Scholar
Cohen, A. D., & Olshtain, E. (1993). The production of speech acts by EFL Learners. TESOL Quarterly, 27(1), 33–56.Google Scholar
Eslami, Z. R. (2011). In their own voices: Reflections of native and nonnative English speaking TESOL graduate students on on-line pragmatic instruction to EFL Learners. TESL-EJ, 15(2).Google Scholar
Eslami-Rasekh, Z. (2005). Raising the pragmatic awareness of language learners. ELT Journal, 59(3), 199–208.Google Scholar
Eslami-Rasekh, Z., Eslami-Rasekh, A., & Fatahi, A. (2004). The effect of explicit metapragmatic instruction on the speech act awareness of advanced EFL students. TESL-EJ, 8(2).Google Scholar
Ishihara, N. (2007). Web-based curriculum for pragmatics instruction in Japanese as a foreign language: An explicit awareness-raising approach. Language Awareness, 16(1), 21–40.Google Scholar
Ishihara, N. (2011). Co-constructing pragmatic awareness: Instructional pragmatics in EFL teacher development in Japan. TESL-EJ, 15(2).Google Scholar
Johnson, K. E. (2009). Second language teacher education: A sociocultural perspective. New York, NY: Routledge.Google Scholar
Karatepe, Ҫ. (2001). Pragmalinguistic awareness in EFL teacher training. Language Awareness, 10(2&3), 178–188.CrossRefGoogle Scholar
Kasper, G., & Rose, K. R. (2002). Pragmatic development in a second language. Language Learning, 52, Supplement 1.Google Scholar
Kubota, M. (1996). Acquaintance or fiancee: Pragmatic differences in requests between Japanese and Americans. Working Papers in Educational Linguistics, 12(1), 23–38.Google Scholar
Kumaravadivelu, B. (2006). TESOL methods: Changing tracks, challenging trends. TESOL Quarterly, 40(1), 59–81.Google Scholar
Liu, T. Y., & Chu, Y. L. (2010). Using ubiquitous games in an English listening and speaking course: Impact on learning outcomes and motivation. Computers & Education, 55(2), 630–643.Google Scholar
Matsuura, H. (1998). Japanese EFL learners’ perception of politeness in low imposition requests. JALT Journal, 20(1), 33–48.Google Scholar
Rose, K. R., & Kasper, G. (Eds.). (2001). Pragmatics in language teaching. New York, NY: Cambridge University Press.CrossRefGoogle Scholar
Taguchi, N. (2011). Rater variation in the assessment of speech acts. Pragmatics, 21(3), 453–471.Google Scholar
Tajeddin, Z., & Alemi, M. (2014a). Criteria and bias in native English teachers’ assessment of l2 pragmatic appropriacy: Content and FACETS analyses. The Asia-Pacific Education Researcher, 23(3), 425–434.CrossRefGoogle Scholar
Tajeddin, Z., & Alemi, M. (2014b). Pragmatic rater training: Does it affect non-native L2 teachers’ rating accuracy and bias? Iranian Journal of Language Testing, 4(1), 66–83.Google Scholar
Tajeddin, Z., & Dabbagh, A. (2015). Interlanguage pragmatic test tasks: Does a low-stakes test have washback to L2 teachers and learners? The Journal of Asia TEFL, 12(4), 129–158.Google Scholar
Tajeddin, Z., & Zand Moghadam, A. (2012). Interlanguage pragmatic motivation: Its construct and impact on speech act production. RELC Journal, 43(3) 353–372.Google Scholar
Takahashi, S. (2001). The role of input enhancement in developing pragmatic competence. In Rose, K. R. & Kasper, G. (Eds.), Pragmatics in language teaching (pp. 171–199). Cambridge: Cambridge University Press.CrossRefGoogle Scholar
van Compernolle, R. A., & Henery, A. (2014). Instructed concept appropriation and L2 pragmatic development in the classroom. Language Learning, 64(3), 549–578.Google Scholar
Vásquez, C., & Sharpless, D. (2009). The role of pragmatics in the master’s TESOL curriculum: Findings from a nationwide survey. TESOL Quarterly, 43(1), 5–28.Google Scholar
Wolfson, N. (1983). An empirically based analysis of complimenting in American English. In Wolfson, N. & Judd, E. (Eds.), Sociolinguistics and language acquisition (pp. 82–95). Rowley, MA: Newbury House.Google Scholar
Yang, H. C., & Zapata-Rivera, D. (2009). An exploratory study into interlanguage pragmatics of requests: A game of persuasion. ETS Research Report Series RR-09–13. Princeton, NJ: ETS.Google Scholar
