Language Teaching and Learning Diaries
French Conversation from Two Different Perspectives
Bibliographic Data
| ID | 8937477 |
|---|---|
| Authors | Carolyn Gascoigne Lally (University of Nebraska at Omaha, corresponding author) |
| Year | 2000 |
| Volume | 33 |
| Issue | 2 |
| Pages | 224-228 |
| Publication date | 2000-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1944-9720.2000.tb00914.x |
| OpenAlex | W2159845934 |
| Language | EN |
| Citations received | 1 |
| References cited | 6 |
A major concern within the language teaching profession is the need to narrow the divide between research and teaching. Language teaching and learning diaries are an important mechanism of altering the traditional hierarchical flow of information from the researcher to the teacher. The following study presents and compares findings from both teaching and learning diaries from French conversation courses, thus assembling and evaluating the perspectives of teacher; student, and researcher
Conversation · Language acquisition · Language education · Linguistics · Mathematics education · Pedagogy · Teaching method · Communication · Computer Science · EFL/ESL Teaching and Learning · French Language Learning Methods · Historical Linguistics and Language Studies · Psychology
| Unique citing works | 1 |
|---|---|
| Citations per year | 0,25 |
| Citation span | 2022 - 2022 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 1 |