Changing values: what use are theories of language learning and teaching (original) (raw)
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Language Teaching Beliefs, Problems and Solutions: Reflecting and Growing Together
dbe.metu.edu
Taking the principles of reflective practice and teacher cognition as a starting point, this paper will present the findings related to the beliefs, perceived problems and suggested solutions emerging from an action research study involving three university English Language Teaching (ELT) instructors seeking ways to improve their practice using peer observation and reflective journals.
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This article presents the results of a study on the language learning and teaching beliefs of graduate students enrolled in an applied linguistics course in a language teaching program. Ten participants completed a questionnaire at the start of the course and another at the end; their responses were analyzed both quantitatively and qualitatively. Following the course, changes were identified in the participants’ beliefs about the difficulty of learning a second language and their goals for their future students.
Beliefs about Language Teaching and Learning. Different Contexts and Perspectives.
2013
Beliefs about language teaching and learning have been conceptualized as powerful influences in the way teachers conduct every aspect of their work as well as, in the ways students approach their learning. In addition, new developments in this field have emerged with a more sociocultural and complex approach to beliefs in which the intrincate relationship between teacher and learner’s identity, emotions and cognition are present. The book offers: • Findings related to the Mexican and Brazilian contexts, as well as English as a Lingua Franca. • Perspectives from different points of view which include language ideologies and representations. • Implications for language teaching and learning that provides the link from the differet context and perspectives. • A review of studies in this area and their methodology which concludes whit suggestions for further research. The book aims to be a useful resource for language teachers, teacher educators, researchers and students who are interested in new contributions to beliefs.
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