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De la subjectivité en évaluation à une didactique des langues diversitaire ; : Pluralité, altérité, relation, réflexivité
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In: https://tel.archives-ouvertes.fr/tel-01211154 ; Linguistique. Université François Rabelais (Tours), 2014 (2014)
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VIVE LA RESSEMBLANCE! ON SOCIAL STRATEGIES FOR COLLABORATIVE LEARNING AND WEB COLLABORATION
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In: ISSN: 1107-0331 ; EISSN: 2408-025X ; JAL - The Journal Of Applied Linguistics ; https://hal.archives-ouvertes.fr/hal-01300866 ; JAL - The Journal Of Applied Linguistics, Greek Applied Linguistics Association, 2014, Special Edition in honour of Professor Angeliki Psaltou-Joycey, Volume 29, pp.24-35 ; http://www.enl.auth.gr/gala/jal_volumes.asp (2014)
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Development of patient-centric linguistically tailored psychoeducational messages to support nutrition and medication self-management in type 2 diabetes: a feasibility study
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In: PMC (2014)
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The brief in the art and design education: a multi-perspectival and mixed-methodological study
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La recerca sobre normativa: proposta general ; Research on linguistic prescription: a general proposal
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In: Treballs de Sociolingüística Catalana; Núm. 23 (2013): La sociolingüística de la variació en l’àmbit de la ll engua catalana; 269-286 (2014)
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Anonymise sound files ; Anonymisation de fichiers sonores
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HIRST, Daniel. - : Laboratoire parole et langage - UMR 7309 (LPL, Aix-en-Provence FR), 2014. : http://lpl-aix.fr, 2014
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| 9 |
Lire et écrire en saxwɛgbe: Guide pour ceux qui savent lire le français
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| 10 |
Writing in crooked lines: A dynamic analysis of writing development in neo-literate Bambara women
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A preliminary design framework for formative blended assessments in tertiary English as a foreign language (EFL) programs: an exploratory study in Saudi Arabia
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Teachers’ Reported Beliefs about the role of Grammar, and their Observed Pedagogical Practices of Foreign Languages Teaching in England
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Liviero, Sara. - : University of Exeter, 2014. : College of Social Sciences and International Studies, Graduate School of Education, 2014
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Abstract:
This ESRC funded study was set out to explore teachers’ perspectives, asking them, as research participants, to report their beliefs about the value of grammar teaching in foreign languages in England. The above aims were pursued by means of three research questions: 1. What are teachers’ beliefs about the role of grammar in foreign languages teaching? 2. How is grammar taught and used in the classroom by teachers? 3. What factors influenced the development of teachers’ pedagogical systems? My small-scale, interpretive study aimed to strongly contextualise foreign language teaching in England, aware of the difficulties to generalise from descriptive research, but also aware of the credibility that a well-documented description of the situated nature of local processes has in developing understanding of language teaching. My study planned to reinforce the contextual relevance of participants’ views and pedagogical interpretations of national policy guidelines and theoretical frameworks. From its interpretive epistemological stance, my study’s findings concerning discrete participant’s beliefs and practices in discrete contexts were therefore generalised and validated by the very situated nature of the collected data. ; The purpose of this dissertation was to investigate teachers’ beliefs about a fundamental aspect of foreign language teaching: grammar. Whilst progressively reinstated in the national curriculum and consistently sustained by foreign languages teachers’ practices, grammar’s perceived irrelevance for assessment criteria of the nationally adopted method of assessment - the General Certificate of Secondary Education – kept it caught in conflicting discourses of policy, linguistic research and teaching practices. Whilst foreign languages policy and practice kept converging towards increasing focus on forms in language education along correspondences with linguistic research, the assessment has remained focused on generic communicative, skill-focused criteria. My small-scale research aimed to find how foreign languages teachers translated grammar teaching policy and possible theoretical guidelines in their teaching practices, by collecting data through interviews, observations and think-alouds. The findings revealed disparate educational contexts, approaches, as well as interpretations of grammar teaching. It led me to realise the necessity to probe further into a much more thorough theoretical and methodological underpinning of foreign languages education. As this study concludes, the secondary foreign languages curriculum has become disapplied, and schools and teachers have been left to devise their idiosyncratic foreign language learning strategies and rationales. As foreign languages teaching becomes anchored in the primary education curricular provision, this research hopes to document the need to frame theoretical and methodological guidelines, a consistent foreign languages education rationale, leading to a consistent and convincing education and provision of future foreign language teachers. ; Economic and Social Research Council
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Keyword:
applied linguistics; educational research; Teacher cognition
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URL: http://hdl.handle.net/10871/16005
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La enseñanza de la escritura académica: Una intervención a través del currículum
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In: Martín del Campo, Beatriz ; Martínez Lorca, Manuela. La enseñanza de la escritura académica: Una intervención a través del currículum. @tic.revista d'innovació educativa; No 13 (2015): Autumn (July-December, 2014); 12-22. (2014)
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Review of M. Lacorte (ed.), The Routledge Handbook of Hispanic applied linguistics
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In: Borealis: An International Journal of Hispanic Linguistics, Vol 3, Iss 2 (2014) (2014)
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Sistema de enseñanza en el aula de ELE en China
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In: RAEL: revista electrónica de lingüística aplicada, ISSN 1885-9089, null 13, Nº. 1, 2014, pags. 115-132 (2014)
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The effects of direct and indirect written corrective feedback (CF) on English-as-a-second-language (ESL) students’ revision accuracy and writing skills
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