Titlebook: English Language Education and Assessment; Recent Developments David Coniam Book 2014 Springer Science+Business Media Singapore 2014 China

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書目名稱English Language Education and Assessment影響因子(影響力)




書目名稱English Language Education and Assessment影響因子(影響力)學(xué)科排名




書目名稱English Language Education and Assessment網(wǎng)絡(luò)公開度




書目名稱English Language Education and Assessment網(wǎng)絡(luò)公開度學(xué)科排名




書目名稱English Language Education and Assessment被引頻次




書目名稱English Language Education and Assessment被引頻次學(xué)科排名




書目名稱English Language Education and Assessment年度引用




書目名稱English Language Education and Assessment年度引用學(xué)科排名




書目名稱English Language Education and Assessment讀者反饋




書目名稱English Language Education and Assessment讀者反饋學(xué)科排名

漸強(qiáng)

Hong Kong Secondary School English Teachers’ Beliefs and Their Influence on the Implementation of Tald by Hong Kong secondary school English teachers and examining the influence of their beliefs on their implementation of TBLT..The present study draws curriculum developers’ attention to the power of teacher beliefs in implementing a curriculum innovation, which is often neglected when introducing

Indelible

Implementing the Innovative 2003 English Curriculum for Senior Secondary Schools in China: Teachers’ondary schools in China. Data were collected with 4 h of in-depth interviews and 16 h of classroom observation from four teachers in two schools of different standing in the city of Guangzhou, China. The study found that these teachers’ beliefs about the English language and about teaching and learn

預(yù)感

English Language Teaching in Vocational Senior Secondary Schools in Chinay in China. The qualitative study extends a quantitative study which investigated students’ English language learning motivation and their language achievement through a sample of 707 participants from the same three schools. In the current qualitative study, 23 student participants were selected fr

DRAFT

EFL Teacher Learning in the Chinese Sociocultural Contextsocial contexts. With insights supplied by Vygotsky’s sociocultural theory, an interconnected model of teachers’ professional growth was used to analyse the learning processes and relationships among the four key domains of teacher change: context, knowledge, practice, and outcomes. The findings ide

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Innovating in Tertiary Education: A Course in Language Play Contemporary English Studies at Lingnan University, Hong Kong. I outline some of the challenges involved in delivering such an innovative course in the absence of anything that might be termed a theory of language play (including uncertainty about a definition) or of any coherent teaching or readin

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Expediency

The Limits of Language Tests and Language Testing: Challenges and Opportunities Facing the College E Education/Macmillan, New York, pp 13–103, 1989; Language Testing 13:241–256, 1996) unified concept of test validity decades ago, the traditional view of testing has been shifting towards use-oriented testing. Consequences of test use are conceptualised as an integral part of a test’s validity. My p