Yildiz Eikin, M. T., & Damar, A. E. (2013). Pragmatic awareness of teacher trainees and their reflections on pragmatic practices. ELT Journal, 59(3), 199–208.Google Scholar
References
Alderson, J. C. (2007). Judging the frequency of English words. Applied Linguistics, 28(3), 383–409.Google Scholar
Borg, S. (2015). Language teacher cognition bibliography. University of Leeds. Retrieved from: www.education.leeds.ac.uk/people/academic/borg.Google Scholar
Coxhead, A. (2000). A new academic word list. TESOL Quarterly, 34(2), 213–238.CrossRefGoogle Scholar
Dang, T. N. Y. (2018). The hard science spoken word list. ITL – International Journal of Applied Linguistics, 169(1), 44–71.CrossRefGoogle Scholar
Dang, T. N. Y., Coxhead, A., & Webb, S. (2017). The academic spoken word list. Language Learning, 67(4), 959–997.Google Scholar
Dang, T. N. Y., & Webb, S. (2016). Making an essential word list. In Nation, I. S. P. (Ed.), Making and using word lists for language learning and testing (pp. 153–167). Amsterdam: John Benjamins.Google Scholar
Gairns, R., & Redman, S. (1986). Working with words: A guide to teaching and learning vocabulary. Cambridge: Cambridge University Press.Google Scholar
Gardner, D., & Davies, M. (2014). A new academic vocabulary list. Applied Linguistics, 35(3), 305–327.Google Scholar
Heatley, A., Nation, I. S. P., & Coxhead, A. (2002). Range: A program for the analysis of vocabulary in texts. Victoria University Wellington. Retrieved from: www.victoria.ac.nz/lals/about/staff/paul-nation.Google Scholar
Laufer, B., & Ravenhorst-Kalovski, G. C. (2010). Lexical threshold revisited: Lexical text coverage, learners’ vocabulary size and reading comprehension. Reading in a Foreign Language, 22(1), 15–30.Google Scholar
Nation, I. S. P. (2007). The four strands. Innovation in Language Learning and Teaching, 1(1), 1–12.Google Scholar
Nation, I. S. P. (2012). The BNC/COCA word family lists. Victoria University Wellington. Retrieved from: www.victoria.ac.nz/lals/about/staff/paul-nation.Google Scholar
Nation, I. S. P. (2013). Learning vocabulary in another language (2nd ed.). Cambridge: Cambridge University Press.Google Scholar
Nation, I. S. P., & Moir, J. (2008). Vocabulary learning and the good language learner. In Griffiths, C. (Ed.), Lessons from good language learners. Cambridge: Cambridge University Press.Google Scholar
Nation, I. S. P., & Webb, S. (2011). Researching and analyzing vocabulary. Boston, MA: Heinle, Cengage Learning.Google Scholar
Schmitt, D., Schmitt, N., & Mann, D. (2011). Focus on vocabulary (2nd ed.). London: Pearson Education.Google Scholar
Schmitt, N., Jiang, X., & Grabe, W. (2011). The percentage of words known in a text and reading comprehension. The Modern Language Journal, 95(1), 26–43.Google Scholar
van Zeeland, H., & Schmitt, N. (2013). Lexical coverage in L1 and L2 listening comprehension: The same or different from reading comprehension? Applied Linguistics, 34(4), 457–479.Google Scholar
Webb, S. A., & Chang, A. C.-S. (2012). Second language vocabulary growth. RELC Journal, 43(1), 113–126.Google Scholar
Webb, S. & Nation, I. S. P. (2008). Evaluating the vocabulary load of written text. TESOLANZ Journal, 16, 1–10.Google Scholar
Webb, S., & Nation, I. S. P. (2017). How vocabulary is learned. Oxford: Oxford University Press.Google Scholar
Webb, S., Sasao, Y., & Ballance, O. (2017). The updated Vocabulary Levels Test. ITL – International Journal of Applied Linguistics, 168(1), 34–70.Google Scholar
References
Bade, M. (2008). Grammar and good language learners. In Griffiths, C. (Ed.). Lessons from good language learners (pp. 174–184). Cambridge: Cambridge University Press.Google Scholar
DeKeyser, R. (1998). Beyond focus on form: Cognitive perspectives on learning and practicing second language grammar. In Doughty, C. & Williams, J. (Eds.), Focus on form in classroom second language acquisition (pp. 42–63). Cambridge: Cambridge University Press.Google Scholar
DeKeyser, R. (2007). Skill acquisition theory. In VanPatten, B. & Williams, J. (Eds.), Theories in second language acquisition: An introduction (pp. 97–113). Mahwah, NJ: Lawrence Erlbaum.Google Scholar
