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Introduction. Converging ways of applying corpus linguistics
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| 142 |
Linguagem, Sociedade e Poder: Coletânea de Artigos (Review)
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In: Departmental Papers (Romance Languages) (2012)
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| 143 |
Dialect-neutral indices of narrative cohesion and evaluation
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In: Barbara Zurer Pearson (2012)
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| 144 |
The comprehension of metaphor by preschool children: Implications for a theory of lexicon
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In: Barbara Zurer Pearson (2012)
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| 145 |
Positioning of volunteer interpreters in the field of public service interpreting in Spanish hospitals: A Bourdieusian perspective
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In: Maria Aguilar-Solano (2012)
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| 146 |
Profile Effects in Early Bilingual Language and Literacy
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In: Barbara Zurer Pearson (2012)
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| 147 |
Modernizing Classical Language Education: Communicative Language Teaching & Educational Technology Integration in Classical Greek
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In: Apostolos Koutropoulos (2012)
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| 148 |
EFL teachers' beliefs, instructional practices and professional development about corrective feedback in Saudi universities
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| 149 |
Working bibliography of research theses, articles and conference presentations by Vietnamese researchers and colleagues at the University of Queensland, 2005-2011
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| 150 |
Developing perceptions of learning affordances: The practical knowledge acquired by experienced in-service language teachers using technology
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Karen Haines. - : The University of Queensland, School of Languages and Comp Cultural Studies, 2012
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| 151 |
Discourses, Practices, and Behaviour: A Critical Study of Language Policy in Estonia
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| 152 |
Hacia un Reencantamiento Posthumanista: Poesía, Ciencia y Nuevas Tecnologías
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In: Doctoral Dissertations 1896 - February 2014 (2012)
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| 153 |
Proposta de análise textual-discursiva do gênero relatório de estágio supervisionado Proposition of textual-discursive analysis of the internship report genre
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In: DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada, Vol 28, Iss 2, Pp 281-305 (2012) (2012)
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| 154 |
La interculturalidad como macrocompetencia en la enseñanza de lenguas extranjeras: revisión bibliográfica y conceptual
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 18, 2012, pags. 97-114 (2012)
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| 155 |
Vocabulary Strategies and Implementation
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In: Applied Behavior Analysis (SPED 432) and Intervention Strategies for Literacy (SPED 431) (2012)
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| 156 |
The unbalanced linguistic aggregation operator in group decision making
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| 157 |
O Army Method e o desenvolvimento da Linguística Aplicada nos Estados Unidos The Army Method and the development of Applied Linguistics in the United States
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In: Revista Brasileira de Linguística Aplicada, Vol 12, Iss 1, Pp 31-48 (2012) (2012)
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| 158 |
Escrita do gênero relatório de estágio supervisionado na formação inicial do professor brasileiro The writing of the genre supervised internship report in brazilian teacher education
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In: Revista Brasileira de Linguística Aplicada, Iss ahead, Pp 00-00 (2012) (2012)
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| 159 |
The Power of “Can Do” statements: Teachers’ Perceptions of CEFR-informed Instruction in French as a Second Language Classrooms in Ontario
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In: Canadian Journal of Applied Linguistics; Vol. 14 No. 2 (2011): Special Issue: Trends in Second Language Teaching and Education; 1-19 ; Revue canadienne de linguistique appliquée; Vol. 14 No. 2 (2011): Numéro spécial : Tendances en didactique des langues secondes et en formation des enseignant(e)s; 1-19 ; 1920-1818 ; 1481-868X (2012)
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| 160 |
Fragile Identities: Exploring Learner Identity, Learner Autonomy and Motivation through Young Learners’ Voices
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In: Canadian Journal of Applied Linguistics; Vol. 14 No. 2 (2011): Special Issue: Trends in Second Language Teaching and Education; 68-85 ; Revue canadienne de linguistique appliquée; Vol. 14 No. 2 (2011): Numéro spécial : Tendances en didactique des langues secondes et en formation des enseignant(e)s; 68-85 ; 1920-1818 ; 1481-868X (2012)
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Abstract:
Recent research in the fields of motivation and learner autonomy in language learning has begun to explore their relationships to the construct of identity. This article builds on this through the voices of a group of six learners of French or German in a secondary school in England, over a two-year period. These young learners initially reveal a clear identity as learners responsible for and able to take control of their own learning. However, this identity is seen as fragile when teacher control is increased in response to the external pressure of examinations, and there are indications of loss of motivation. Secondary school teachers, therefore, need to ensure that the learning environment they create engages, nurtures, and protects their learners’ identity as learners through sustained opportunities for autonomy. Further research is proposed into aspects of learner identity, as well as ways in which changing pedagogy involves changes in teacher identity. Résumé Des études récentes dans les domaines de la motivation et de l’autonomie de l’apprenant des langues explorent les relations entre ces deux domaines et l’identité de l’apprenant. Cet article contribue à ces recherches, en examinant pendant une période de deux ans la voix d'un groupe de six jeunes qui apprennent le français ou l’allemand dans une école secondaire en Angleterre. Ces jeunes apprenants révèlent au début une identité claire en tant qu’apprenants responsables pour et capables de contrôler leur propre apprentissage. Cependant on voit que cette identité est fragile quand le contrôle de l’enseignant est augmenté face à la pression externe des examens, menant potentiellement a une perte de motivation. Les professeurs du secondaire devraient donc créer un milieu d'apprentissage capable d’engager, de développer et de protéger l’identité des apprenants en tant qu'apprenants, en assurant qu’ils peuvent continuer à jouir des opportunités pour l’autonomie. Des recherches futures sont proposées sur des aspects de l’identité des apprenants, et aussi sur les implications des changements de pédagogie pour l’identité des professeurs.
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Keyword:
applied linguistics; learner and teacher development; second language teaching methodology
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URL: https://journals.lib.unb.ca/index.php/CJAL/article/view/19858
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