Teachers’ cognitions of corrective feedback on pronunciation
Their beliefs, perceptions and practices
Datos Bibliográficos
| ID | 11990586 |
|---|---|
| Autores | Graeme Couper (0000-0003-4561-0446, Auckland University of Technology, autor de correspondencia) |
| Año | 2019 |
| Volumen | 84 |
| Páginas | 41-52 |
| Fecha de publicación | 2019-04-22 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | System (JOURNAL) |
| Identificadores de la revista | ISSN: 0346-251X • E-ISSN: 1879-3282 |
| Editorial | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.system.2019.04.003 |
| OpenAlex | W2941298493 |
| Idioma | EN |
| Citas recibidas | 18 |
| Referencias citadas | 35 |
Cognition · Cognitive psychology · Corrective Feedback · Linguistics · Mathematics education · Perception · Pronunciation · Computer Science · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Phonetics and Phonology Research · Psychology
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Charting the trajectory of language teacher cognition development
Strengthening the nexus of research and practice in Celta pronunciation instruction
Corrective feedback and second language pronunciation instruction
What pronunciation specialists believe Celta tutors need to know to prepare student teachers to teach pronunciation
Feedback on Pronunciation
Principles and practice in second language acquisition
Pronunciation Fundamentals
Oral Feedback in Classroom Sla
The Role of the Linguistic Environment in Second Language Acquisition
Recasts in the Adult English L2 Classroom
What makes pronunciation teaching work? Testing for the effect of two variables
Teacher cognition in language teaching
The short-term effects of individual corrective feedback on L2 pronunciation
Effects of recasts and prompts on L2 pronunciation development
The relationship between adult EFL teachers' oral feedback practices and their beliefs
Oral corrective feedback in second language classrooms
Exploring Teachers' Knowledge of Second Language Pronunciation Techniques
Teacher Cognition of Pronunciation Teaching
Learner Pronunciation, Awareness, and Instruction in French as a Second Language
Corrective Feedback and Learner Uptake
Knowledge and Teaching
Language Teacher Cognition in Applied Linguistics Research
Evidence in Favor of a Broad Framework for Pronunciation Instruction
Improving L2 Listeners' Perception of English Vowels
Effects of Form-Focused Instruction and Corrective Feedback on L2 Pronunciation Development of /ɹ/ by Japanese Learners of English
| Obras citantes distintas | 18 |
|---|---|
| Citas por año | 3 |
| Intervalo de citas | 2020 - 2026 (7) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 18 |