DeKeyser, R. (2010). Cognitive-psychological processes in second language learning. In Long, M. & Doughty, C. (Eds.), The handbook of language teaching (pp. 119–138). Oxford: Wiley-Blackwell.Google Scholar
Doughty, C., & Williams, J. (1998). Pedagogical choices in focus on form. In Doughty, C. & Williams, J. (Eds.), Focus on form in classroom second language acquisition (pp. 197–261). Cambridge: Cambridge University Press.Google Scholar
Ellis, N. (2007). The associative-cognitive CREED. In VanPatten, B. & Williams, J. (Eds.), Theories in second language acquisition: An introduction (pp. 77–95). Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Ellis, R. (1997). SLA research and language teaching. Oxford: Oxford University Press.Google Scholar
Ellis, R. (2003). Task-based language teaching and learning. Oxford: Oxford University Press.Google Scholar
Ellis, R. (2006). Current issues in the teaching of grammar: An SLA perspective. TESOL Quarterly, 40(1), 83–107.Google Scholar
Ellis, R. (2009). Implicit and explicit learning, knowledge and instruction. In Ellis, R., Loewen, S., Elder, C., Erlam, R. M., Philp, J., & Reinders, H. (Eds.), Implicit and explicit knowledge in second language learning, testing and teaching (pp. 3–25). Bristol, UK: Multilingual Matters.Google Scholar
Ellis, R. (2016). Focus on form: A critical review. Language Teaching Research, 20(3), 405–428.Google Scholar
Hinkel, E. (Ed.). (2016). Teaching grammar to speakers of other languages. London: Routledge.Google Scholar
Krashen, S. (1982). Principles and practice in second language acquisition. New York, NY: Prentice Hall.Google Scholar
Lantolf, J., & Thorne, S. (2007). Sociocultural theory and second language learning. In VanPatten, B. & Williams, J. (Eds.), Theories in second language acquisition: An introduction (pp. 201–224). Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Larsen-Freeman, D. (2003). Teaching language: From grammar to grammaring. Toronto: Thomson and Heinle.Google Scholar
Larsen-Freeman, D. (2010). Teaching and testing grammar. In Long, M. & Doughty, C. (Eds.), The handbook of language teaching (pp. 518–542). Oxford: Wiley-Blackwell.Google Scholar
Larsen-Freeman, D. (2015). Research into practice: Grammar learning and teaching. Language Teaching, 48(2), 263–280.Google Scholar
Lightbown, P. (1998). The importance of timing in focus on form. In Doughty, C. & Williams, J. (Eds.), Focus on form in classroom second language acquisition (pp. 177–196). Cambridge: Cambridge University Press.Google Scholar
Loewen, S. (2011). Focus on form. In Hinkel, E. (Ed.), Handbook of research in second language teaching and learning (Vol. 2) (pp. 577–592). New York, NY: Routledge.Google Scholar
Loewen, S. (2015). Introduction to instructed second language acquisition. New York, NY: Routledge.Google Scholar
Long, M. (1983). Does second language instruction make a difference? TESOL Quarterly, 17(3), 359–382.CrossRefGoogle Scholar
Long, M. (1991). Focus on form: A design feature in language teaching methodology. In de Bot, K., Ginsberg, R., & Kramsch, C. (Eds.), Foreign language research in cross-cultural perspective (pp. 39–52). Amsterdam: John Benjamins.Google Scholar
Long, M. (1996). The role of the linguistic environment in second language acquisition. In Ritchie, W. & Bhatia, T. (Eds.), Handbook of second language acquisition (pp. 413–468). New York, NY: Academic Press.Google Scholar
Nassaji, H. (2017). Grammar acquisition. In Loewen, S. & Sato, M. (Eds.), The Routledge handbook of instructed second language acquisition (pp. 205–223). New York, NY: Routledge.CrossRefGoogle Scholar
Nassaji, H., & Fotos, S. (2010). Teaching grammar in second language classrooms: Integrating form-focused instruction in communicative context. London: Routledge.Google Scholar
Nassaji, H., & Kartchava, E. (2020). Corrective feedback and good language teachers. In Griffiths, C. & Tajeddin, Z. (Eds.), Lessons from good language teachers (pp. 151–163). Cambridge: Cambridge University Press.Google Scholar
