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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 Page: 1 2 3 4 5 6 Hits 41 – 60 of 106 41 Do all students understand the same message? High school teachers' use of non-literal expressions Richards, Munogaree. - : Victoria University of Wellington, 2017 BASE Show details 42 Investigating vocabulary in academic spoken English: Corpora, teachers, and learners Dang, Thi Ngoc Yen. - : Victoria University of Wellington, 2017 BASE Show details 43 Des corpus vidéo pour la formation des enseignants de langue ; Des corpus vidéo pour la formation des enseignants de langue: Interrogations autour d'un dispositif exploratoire Muller, Catherine; DAVID, Catherine; Crozier, Elsa In: ISSN: 1958-5772 ; Recherches en Didactique des Langues et Cultures - Les Cahiers de l'Acedle ; https://hal.archives-ouvertes.fr/hal-01708813 ; Recherches en Didactique des Langues et Cultures - Les Cahiers de l'Acedle, Association des chercheurs et enseignants didacticiens des langues étrangères 2016, Interactions langagières et didactique des langues. Théorie, méthodologie, formation des enseignants, 13 (1), ⟨10.4000/rdlc.484⟩ ; http://rdlc.revues.org/484 (2016) BASE Show details 44 Feedback on Second Language Pronunciation: A Case Study of EAP Teachers’ Beliefs and Practices Baker, Amanda; Burri, Michael In: Australian Journal of Teacher Education (2016) BASE Show details 45 Striving for Academic Service Learning Success in a Rural K-12 Tribal School Puncochar, Judith In: Book Sections/Chapters (2016) BASE Show details 46 Advocating School-University Partnership for Responsive Teacher Education and Classroom-based Curricula: Evidence from Teachers’ Cognitions about Principles of Curriculum Design and Their Own Roles Rahimi, Muhammad; Zhang, Lawrence Jun; Esfahani, Nasim Nasr In: Australian Journal of Teacher Education (2016) BASE Show details 47 The teaching and learning of English at secondary school level in South Korea: The curriculum and its implementation Oh, Kyoungja. - : University of Waikato, 2016 Abstract: This thesis explores the professional attitudes and practices of a sample of teachers of English in South Korean secondary schools in the context of a focus point-based analysis of the South Korean national curriculum and a sample of widely used textbooks. There has been widespread criticism of the teaching of English in South Korea since the curriculum reforms that were first manifested in the 6th national curriculum. That curriculum, later superseded by the 7th national curriculum and a number of curriculum amendments, was the first major attempt to respond on a national level to the impact of globalisation and, in particular, to the rapidly increasing use throughout the world of English as a lingua franca. At the core of the research reported here is language teacher cognition. The backgrounds, beliefs, attitudes and professional practices of a sample of Korean teachers of English in secondary schools are explored using a mixed methods approach that combines questionnaire-based surveys and semi-structured interviews with classroom observation. Surrounding and contextualising this aspect of the research is analysis of the 7th South Korean national curriculum as it relates to English and a sample of English language textbooks used in South Korean secondary schools. Problems associated with the teaching and learning of English in South Korean schools have been widely attributed to three main factors - teachers’ lack of an adequate level of oral proficiency in English, the fact that the national examination system is inconsistent with the general direction of teaching reforms, and student resistance to communicatively-orientated teaching. The findings of this research project suggest that although these issues are very real ones, there are other issues which are of equal or greater significance but which have been the subject of very little criticism. The first of these is the nature of the national curriculum itself. Close analysis of the 7th national curriculum documentation uncovered a number of critical issues associated with the authors’ interpretation of some of the literature in the area of communicatively-orientated language teaching along with a number of internal inconsistencies. These things, taken together, were found to result in an overall lack of transparency and coherence. The second problem identified relates to the nature of the textbooks which are made available to teachers. The authors of the textbooks analysed as part of this research project had clearly attempted to be as faithful as possible to the curriculum, selecting much of their content directly from lists of decontextualised phrases and sentences that appear in appendices to the curriculum document and providing, in teachers’ guides, actual lesson scripts in English which are, in some