Teacher beliefs about listening in a foreign language
Dados Bibliográficos
| ID | 12084765 |
|---|---|
| Autores | Suzanne Graham (0000-0002-7743-3977, University of Reading, autor correspondente), Denise Santos (0000-0002-3313-5783, University of Reading), Ellie Francis-Brophy (University of Reading) |
| Ano | 2014 |
| Volume | 40 |
| Páginas | 44-60 |
| Data de publicação | 2014-02-19 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Teaching and Teacher Education (JOURNAL) |
| Identificadores do periódico | ISSN: 0742-051X • E-ISSN: 1879-2480 |
| Editora | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.tate.2014.01.007 |
| OpenAlex | W2084829103 |
| Idioma | EN |
| Citações recebidas | 21 |
| Referências citadas | 32 |
Accountability · Active listening · Context (archaeology · Foreign language · Pedagogy · Political science · Task (project management · Communication in Education and Healthcare · EFL/ESL Teaching and Learning · Psychology · Second Language Learning and Teaching
Bridging the research–pedagogy gap
Vocal prosody and listening comprehension in advanced Arabic L2 learners
The Effect of Murder Strategy on Iraqi EFL Intermediate Pupil’s Reading Comprehension
Exploring Iranian EFL Teachers’ Cognition, Attitude, and Practice in Teaching Intercultural Issues
Second language listening pedagogy
Teachers’ Beliefs and Practices in Assessing the Viewing Skill of Esl Learners
Towards a professional development tool for teachers of English in bilingual streams
Wykorzystanie duoetnografii jako innowacyjnego podejścia w rozwijaniu refleksji przyszłych nauczycieli języka obcego
The role of professional obligations in working to change one's teaching practices
Gender, metacognitive intervention, and dialogic interaction
Self-regulation in L2 listening
Explicit teaching and authenticity in L2 listening instruction
Exploring non-native English-speaking teachers' cognitions about corrective feedback in teaching English oral communication
Language Teacher Cognition in Applied Linguistics Research
Toward a Socio‐Cognitive Framework for Validating L2 Listening Classroom Assessment
Some insights into listening strategies of learners of English as a foreign language in Vietnam
The diversity teaching beliefs scale
Practitioners respond to Suzanne Graham's ‘Research into practice
Research into practice
Exploring achievement goal theory, ACTFL's 5 Cs, and the L2 classroom
Effects of Metacognitive Strategy Training on Chinese Listening Comprehension
Self-Efficacy in Changing Societies
Metacognitive Instruction for Second Language Listening Development
Exercise of personal and collective efficacy in changing societies
Making sense of language teaching
Integrating Grammar in Adult Tesol Classrooms
Bottom-up or Top-down Processing as a Discriminator of L2 Listening Performance
Vocabulary learning and teaching beliefs of pre-service and in-service teachers in Hong Kong and mainland China
Chacun à son gout? Task‐based L2 pedagogy from the teacher's point of view
Teachers’ beliefs and practices related to mathematics instruction
Research engagement in English language teaching
Exploring language teachers’ practical knowledge about teaching reading comprehension
Exploring tensions between teachers’ grammar teaching beliefs and practices
Listening comprehension and strategy use
Listening comprehension
Helping teachers become better English students
Performativity and primary teacher relations
Language teacher research engagement
Recent developments in second and foreign language listening comprehension research
Current Perspectives on Teaching the Four Skills
The teacher's soul and the terrors of performativity
Teaching L2 Learners How to Listen Does Make a Difference
Strategy Instruction in Listening for Lower-Intermediate Learners of French
Orchestrating Strategy Use
| Obras citantes distintas | 21 |
|---|---|
| Citações por ano | 1,91 |
| Intervalo de citações | 2015 - 2026 (12) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 21 |