Pawlak, M. (2006). The place of form-focused instruction in the foreign language classroom. Poznań, Poland: Adam Mickiewicz University Press.Google Scholar
Pawlak, M. (2013). Principles of instructed language learning revisited: Guidelines for effective grammar teaching in the foreign language classroom. In Droździał-Szelest, K. & Pawlak, M. (Eds.), Psycholinguistic and sociolinguistic perspectives on second language learning and teaching: Studies in honor of Waldemar Marton (pp. 199–220). Heidelberg: Springer.CrossRefGoogle Scholar
Pawlak, M. (2014). Error correction in the foreign language classroom: Reconsidering the issues. Heidelberg: Springer.CrossRefGoogle Scholar
Pawlak, M. (2016). The role of autonomy in learning and teaching foreign language grammar. In Pawlak, M., Mystkowska-Wiertelak, A., & Bielak, J. (Eds.), Autonomy in second language learning: Managing the resources (pp. 3–19). Heidelberg: Springer.Google Scholar
Pawlak, M. (2017). Individual difference variables as mediating influences on success or failure in form-focused instruction. In Piechurska-Kuciel, E., Szymańska-Czaplak, E., & Szyszka, M. (Eds.), At the crossroads: Challenges of foreign language learning (pp. 75–92). Heidelberg: Springer Nature.Google Scholar
Pawlak, M. (2020). Individual differences and good language teachers. In Griffiths, C. & Tajeddin, Z. (Eds.), Lessons from good language teachers (pp. 121–132). Cambridge: Cambridge University Press.Google Scholar
Pienemann, M. (2007). Processability theory. In VanPatten, B. & Williams, J. (Eds.), Theories in second language acquisition: An introduction (pp. 137–154). Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(1), 17–46.Google Scholar
Skehan, P. (1998). A cognitive approach to language learning. Oxford: Oxford University Press.Google Scholar
Swain, M. (2000). The output hypothesis and beyond: Mediating acquisition through collaborative dialogue. In Lantolf, J. (Ed.), Sociocultural theory and second language learning (pp. 97–114). Oxford: Oxford University Press.Google Scholar
VanPatten, B. (2017). Processing instruction. In Loewen, S. & Sato, M. (Eds.), The Routledge handbook of instructed second language acquisition (pp. 166–180). New York, NY: Routledge.Google Scholar
References
Biesta, G., & Tedder, M. (2007). Agency and learning in the lifecourse: Towards an ecological perspective. Studies in the Education of Adults, 39(2), 132–149.Google Scholar
Borg, S. (1994). Language awareness as methodology: Implications for teachers and teacher trainers. Language Awareness, 3(2), 61–71.Google Scholar
Canagarajah, A. S. (Ed.). (2005). Reclaiming the local in language policy and practice. Mahwah, NJ: Lawrence Erlbaum.CrossRefGoogle Scholar
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Earlbaum.Google Scholar
Celce-Murcia, M., Brinton, D. & Goodwin, J. (2010). Teaching pronunciation: A course book and reference guide (2nd ed.). Cambridge: Cambridge University Press.Google Scholar
Cullen, R. (1994). Incorporating a language improvement component in teacher training programmes. ELT Journal, 48(2), 162–172.Google Scholar
Derwing, T., & Munro, M. (2005). Second language accent and pronunciation teaching: A research-based approach. TESOL Quarterly, 39(3), 379–397.Google Scholar
de Saint Lèger, D. (2009). Self-assessment of speaking skills and participation in a foreign language class. Foreign Language Annals, 42(1), 158–177.Google Scholar
Dickerson, W. (1994). Empowering students with predictive skills. In Morley, J. (Ed.), Pronunciation pedagogy and theory: New views, new directions (pp. 17–33). Alexandria, VA: TESOL Publications.Google Scholar
Golombek, P., & Jordan, S. (2005). Becoming “black lambs” not “parrots”: A poststructuralist orientation to intelligibility and identity. TESOL Quarterly, 39(3), 513–533.Google Scholar
Hahn, L., & Dickerson, W. (1999). Speechcraft: Discourse pronunciation for advanced learners. Ann Arbor, MI: University of Michigan Press.CrossRefGoogle Scholar
Jenkins, J. (2000). The phonology of English as an international language. Oxford: Oxford University Press.Google Scholar
