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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 2 3 4 5 6 Hits 21 – 40 of 106 21 Multilinguisme en situation d’enseignement du Français Langue Etrangère : attitudes des enseignants envers les langues autres que la langue cible Xue, Lin. - : Humboldt-Universität zu Berlin, 2019 BASE Show details 22 Rethinking formative assessment through peer observation and reflection: A case study of Pakistani ESL lecturers’ cognition and practices Sarfraz, Shazre. - : The University of Waikato, 2019 BASE Show details 23 Oral corrective feedback in a blended learning environment: Challenges and contradictions faced by teachers in a Vietnamese university Nguyen, Thi Huong. - : The University of Waikato, 2019 BASE Show details 24 Adult Educators at the Crossroads of Language Learning and Workforce Development: A Qualitative Study of Teacher Agency Ging, Liz In: Graduate Masters Theses (2019) BASE Show details 25 From Initial Education to Portuguese L1 Classroom: conceptions about teaching and learning grammar Cardoso, Adriana; Pereira, Susana; Leite, Teresa; Silva, Encarnação In: DELTA: Documentação e Estudos em Linguística Teórica e Aplicada; v. 34, n. 4 (2018) ; 1678-460X ; 0102-4450 (2019) Abstract: The goal of this paper is to discuss representations about grammarteaching of Portuguese L1 teachers. It draws on the exploratory studydesigned to identify the invariants and divergences in self-perceptionsabout L1 grammar teaching of trainees in different training situations:in-service teachers, pre-service teachers and bachelor’s students. Thestudy focus on student’s and teacher’s acknowledgment of the PortugueseL1 Curriculum (Reis et al. 2009), which conveys a clear paradigm changein Portuguese language education, assuming that grammar teaching isbased upon language awareness development.The results show an evident gap between students and teachers in whatconcerns the familiarity with the Portuguese L1 Curriculum and teachingstrategies. However, some puzzling convergent points are the importanceattributed to grammar and poor linguistics background. The resultsanalysis draws attention to the relationship between teacher cognitionand practice, highlighting fragilities in teacher education and potentialconceptual changes that may lead to effective changes in classroompractices. Keyword: Grammar Teaching; Explicit Knowledge of Language; Language Teacher Cognition; Portuguese L1 Teaching. URL: http://revistas.pucsp.br/delta/article/view/40939 BASE Hide details 26 From Initial Education to Portuguese L1 Classroom: conceptions about teaching and learning grammar Cardoso, Adriana; Pereira, Susana; Leite, Teresa. - 2018 BASE Show details 27 Exploring the Intersection Between Teachers’ Beliefs and Research Findings in Pronunciation Instruction Nagle, Charles; Sachs, Rebecca; Zarate-Sandez, German In: World Languages and Cultures Publications (2018) BASE Show details 28 Exploring the Intersection Between Teachers’ Beliefs and Research Findings in Pronunciation Instruction Nagle, Charles; Sachs, Rebecca; Zarate-Sandez, German In: World Languages and Cultures Publications (2018) BASE Show details 29 Considering teacher cognition and motivation in teacher research engagement: a mixed-methods study involving English language teachers at Vietnamese public universities Truơng, Thị Mỹ. - : Sydney, Australia : Macquarie University, 2018 BASE Show details 30 CFL Teacher Cognition in K-8 School Settings: Focus on Classroom Management Geng, Ziyi In: Applied Linguistics and English as a Second Language Dissertations (2018) BASE Show details 31 Discerning the Language Assessment Literacy of EFL Teachers in Uzbekistan: An Individual, Social, and Sociohistorical Teacher Cognition Inquiry Chiesa, David Lawrence In: Applied Linguistics and English as a Second Language Dissertations (2018) BASE Show details 32 Task-based language teaching for Chinese as a second language: Teaching practice and teacher cognition Peng, Yue. - 2018 BASE Show details 33 Speaking Pedagogy: Insights from Vietnamese EFL Teachers’ Cognitions and Classroom Practice Quan, Nguyen Hai In: University of Wollongong Thesis Collection 2017+ (2018) BASE Show details 34 Overseas teaching experience and motivational currents: The case of EFL pre-service teachers in Indonesia R. Rasman In: Indonesian Journal of Applied Linguistics, Vol 8, Iss 2, Pp 429-440 (2018) (2018) BASE Show details 35 LANGUAGE TEACHERS’ BELIEFS ON MATERIALS USE AND THEIR LOCUS OF CONTROL: CASE-STUDIES FROM IRAN AND JAPAN Majid Amerian; Sajjad Pouromid In: Indonesian Journal of Applied Linguistics, Vol 7, Iss 3, Pp 583-593 (2018) (2018) BASE Show details 36 Native English-Speaking Teachers Using Korean to Teach EFL in South Korea: A Sociocultural Analysis of Teachers' Beliefs and Practices McGaughey, John Edward. - 2018 BASE Show details 37 Changing Teacher Perceptions of their Roles: Pre and Post NCLB Marten, Sarah Lyn. - : University of Kansas, 2017 BASE Show details 38 Diffusion of the CEFR among Vietnamese teachers: a mixed methods investigation Ngo, Xuan Minh. - : English Language Education Publishing, 2017 BASE Show details 39 Critical Language Awareness in an ELL Urban Language Classroom: Transforming a Latina Teacher’s Language Ideology Fariño, Yvonne V In: Doctoral Dissertations (2017) BASE Show details 40 TEACHERS’ BELIEFS AND PRACTICES IN ASSESSING THE VIEWING SKILL OF ESL LEARNERS Mari Karen Lebumfacil Gabinete In: Indonesian Journal of Applied Linguistics, Vol 7, Iss 1, Pp 19-28 (2017) (2017) BASE Show details Page: 1 2 3 4 5 6

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