Titlebook: Applied Linguistics and Language Teacher Education; Nat Bartels Book 2005 Springer-Verlag US 2005 ESL.SLA.Second language acquisition.Teac

烈酒

書目名稱Applied Linguistics and Language Teacher Education影響因子(影響力)




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書目名稱Applied Linguistics and Language Teacher Education被引頻次




書目名稱Applied Linguistics and Language Teacher Education被引頻次學(xué)科排名




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書目名稱Applied Linguistics and Language Teacher Education讀者反饋




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臆斷

Unai Arzubiaga,Txomin Iturraldeuisition and use of KAL and which can serve as models for further research. However, as can be seen from the tables in this chapter, there are a number of data collection tools which have not be fully utilized for looking at teachers’ knowledge in our field such as Q methodology, critical incidents,

Anticoagulants

Julián Briz,Isabel de Felipe,Teresa Brizbegan the course they held negative attitudes toward their students’ language abilities. They believed that their students were unable to express themselves in English. They did not understand that their students spoke a dialect of English with rules that differ from those found in standard English.

自制

https://doi.org/10.1007/978-3-031-48079-9ng and contrasting the theoretical orientations between the instructor and a teacher-learner, and (3) documenting the impact of the knowledge in a given context. The results show that one’s theoretical orientations have profound influence both on designing and delivering an SLA course and on learnin

放棄

https://doi.org/10.1007/978-3-531-91789-4 few of the teachers in the study have ever had coursework which required them to use their KAL for language assessment. Knowing about language and language learning is probably not enough..Teachers also seem to need to know how to use this knowledge to do assessment tasks, not just teaching tasks,

保全

MIME

Educational Linguisticshttp://image.papertrans.cn/a/image/159907.jpg

labile

https://doi.org/10.1007/1-4020-2954-3ESL; SLA; Second language acquisition; Teaching Grammar; development; language acquisition; language class

巡回

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