Kamhi-Stein, L. (1999). Preparing non-native professionals in TESOL: Implications for teacher education programs. In Braine, G. (Ed.), Nonnative educators in English language teaching (pp. 145–158). London: Routledge.Google Scholar
Levis, J. (2005). Changing contexts and shifting paradigms in pronunciation teaching. TESOL Quarterly, 39(3), 369–378.Google Scholar
Levis, J., Sonsaat, S., Link, S., & Barriuso, T. (2016). Native and nonnative teachers of L2 pronunciation: Effects on learner performance. TESOL Quarterly, 50(4), 894–931.Google Scholar
Morgan, B. (2004). Teacher identity as pedagogy: Towards a field-internal conceptualization of bilingual and second language education. Bilingual Education and Bilingualism, 7(2 & 3), 172–188.Google Scholar
Murphy, J. (2014). Intelligible, comprehensible, non-native models in ESL/EFL pronunciation teaching. System, 42(1), 258–269.Google Scholar
Rogers, R., & Wetzel, M. (2013). Studying agency in literacy teacher education: A layered approach to positive discourse analysis. Critical Inquiry in Language Studies, 10(1), 62–92.CrossRefGoogle Scholar
Sardegna, V. (2011). Pronunciation learning strategies that improve ESL learners’ linking. In Levis, J. & LeVelle, K. (Eds.), Proceedings of the 2nd Pronunciation in Second Language Learning and Teaching Conference, Sept. 2010 (pp. 105–121). Ames, IA: Iowa State University.Google Scholar
Sardegna, V. (2012). Learner differences in strategy use, self-efficacy beliefs, and pronunciation improvement. In Levis, J. & LeVelle, K. (Eds.), Proceedings of the 3rd Pronunciation in Second Language Learning and Teaching Conference, Sept. 2011 (pp. 39–53). Ames, IA: Iowa State University.Google Scholar
Sardegna, V., Fu-Hao, W., & Ghosh, M. (2016). Integrating pronunciation with presentation skills. In Jones, T. (Ed.), Pronunciation in the classroom: The overlooked essential (pp. 43–56). Alexandria, VA: TESOL Press.Google Scholar
Sardegna, V., & McGregor, A. (2013). Scaffolding students’ self-regulated efforts for effective pronunciation practice. In Levis, J. & LeVelle, K. (Eds.), Proceedings of the 4th Pronunciation in Second Language Learning and Teaching Conference, Aug. 2012 (pp. 182–193). Ames, IA: Iowa State University.Google Scholar
Sardegna, V., & McGregor, A. (2017). Oral communication for international graduate students and teaching assistants. In Murphy, J. (Ed.), Teaching the pronunciation of English: Focus on whole courses (pp. 130–154). Ann Arbor, MI: University of Michigan Press.Google Scholar
Thomas, D. (2006). A general inductive approach for analyzing qualitative evaluation data. American Journal of Evaluation, 27(2), 237–246.Google Scholar
Zeichner, K. (2010). Rethinking the connections between campus courses and field experiences in college- and university-based teacher education. Journal of Teacher Education, 61(1), 89–99.Google Scholar
References
Anderson, J. (2010). Cognitive psychology and its implications (7th ed.). New York, NY: Worth.Google Scholar
Borg, S., & Sanchez, H. S. (2020). Cognition and good language teachers. In Griffiths, C. & Tajeddin, Z. (Eds.), Lessons from good language teachers (pp. 16–27). Cambridge: Cambridge University Press.Google Scholar
Clarke, D., & Hollingsworth, H. (2002). Elaborating a model of teacher professional growth. Teaching and Teacher Education, 18(8), 947–967.Google Scholar
Cordingley, P. (2015). The contribution of research to teachers’ continuing professional learning and development. Oxford Review of Education, 41, 1–19.Google Scholar
Department for Education (2011). Teachers’ standards. GOV.UK. Retrieved from: www.gov.uk/government/publications/teachers-standards.Google Scholar
Ellis, R. (1997). SLA and language pedagogy: An educational perspective. Studies in Second Language Acquisition, 20(1), 69–92.Google Scholar
Field, J. (2008). Listening in the language classroom. Cambridge: Cambridge University Press.Google Scholar
Goh, C., & Taib, Y. (2006). Metacognitive instruction in listening for young learners. ELT Journal, 60(3), 222–232.Google Scholar
