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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 Hits 1 – 4 of 4 1 Turkish- and German-speaking bilingual 4-to-6-year-olds living in Sweden: Effects of age, SES and home language input on vocabulary production ... Bohnacker, Ute; Lindgren, Josefin; Öztekin, Buket. - : University of Canterbury, 2016 BASE Show details 2 Turkish- and German-speaking bilingual 4-to-6-year-olds living in Sweden: Effects of age, SES and home language input on vocabulary production Öztekin, Buket; Lindgren, Josefin; Bohnacker, Ute. - 2016 BASE Show details 3 Overcoming the challenges: How native English-speaking teachers develop the English speaking skills of university students in South Korea Seo, Dawon. - : Edith Cowan University, Research Online, Perth, Western Australia, 2015 In: Theses: Doctorates and Masters (2015) BASE Show details 4 Grammar Teaching Revisited: EFL Teachers between Grammar Abstinence and Formal Grammar Teaching Allahyar, Negah; Nazari, Ahmad In: Australian Journal of Teacher Education (2012) Abstract: Abstract: The study of English language teachers’ cognitions and its relationship to teachers’ classroom practices have recently been the focus of language teaching and teacher education (Borg, 2006 & 2010). However, rarely have the studies delved into teachers’ knowledge about grammar (reviewed by Borg, 2001) or investigated the relationships between teachers’ knowledge about grammar and teachers’ actions (Borg, 2003; Sanchez, 2010). Moreover, these studies have been mostly conducted by English native speaker researchers who do not necessarily have the same cultural or linguistic background of the participants in the studies (Andrew, 2001 cited in Sanchez, 2010, p. 45). Also, they are largely confined to English native speaker teachers and few have addressed non-native speaker teachers in countries where English is a foreign language (Sanchez, 2010, p. 45). In response to these gaps in the area of second language teaching, this study investigates four English as a Foreign Language (EFL) teachers’ views about grammar teaching to give an aggregate picture of the way they teach grammar. The research database consists of audio-recordings of these teachers’ lessons and interviews in which they explain why they adopt a deductive or an inductive approach, how they teach grammar and how they respond to students’ errors. Implications for non-native EFL teacher education are also discussed. Keyword: and Multicultural Education; Bilingual; Communicative Language Teaching (CLT); deductive); Education; EFL teacher education; EFL teachers’ cognitions; grammar teaching (inductive; knowledge about grammar (KAG); Multilingual; Teacher Education and Professional Development URL: https://ro.ecu.edu.au/ajte/vol37/iss2/5 https://ro.ecu.edu.au/cgi/viewcontent.cgi?article=1691&context=ajte BASE Hide details

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