| 21 |
Understanding Silence and Reticence: Ways of Participating in Second Language Acquisition
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In: Working Papers in Applied Linguistics and TESOL, Vol 15, Iss 1, Pp 46-49 (2015) (2015)
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| 22 |
Classroom-based Language Assessment for Young Language Learners
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In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 1, Pp 55-56 (2015) (2015)
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| 23 |
“That’s the Work”: Reframing Talk during Meetings
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In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 1, Pp 42-44 (2015) (2015)
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| 24 |
Aligning CALL with the Theory and Practice of Instructed SLA
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In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 2, Pp 20-22 (2015) (2015)
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| 25 |
Learning-Oriented Assessment in Large-Scale Testing
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In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 2, Pp 56-58 (2015) (2015)
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| 26 |
Identity and Communities of Practice in Foreign Language Learning Contexts
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In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 2, Pp 133-162 (2015) (2015)
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| 27 |
Conversation Analysis and Second Language Pedagogy: A Guide for ESL/EFL Teachers
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In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 1, Pp 61-71 (2015) (2015)
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| 28 |
Talmy’s Dichotomous Typology and Japanese Lexicalization Patterns of Motion Events
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In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 1, Pp 29-47 (2015) (2015)
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| 29 |
The Effect of Output Processing on Subsequent Input Processing: A Free Recall Study
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In: Working Papers in Applied Linguistics and TESOL, Vol 9, Iss 1, Pp 1-17 (2015) (2015)
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| 30 |
Approaching Grammar Instruction with a Form-Meaning-Function Perspective
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In: Working Papers in Applied Linguistics and TESOL, Vol 15, Iss 1, Pp 48-50 (2015) (2015)
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| 31 |
Business and Service Telephone Conversations: An Investigation of British English, German, and Italian Encounters
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In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 1, Pp 35-38 (2015) (2015)
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| 32 |
Impact of Dictionary Use Skills Instruction on Second Language Writing
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In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 2, Pp 104-132 (2015) (2015)
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| 33 |
Dynamic Assessment: A Dialectical Integration of Assessment and Instruction
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In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 1, Pp 63-66 (2015) (2015)
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| 34 |
Frames, Footing, and Teacher-Initiated Questions: An Analysis of a Beginning French Class for Adults
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In: Working Papers in Applied Linguistics and TESOL, Vol 9, Iss 2, Pp 1-48 (2015) (2015)
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Abstract:
Unlike children learning to speak, adults come to the language-learning process with years of life experience. They may be beginners in a new language, but they are not beginners in their own lives. Yet, some of the most common types of teacher/student exchanges, especially those that follow a teacher-initiated question, may lead to situations in which students who are speaking about familiar topics still feel, act, and are treated as novices. This paper explores a beginning French class for adults, asking how the class participants deal with dual — and sometimes conflicting — roles. On the one hand, the teacher‘s knowledge of French puts her in the role of expert, especially in comparison to her beginning-level students. At the same time, teacher and students are all adults who, outside of the classroom, would meet as equals in terms of general knowledge and experience. These shifting roles can be seen especially clearly in interchanges following questions about students‘ own lives. While it seems evident that a student would know more about her background than anyone else, such questions often seem more like tests of how well students can answer in French than actual requests for information.
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Keyword:
Adult education; Applied linguistics; Education; English language; Foreign speakers; French language; Language acquisition; Learning French; P118-118.7; PE1-3729; Psychological aspects; Study of language; Teacher-student relationships; Teaching French; Teaching language
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URL: https://doaj.org/article/2e7132870c2040a583757fb0c6d198a2
https://doi.org/10.7916/D8Z32B7S
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| 35 |
Exploring Language Assessment and Testing: Language in Action
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In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 2, Pp 59-62 (2015) (2015)
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| 36 |
Prosody in the Production and Processing of L2 Spoken Language and Implications for Assessment
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In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 2, Pp 1-20 (2015) (2015)
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| 37 |
Leo van Lier: A scholar and teacher, a mentor and friend
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In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 1, Pp 55-56 (2015) (2015)
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| 38 |
Pragmatic Knowledge and Ability in the Applied Linguistics and Second Language Assessment Literature: A Review
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In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 2, Pp 1-20 (2015) (2015)
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| 39 |
Second Language Pronunciation Teaching: Insights from Research
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In: Working Papers in Applied Linguistics and TESOL, Vol 15, Iss 2, Pp 45-47 (2015) (2015)
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| 40 |
Reflections on TCCRISLS 2014: Roundtable on Learning-Oriented Assessment in Language Classrooms and Large-Scale Assessment Contexts
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In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 2, Pp i-ii (2015) (2015)
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