Golombek, P., & Johnson, K. (2004). Narrative enquiry as mediational space: Examining emotional and cognitive dissonance in second-language teachers’ development. Teachers and Teaching: Theory and Practice, 10(3), 307–327.CrossRefGoogle Scholar
Graham, S., & Macaro, E. (2008). Strategy instruction in listening for lower-intermediate learners of French. Language Learning, 58, 747–783.CrossRefGoogle Scholar
Graham, S., & Santos, D. (2015). Strategies for second language listening: Current scenarios and improved pedagogy. Basingstoke, UK: Palgrave.Google Scholar
Graham, S., Santos, D., & Francis-Brophy, E. (2014). Teacher beliefs about listening in a foreign language. Teaching and Teacher Education, 40(1), 44–60.Google Scholar
Graham, S., Santos, D., & Vanderplank, R. (2008). Listening comprehension and strategy use: A longitudinal exploration. System, 36(1), 52–68.Google Scholar
Graham, S., Santos, D., & Vanderplank, R. (2011). Exploring the relationship between listening development and strategy use. Language Teaching Research, 15(4), 435–456.Google Scholar
Rankin, J., & Becker, F. (2006). Does reading the research make a difference? A case study of teacher growth in FL German. The Modern Language Journal, 90(3), 353–372.Google Scholar
Richards, J. C. (2008). Second language teacher education today. RELC Journal, 39(2), 158–177.Google Scholar
Santos, D., & Graham, S. (2018). What teachers say about listening and its pedagogy: A comparison between two countries. In Burns, A. & Siegel, J. (Eds.), International perspectives on teaching skills in ELT (pp. 21–35). London: Palgrave Macmillan.Google Scholar
Siegel, J. (2014). Exploring L2 listening instruction: Examinations of practice. ELT Journal, 68(1), 22–30.Google Scholar
Vandergrift, L. (2003). Orchestrating strategy use: Toward a model of the skilled second language listener. Language Learning, 53(3), 463–496.Google Scholar
Vandergrift, L., & Goh, C. (2012). Teaching and learning second language listening: Metacognition in action. Abingdon, UK: Routledge.Google Scholar
Vandergrift, L., & Tafaghodtari, M. (2010). Teaching L2 learners how to listen does make a difference: An empirical study. Language Learning, 60(2), 470–497.Google Scholar
Whitehouse, C. (2011). Effective continuing professional development for teachers. Manchester: AQA. Retrieved from: https://cerp.aqa.org.uk/sites/default/files/pdf_upload/CERP-RP-CW-19052011.pdf.Google Scholar
References
Cohen, A. D., & Fass, L. (2001). Oral language instruction: Teacher and learner beliefs and the reality in EFL classes at a Colombian university. Mikala (Journal of Language and Culture, Universidad de Antioquia), 6, 43–62.Google Scholar
Coultas, V. (2012). Classroom talk: Are we listening to teachers’ voices? English in Education, 46(2), 175–189.Google Scholar
Goh, C., & Burns, A. (2012). Teaching speaking: A holistic approach. New York, NY: Cambridge University Press.Google Scholar
Goh, C., Zhang, L., Ng, C. H., & Koh, G. K. (2005). Knowledge, beliefs and syllabus implementation: A study of English language teachers in Singapore. Singapore: Graduate Programmes and Research Office, National Institute of Education, Nanyang Technological University.Google Scholar
Hall, J. K., & Walsh, M. (2002). Teacher student interaction and language learning. Annual Review of Applied Linguistics, 22, 186–203.Google Scholar
Mercer, N. (2000). Words and minds: How we use language to think together. New York, NY: Routledge.Google Scholar
Nakatani, Y. (2005). The effects of awareness-raising training on oral communication strategy use. The Modern Language Journal, 89(1), 76–91.Google Scholar
Oliver, R., Haig, Y., & Rochecouste, J. (2005). Communicative competence in oral language assessment. Language and Education, 19(3), 212–222.Google Scholar
Tan, Y. H., & Tan, S. C. (2010). A metacognitive approach to enhancing Chinese language speaking skills with audioblogs. Australasian Journal of Educational Technology, 26(7), 1075–1089.Google Scholar
References
