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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1...11 12 13 14 15 16 Hits 281 – 300 of 320 281 Narrating the Visual: Accounting for and Projecting Actions in Webinar Q&As Di Yu; Nadja Tadic In: Working Papers in Applied Linguistics and TESOL, Vol 18, Iss 1, Pp 31-35 (2018) (2018) BASE Show details 282 An Interview with APPLE Lecture Speaker Professor Roy Lyster Kaylee Fernandez; Michelle L. Stabler-Havener; Carol Hoi Yee Lo In: Working Papers in Applied Linguistics and TESOL, Vol 18, Iss 1, Pp 56-58 (2018) (2018) BASE Show details 283 Defining, Conceptualizing, Problematizing, and Assessing Language Teacher Assessment Literacy Michelle L. Stabler-Havener In: Working Papers in Applied Linguistics and TESOL, Vol 18, Iss 1, Pp 1-22 (2018) (2018) BASE Show details 284 Doing Being the Moderator: Use of “Respondent Selection” During Webinar Q&As Allie Hope King In: Working Papers in Applied Linguistics and TESOL, Vol 18, Iss 1, Pp 23-30 (2018) (2018) BASE Show details 285 Applied Linguistics to Identify and Contrast Racist ‘Hate Speech': Cases from the English and Italian Language Gabriella B. Klein In: Applied Linguistics Research Journal, Vol 2, Iss 3, Pp 1-16 (2018) (2018) BASE Show details 286 Humor and Play in Language Classroom Interaction: A Review of the Literature Elizabeth Reddington In: Working Papers in Applied Linguistics and TESOL, Vol 15, Iss 2, Pp 22-38 (2018) (2018) BASE Show details 287 Introducing a GURT 2018 Panel on Communicating with the Public: “Third Parties” in Question-Answer Sequences Nadja Tadic In: Working Papers in Applied Linguistics and TESOL, Vol 18, Iss 1, Pp i-iv (2018) (2018) BASE Show details 288 Community-based approaches to foreign language education Barbara Comber In: Colombian Applied Linguistics Journal, Pp 151-153 (2018) (2018) BASE Show details 289 Enabling Institutional Messaging: TV Journalists’ Work with Interviewee Responses Carol Lo; Di Yu In: Working Papers in Applied Linguistics and TESOL, Vol 18, Iss 1, Pp 36-43 (2018) (2018) BASE Show details 290 Imagery of German as a foreign language learners and the disciplinary knowledge Poliana Coeli Costa Arantes In: Pandaemonium Germanicum: Revista de Estudos Germanísticos, Vol 21, Iss 34 (2018) (2018) BASE Show details 291 Suulisest ja kirjalikust tõlkest lõppteksti ja tõlkeprotsessi põhjal Marju Taukar; Reeli Pärn; Anna Kaplina... In: Eesti Rakenduslingvistika Ühingu Aastaraamat, Vol 14, Pp 197-214 (2018) (2018) BASE Show details 292 Aspectos pertinentes en torno a la preposición en lengua alemana Gierden Vega, Carmen In: RAEL: revista electrónica de lingüística aplicada, ISSN 1885-9089, null 17, Nº. 1, 2018, pags. 62-77 (2018) BASE Show details 293 Camilla Vásquez (2014). The Discourse of Online Consumer Reviews. London and New York: Bloomsbury Academic, pp. 194, 9781441196286 Eizaga Rebollar, Bárbara In: LFE: Revista de lenguas para fines específicos, ISSN 1133-1127, Vol. 24, Nº 1, 2018, pags. 209-214 (2018) BASE Show details 294 Polish Anglicisms in the fields of leisure, fashion and entertainment against historical background Witalisz, Alicja In: LFE: Revista de lenguas para fines específicos, ISSN 1133-1127, Vol. 24, Nº 1, 2018, pags. 142-165 (2018) BASE Show details 295 Fashion Anglicisms in Modern Greek: A preliminary investigation Xydopoulos, George J.; Papadopoulou, Rania In: LFE: Revista de lenguas para fines específicos, ISSN 1133-1127, Vol. 24, Nº 1, 2018, pags. 166-187 (2018) BASE Show details 296 Pasado y presente de los estudios del francés de especialidad Cuasante Fernández, Elena In: LFE: Revista de lenguas para fines específicos, ISSN 1133-1127, Vol. 24, Nº 1, 2018, pags. 188-201 (2018) BASE Show details 297 The Politics of English Second Language Writing Assessment in Global Contexts Ruecker, Todd; Crusan, Deborah J. In: Books Authored by Wright State Faculty/Staff (2018) BASE Show details 298 Native English-Speaking Teachers Using Korean to Teach EFL in South Korea: A Sociocultural Analysis of Teachers' Beliefs and Practices McGaughey, John Edward. - 2018 Abstract: The use of learners first languages (L1) in second and foreign language teaching is a practice that is empirically supported and its inclusion is increasingly recommended by researchers (e.g. Cook, 2001; Corcoran, 2015; Cummins, 2007; Garca & Lin, 2017a; Turnbull & Dailey-OCain, 2009). Yet, native English-speaking teachers (NESTs) who deploy their learners first languages in their classes tend to be overlooked in the research, and the Korean context is no exception. Framed through the lens of Vygotkys sociocultural theory (1978, 1986) and Engestrms conceptualization of activity theory (1987, 1999, 2001), this study investigates how three NESTs use Korean to teach EFL to university students in South Korea. The study uncovers how the participants practices shape and are shaped by their beliefs toward the use of Korean, their past language learning and teaching experiences, English-only medium of instruction (MOI) policies and associated ideologies at the societal (macro) and institutional (micro) levels. The data for this study were obtained through 34 hours of classroom observations as well as background, stimulated recall and follow-up interviews. The analysis reveals that the participants used Korean as a mediating tool serving three broad functions based on Ferguson (2003), namely, to ensure that their students learned the course content, to manage the classroom and to improve the affective climate of the classroom. Additionally, two of the participants used the negotiation of their emergent bilingual identities (Garcia, 2017) as a pedagogical tool (Morgan, 2004). However, the analysis also revealed that the use of Korean is a potential source of tension. Two of the participants perceived an English-only MOI policy. The de facto policy served to create tensions and feelings of guilt and wrongdoing. Additionally, one of the instructors feared making linguistic errors and potentially confusing her students. These fears conflicted with her expert NEST identity and led to her rarely speaking Korean in class. Yet, the tensions surrounding the use of Korean and the de facto MOI also served as the genesis for agentive actions that enabled the participants to use Korean in a modality and manner that minimized or even negated these tensions. Keyword: Activity theory; Applied linguistics; Code switching; EFL; Emergent bilingual; English language teaching; Genetic analysis; Higher education; Ideology; Korea; Language policy; Sociocultural theory; Teacher beliefs; Teacher cognition; Teacher identity; Teacher practice; Translanguaging URL: http://hdl.handle.net/10315/34977 BASE Hide details 299 Enabling Human Conduct: Studies of Talk-in-interaction in Honor of Emanuel A. Schegloff Allie Hope King In: Working Papers in Applied Linguistics and TESOL, Vol 18, Iss 1, Pp 51-55 (2018) (2018) BASE Show details 300 But-prefacing for Refocusing in Public Questioning and Answering Ann Tai Choe; Elizabeth Reddington In: Working Papers in Applied Linguistics and TESOL, Vol 18, Iss 1, Pp 44-50 (2018) (2018) BASE Show details Page: 1...11 12 13 14 15 16

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