cases, accompanied by anticipated student utterances (which are uncannily correct and/ or appropriate). In view of all of this, it was not surprising to find that many of the teachers who took part in this research project indicated that they were struggling to cope with what they believed was expected of them. What was surprising was the nature of the language lessons that were analysed. It is widely claimed that grammar translation is still practised in parts of Asia, including South Korea. However, grammar translation was not in evidence in these lessons. Nor were audio-lingual methodology or any of the various manifestations of communicative language teaching. Although each of the lessons was very different, what they shared was a sense of theatre in which the teachers, generally occupying centre stage, seemed concerned, above all, to demonstrate their own oral proficiency in English. The South Korean government has spent a vast amount of money in an attempt to resolve problems associated with the teaching and learning of English. Much of that money has been spent on providing in-service teacher training opportunities. However, unless the problems relating to the nature of the curriculum documentation itself are resolved, it seems unlikely that any of that expenditure will result in a significant change for the better. Keyword: English language teaching in South Korea; language teacher cognition; lesson observation; South Korean English language textbooks; the teaching and learning of English in South Korea URL: https://hdl.handle.net/10289/10626 BASE Hide details 48 The Teaching of German as an Additional Language in Tertiary Institutions in Taiwan Parchwitz, Jörg-Alexander. - : University of Waikato, 2016 BASE Show details 49 Constructing Learner Autonomy Through Control Shift: Sociocultural Implications of Teacher Cognition and Practice in a Chinese Secondary School Wang, Yi. - : University of Waikato, 2016 BASE Show details 50 Investigating Language Teacher Cognition and Vocabulary Instruction: A Cultural-Historical Activity Theory (CHAT) Analysis Lim, Sovannarith, Education, Faculty of Arts & Social Sciences, UNSW. - : University of New South Wales. Education, 2016 BASE Show details 51 "It's been a real eye opener": learning to teach English pronunciation from a teacher cognition perspective Burri, Michael Stephan. - : School of Education, 2016 In: University of Wollongong Thesis Collection 1954-2016 (2016) BASE Show details 52 Teacher cognition and action in the design and implementation of intercultural group assessment in higher education Moore, Paul J; Hampton, Greg In: Faculty of Social Sciences - Papers (Archive) (2016) BASE Show details 53 Teacher Sense-Making: A Case Study Of The Implementation Of The Giffin Model Blackman, Horatio W. In: Publicly Accessible Penn Dissertations (2016) BASE Show details 54 La pensée enseignante dans une expérience de tutorat en ligne ; La pensée enseignante dans une expérience de tutorat en ligne: Vers un agir tutoral à distance Muller, Catherine In: ISSN: 1958-5772 ; Recherches en Didactique des Langues et Cultures - Les Cahiers de l'Acedle ; https://hal.archives-ouvertes.fr/hal-01933996 ; Recherches en Didactique des Langues et Cultures - Les Cahiers de l'Acedle, Association des chercheurs et enseignants didacticiens des langues étrangères 2015, 12 (22), pp.301-328. ⟨10.4000/rdlc.758⟩ ; http://rdlc.revues.org/758 (2015) BASE Show details 55 L’entretien d’auto-confrontation, un révélateur de normes interactionnelles intériorisées par l'enseignant de langue Muller, Catherine In: ISSN: 1023-2044 ; Bulletin suisse de Linguistique appliquée ; https://hal.archives-ouvertes.fr/hal-01933991 ; Bulletin suisse de Linguistique appliquée, Neuchâtel : Institut de linguistique de l'Université, 2015, pp.303-319 (2015) BASE Show details 56 The Missing Piece: Enactment in Revealing and Redirecting Student Prior KnowledgeCan Enactment Expose Affect, Illuminate Mental Models, and Improve Assessment and Learning? McKim, Alison In: http://rave.ohiolink.edu/etdc/view?acc_num=case1428067920 (2015) BASE Show details 57 Student Teachers’ Cognition about L2 Pronunciation Instruction: A Case Study Burri, Michael In: Australian Journal of Teacher Education (2015) BASE Show details 58 Understanding complex processes in developing student teachers' knowledge about grammar Svalberg, Agneta Marie-Louise. - : Wiley, 2015 BASE Show details 59 CALL and English at tertiary level: teacher cognition in Bangladesh Rahman, Jasmine. - : Sydney, Australia : Macquarie University, 2015 BASE Show details 60 The Impact of teacher cognition and classroom practices on IELTS test preparation courses in the Australian ELICOS sector Chappell, Philip; Bodis, Agnes; Jackson, Heather. - : IDP: IELTS Australia, 2015 BASE Show details Page: 1 2 3 4 5 6

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