Rethinking language teacher training: steps for making talk-in-interaction research accessible to practitioners-Reference-Cited by-同舟云学术

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Rethinking language teacher training: steps for making talk-in-interaction research accessible to practitioners

Published:2019-01-02 Issue:1 Volume:10 Page:99-122
ISSN:1946-3014
Container-title:Classroom Discourse
language:en
Short-container-title:Classroom Discourse

Author:

Huth Thorsten¹^ORCID,Betz Emma²^ORCID,Taleghani-Nikazm Carmen³^ORCID

Affiliation:

1. Department of Modern Foreign Languages and Literatures, University of Tennessee Knoxville, Knoxville, TN, USA

2. Department of Germanic and Slavic Studies, University of Waterloo, Waterloo, Canada

3. Department of Germanic Languages and Literatures, The Ohio State University, Columbus, OH, USA

Publisher

Informa UK Limited

Subject

Education

Link

https://tandfonline.com/doi/pdf/10.1080/19463014.2019.1570529

Reference100 articles.

1. Teachers' Pedagogical Beliefs and the Standards for Foreign Language Learning

2. Why Do L2 Teachers Need to 'Know About Language'? Teacher Metalinguistic Awareness and Input for Learning

3. The Language Awareness of the L2 Teacher: Its Impact Upon Pedagogical Practice

4. Introduction to Beliefs about SLA revisited

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2. Change of Epistemic Stance of Transnational Pre-Service Teachers in-and-through Collaborative Data-Led Reflective Dialogues;Boğaziçi Üniversitesi Eğitim Dergisi;2024-04-22

3. Listening to foreign language student teachers: The use of transcripts to study classroom interactions;South African Journal of Education;2024-02-29

4. The Assessment of Oracy in the EFL Classroom: Introducing a Conversation-Analytic Method for Evaluating Interactional Skills;English Language Education;2024

5. Conversation Analytic Language Teacher Education in Digital Spaces – Note de lecture;Alsic;2023-12-30

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