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FACE-SAVING AND FACE-THREATENING NEGOTIATION BY LECTURERS: GENDER AND TEACHING EXPERIENCE DIFFERENCES
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In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 5, Iss 2, Pp 590-599 (2021) (2021)
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DEVELOPMENT OF TEACHING MATERIALS IN WRITING DESCRIPTIVE TEXTS OF VOCATIONAL SCHOOL STUDENTS
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In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 5, Iss 1, Pp 106-116 (2021) (2021)
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Decolonizing English Language Teaching in Colombia: Epistemological Perspectives and Discursive Alternatives
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In: Colombian Applied Linguistics Journal, Vol 23, Iss 2, Pp 166-181 (2021) (2021)
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STUDENTS’ LEARNING OUTCOMES OF BLENDED LEARNING IMPLEMENTATION IN WRITING LESSON
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In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 4, Iss 2, Pp 196-202 (2020) (2020)
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LECTURERS’ POLITENESS STRATEGIES AND STUDENTS’ COMPLIANCE IN ENGLISH FOR FOREIGN LANGUAGE (EFL) CLASS
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In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 4, Iss 1, Pp 75-91 (2020) (2020)
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THE ROLE OF MORPHOLOGICAL AWARENESS AND EXPLICIT MORPHOLOGICAL INSTRUCTIONS IN ELT
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In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 4, Iss 1, Pp 28-37 (2020) (2020)
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PRE-SERVICE ENGLISH TEACHERS’ PERCEPTIONS OF PRONUNCIATION
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In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 4, Iss 1, Pp 47-55 (2020) (2020)
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Exploring motivational strategies in higher education: Student and instructor perceptions
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In: Eurasian Journal of Applied Linguistics, Vol 6, Iss 3, Pp 387-413 (2020) (2020)
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Web-Arabic as Lingua Franca (WALF): Variation and Standard in Teaching Arabic as Foreign Language (TAFL)
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In: Linguae &. Rivista di Lingue e Culture Moderne, Vol 17, Iss 2, Pp 99-112 (2019) (2019)
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ENGLISH WRITING PERFORMANCE USING BLENDED LEARNING IN TVET EDUCATION
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In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 2, Iss 1, Pp 28-36 (2018) (2018)
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Once Again Why Lexicography Is Science
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In: Lexikos, Vol 28, Pp 245-261 (2018) (2018)
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Peer Observation of Language Teaching: A Reflective Approach to Teaching
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In: Teanga: The Journal of the Irish Association for Applied Linguistics, Vol 24 (2018) (2018)
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MIRROR, MIRROR ON THE WALL! WHAT KIND OF TEACHER AM I? INVESTIGATING THE PROFESSIONAL IDENTITY OF LANGUAGE TEACHERS DURING THEIR SUPERVISED TEACHING PRACTICE IN A GRADUATION COURSE IN MODERN LANGUAGES
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In: Signum: Estudos da Linguagem, Vol 20, Iss 3, Pp 65-92 (2017) (2017)
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THE EDUCATION OF THE FOREIGN LANGUAGE TEACHER IN THE TWENTY-FIRST CENTURY: BETWEEN OLD PRESSURES AND NEW CHALLENGES
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In: Signum: Estudos da Linguagem, Vol 2, Iss 19, Pp 13-34 (2016) (2016)
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(UN)EXPLORED CONTEXTS IN THE TEACHING PRACTICUM IN ENGLISH LANGUAGE AND LITERATURE COURSES: THE PLACE OF CLASSROOM OBSERVATION IN THE REPORTS OF PRE-SERVICE TEACHERS
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In: Signum: Estudos da Linguagem, Vol 2, Iss 19, Pp 35-65 (2016) (2016)
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CONCEPTIONS AND PRACTICES OF ASSESSMENT: A CASE OF TEACHERS REPRESENTING IMPROVEMENT CONCEPTION
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In: TEFLIN Journal, Vol 26, Iss 2, Pp 129-154 (2015) (2015)
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Undertaking the Act of Writing as a Situated Social Practice: Going beyond the Linguistic and the Textual
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In: Colombian Applied Linguistics Journal, Vol 15, Iss 1, Pp 25-42 (2013) (2013)
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Abstract:
With an interest to go beyond an emphasis on linguistic and textual features that seem to prevail in writing practices, this qualitative action research study looked at EFL argumentative essay writing within a genre-based approach, where writing was understood as a situated social practice. A group of undergraduate students from a B.Ed. program in Modern Languages participated in the study. Data were gathered through semi-structured interviews, questionnaires, class recordings, and students’ artifacts. Findings revealed that participants undertook the writing of argumentative essays by bonding with their audience, establishing personal involvement with their texts, and giving support to their arguments. The study suggests that it is important to encourage students to focus on their sociocultural and personal context so that EFL writing can be approached in a more purposeful and meaningful way.
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Keyword:
argumentative essay writing; genre-based teaching; P1-1091; Philology. Linguistics; Writing as a situated social practice
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URL: https://doi.org/10.14483/udistrital.jour.calj.2013.1.a02 https://doaj.org/article/10dd74fd653b44e481e111238da0f996
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The role of reflection during the first teaching experience of foreign languag pre-service teachers: an exploratory-case study
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In: Colombian Applied Linguistics Journal, Vol 14, Iss 2, Pp 24-34 (2012) (2012)
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Linking teaching and research in the field of public health: the Bulgarian experience Vinculando ensino e pesquisa na área de saúde pública: a experiência búlgara
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In: Revista da Sociedade Brasileira de Fonoaudiologia, Vol 17, Iss 3, Pp 340-345 (2012) (2012)
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CONSTRUCTION DE L’AUTONOMIE AU LYCÉE ET PASSAGE DANS LE SUPÉRIEUR
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In: Studii si Cercetari Filologice: Seria Limbi Straine Aplicate, Iss 10, Pp 179-187 (2011) (2011)
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