Barton, D., & Lee, C. (2011). Literacy studies. In Wodak, R., Johnson, B., & Kerswill, P. (Eds.), The Sage handbook of sociolinguistics (pp. 598–611). London: Sage.Google Scholar
Canagarajah, A. S. (2000). Negotiating ideologies through English: Strategies from the periphery. In Ricento, T. (Ed.), Ideology, politics and language policies: Focus on English (pp. 121–132). Amsterdam: John Benjamins.Google Scholar
Chen, X., Dronjic, V., & Helms-Park, R. (2016). Reading in a second language: Cognitive and psycholinguistic issues. London: Routledge.Google Scholar
Gibson, J. (1979). The ecological approach to visual perception. Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Grabe, W., & Stoller, F. (2011). Teaching and researching reading (2nd ed.). Harlow, UK: Pearson Education.Google Scholar
Holliday, A. (1994). Appropriate methodology and social context. New York, NY: Cambridge University Press.Google Scholar
Hutchinson, T. (2002). Project plus (student’s book). Oxford: Oxford University Press.Google Scholar
Kramsch, C. (2009). The multilingual subject: What foreign language learners say about their experience and why it matters. Oxford: Oxford University Press.Google Scholar
Masuhara, H. (2013). Materials for developing reading skills. In Tomlinson, B. (Ed.), Developing materials for language teaching (pp. 365–389). London: Bloomsbury.Google Scholar
Nissani, M., & Lohani, S. (2008). Flax-golden tales: An interdisciplinary approach to learning English. Kathmandu: EKTA Books.Google Scholar
Roach, K. (2018). Reading as a social practice for adult migrants: Talk around text. In Burns, A. & Siegel, J. (Eds.), International perspectives on teaching the four skills in ELT (pp. 179–190). Cham, Switzerland: Palgrave Macmillan.Google Scholar
Tin, T. B. (2014). A look into the local pedagogy of an English language classroom in Nepal. Language Teaching Research, 18(3), 397–417.Google Scholar
Tin, T. B. (2016). Stimulating student interest in language learning: Theory, research and practice. London: Palgrave Macmillan.Google Scholar
van Lier, L. (2000). From input to affordance: Social interactive learning from an ecological perspective. In Lantolf, J. P. (Ed.), Sociocultural theory and second language learning (pp. 245–259). Oxford: Oxford University Press.Google Scholar
References
Borg, S. (2006). Teacher cognition and language education: Research and practice. London: Continuum.Google Scholar
Brown, H. D., & Lee, H. (2015). Teaching by principles: An interactive approach to language pedagogy. London: Pearson Education.Google Scholar
Campion, G. C. (2016). “The learning never ends”: Exploring teachers’ views on the transition from General English to EAP. Journal of English for Academic Purposes, 23(1), 59–70.Google Scholar
Ferris, D. (2012). Writing instruction. In Richards, J. C. & Burns, A. (Eds.), Cambridge guide to pedagogy and practice in second language teaching (pp. 226–235). Cambridge: Cambridge University Press.Google Scholar
Flowerdew, L. (2000). Using a genre-based framework to teach organizational structure in academic writing. ELT Journal, 54(4), 369–378.Google Scholar
Griffiths, C. (2016). Strategies for developing English language writing skills – overall and individual perspectives. Asian EFL Journal, 18(3), 85–103.Google Scholar
Hedge, T. (2000). Teaching and learning in the language classroom. Oxford: Oxford University Press.Google Scholar
Hyland, K. (2013). Writing in universities: Education, knowledge and reputation. Language Teaching, 46(1), 53–70.Google Scholar
Johnson, K. E. (2009). Second language teacher education: A socio-cultural perspective. New York, NY: Routledge.Google Scholar
Kellogg, R.T. (1996). A model of working memory in writing. In Levy, C. M. & Randsell, S. (Eds.), The science of writing: Theories, methods, individual differences and applications (pp. 57–72). Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Lave, J., & Wenger, E. (1991). Situated learning legitimate peripheral participation. Cambridge: Cambridge University Press.Google Scholar
McIntyre, D. (2005). Bridging the gap between research and practice. Cambridge Journal of Education, 35(3), 357–82.Google Scholar
