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Changes to teachers' knowledge base: do they make a difference to students' writing outcomes?
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In: Faculty of Law, Humanities and the Arts - Papers (2020)
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Teaching young second language learners in LOTE contexts
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In: Faculty of Social Sciences - Papers (2018)
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Teaching young second language learners in LOTE contexts
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In: Faculty of Social Sciences - Papers (2018)
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Chinese EFL Teachers’ Cognition about the Effectiveness of Genre Pedagogy: A Case Study
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In: Faculty of Social Sciences - Papers (Archive) (2017)
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"I feel like having a nervous breakdown": Pre-service and in-service teachers' developing beliefs and knowledge about pronunciation instruction
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In: Faculty of Social Sciences - Papers (Archive) (2017)
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Review of selected research in applied linguistics published in Australia (2008-2014)
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Mapping participation in situated language learning
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In: Faculty of Social Sciences - Papers (Archive) (2016)
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Abstract:
Research on the international student experience in Australia has highlighted the challenges that international students face when obtaining tertiary qualifications in an Australian university [AEI. (2012). Student voices: Enhancing the experience of international students in Australia. Canberra, Australia: Australian Education International]. Specifically, international students are reported to have difficulties achieving their stated goals of making connections, forming friendships and improving their oral English language skills during their sojourn [AEI. (2013). International student survey 2012 overview report. Canberra, Australia: Australian Education International; Yates, L., & Wahid, R. (2013). Challenges to Brand Australia: International students and the problem with speaking. Higher Education Research & Development, 32(6), 1037-1050]. This paper investigates the interactions of five male Saudi Arabian international students in the local English-speaking community and considers how they participate in it. Diary records and interview conversations are used to examine the nature and extent of participation, drawing on the linguistic concept of register or analysis of situation. The findings indicate that quality interactions for the purpose of language learning are derived from casual conversations and those without pre-defined social roles which afford opportunities for identity negotiation and interactional benefits.
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Keyword:
Education; language; learning; mapping; participation; situated; Social and Behavioral Sciences
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URL: https://ro.uow.edu.au/sspapers/2179
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Transforming practice: Designing rubrics for cumulative and integrative assessment of disciplinary learning and development of students' language communication
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In: Senior Deputy Vice-Chancellor and Deputy Vice-Chancellor (Education) - Papers (2016)
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The role of dialogic pedagogy in teaching grammar
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In: Faculty of Social Sciences - Papers (Archive) (2016)
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Review of selected research in applied linguistics published in Australia (2008-2014)
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In: Faculty of Social Sciences - Papers (Archive) (2016)
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Children talking about writing: Investigating metalinguistic understanding
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In: Faculty of Social Sciences - Papers (Archive) (2016)
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Applying linguistics in making professional practice re-visible
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Special Issue: SFL as a Bridge from Theory to Practice in the Analysis of Professional Discourse [Guest Editor]
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Applying linguistics in making professional practice re-visible
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In: Faculty of Social Sciences - Papers (Archive) (2012)
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Teachers' knowledge about language: issues of pedagogy and expertise
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In: Faculty of Education - Papers (Archive) (2012)
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Understanding metalinguistic development in beginning writers
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In: Faculty of Social Sciences - Papers (2012)
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Increasing international and domestic student interaction through group work: A case study from the humanities
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In: Faculty of Social Sciences - Papers (Archive) (2012)
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