Pre-Service English as a Foreign Language Teachers’ Belief Development about Grammar Instruction
نویسندگان
چکیده
منابع مشابه
critical period effects in foreign language learning:the influence of maturational state on the acquisition of reading,writing, and grammar in english as a foreign language
since the 1960s the age effects on learning both first and second language have been explored by many linguists and applied linguists (e.g lennerberg, 1967; schachter, 1996; long, 1990) and the existence of critical period for language acquisition was found to be a common ground of all these studies. in spite of some common findings, some issues about the impacts of age on acquiring a second or...
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Beliefs about Non-Native Teachers in English as an International Language: A Positioning Analysis of Iranian Language Teachers’ Voices
The unprecedented growth of English and arrival of English as an International Language (EIL) has generated a new fledged argument about English language teachers’ role and status around the world. To date, much of the debate on the native/non-native distinction in EIL settings and factors contributing to sharpen distinctions has remained unsettled. This gap motivated this study on the English ...
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Syntactic parsing is a fundamental problem in computational linguistics and natural language processing. Traditional approaches to parsing are highly complex and problem specific. Recently, Sutskever et al. (2014) presented a task-agnostic method for learning to map input sequences to output sequences that achieved strong results on a large scale machine translation problem. In this work, we sh...
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Pre-service teacher cognition literature abounds with the concept of change as well as proposals regarding desirable conceptual changes to be undertaken so that teacher candidates can set out their path of professional development with right beliefs. Yet, such changes would seem less likely to occur if the trainees’ thoughts, beliefs, and cognitions are not identified in the f...
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ژورنال
عنوان ژورنال: Australian Journal of Teacher Education
سال: 2014
ISSN: 1835-517X
DOI: 10.14221/ajte.2014v39n12.9