Paltridge, B. (2001). Genre and the language learning classroom. Ann Arbor, MI: University of Michigan Press.Google Scholar
Silva, T. (1993). Toward an understanding of the distinct nature of L2 writing: The ESL research and its implications. TESOL Quarterly, 27(4), 657–677.Google Scholar
Swales, J. (1990). Genre analysis: English in academic and research settings. Cambridge: Cambridge University Press.Google Scholar
Tavakoli, P. (2015). Connecting research and practice in TESOL: A community of practice perspective. RELC Journal, 46(1), 37–52.Google Scholar
Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge: Cambridge University Press.Google Scholar
Wenger-Trayner, E., & Wenger-Trayner, B. (2015) Communities of practice: A brief introduction. Retrieved from: https://wenger-trayner.com/wp-content/uploads/2015/04/07-Brief-introduction-to-communities-of-practice.pdf.Google Scholar
References
Benson, P. (2000). Autonomy as a learners’ and teachers’ right. In Sinclair, B., McGrath, I., & Lamb, T. (Eds.), Learner autonomy, teacher autonomy: Future directions (pp. 111–117). London: Longman.Google Scholar
Benson, P. (2010). Teacher education and teacher autonomy: Creating spaces for experimentation in secondary school English language teaching. Language Teaching Research, 14(3), 259–275.Google Scholar
Danielson, C. (2007). Enhancing professional practice: A framework for teaching. Alexandria, VA: ASCD.Google Scholar
Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Boston, MA: Heath and Company.Google Scholar
Eaquals (n.d.). Evaluation and Accreditation of Quality Language Services (website). Retrieved from: www.eaquals.org.Google Scholar
Farrell, T. S. C. (2007). Reflective language teaching: From research to practice. London: Continuum.Google Scholar
Farrell, T. S. C. (2015). Promoting teacher reflection in second language education: A framework for TESOL professionals. New York, NY: Routledge.Google Scholar
Holliday, A. R. (2005). The struggle to teach English as an international language. Oxford: Oxford University Press.Google Scholar
Inan, B. (2014). A cross-cultural understanding of the characteristics of a good teacher. The Anthropologist, 18(2), 427–432.Google Scholar
Kubota, R., & Lin, A. M. Y. (2006). Race and TESOL: introduction to concepts and theories. TESOL Quarterly, 40(3), 471–493.Google Scholar
Kumaravadivelu, B. (1994). The postmethod condition: (E)merging strategies for second/foreign language teaching. TESOL Quarterly, 28(1), 27–48.Google Scholar
Kumaravadivelu, B. (2001). Toward a postmethod pedagogy. TESOL Quarterly, 35(4), 537–560.Google Scholar
Larsen-Freeman, D. (2000). Techniques and principles in language teaching (2nd ed.). Oxford: Oxford University Press.Google Scholar
Oder, T. (2014). English language teachers’ perceptions of professional teaching. Teacher Development, 18(4), 482–494.Google Scholar
Pennington, M. C., & Richards, J. C. (2016). Teacher identity in language teaching: Integrating personal, contextual, and professional factors. RELC Journal, 47(1), 5–23.Google Scholar
Richards, J. C. (1990). Language teaching matrix. Cambridge: Cambridge University Press.Google Scholar
Richards, J. C. (2010). Competence and performance in language teaching. RELC Journal, 41(2), 101–122.Google Scholar
Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching (2nd ed.). Cambridge: Cambridge University Press.Google Scholar
Rubin, J. (1975). What the “good language learner” can tell us. TESOL Quarterly, 9(1), 41–51.Google Scholar
Stronge, J. H., Tucker, P. D., & Hindman, J. L. (2004). Handbook for qualities of effective teachers. Alexandria, VA: ASCD.Google Scholar
Thompson, S. (2008). Defining a “good teacher.” Simply! Have you got what it takes?Modern English Teacher, 17(1), 5–25.Google Scholar
Widdowson, H. G. (1990). Approaches to language teaching. Oxford: Oxford University Press.Google Scholar
Zhao, Y. (2010). Preparing globally competent teachers: A new imperative for teacher education. Journal of Teacher Education, 61(5), 422–431.Google Scholar