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This edited book has been compiled in honor of Thomas S.C. Farrell,
one of the most distinguished scholars in theorizing and
researching language teacher reflection. It examines teacher
reflection in three main areas: policies, practices and the impact
of teacher reflection on teachers' practices and professional
development. The data-driven chapters shed light on concerns and
challenges experienced by teachers in diverse international
contexts and institutions, and discuss the practical implications
of their findings across a variety of policy settings. The book
addresses aspects of reflective practice including macro and micro
policies and constraints, as well as opportunities in the
engagement of reflective practice. In addition, it explores
teachers' identity, cognition, emotion and motivation, areas which
are relevant but often not discussed in the literature on
reflective practice.
This edited book has been compiled in honor of Thomas S.C. Farrell,
one of the most distinguished scholars in theorizing and
researching language teacher reflection. It examines teacher
reflection in three main areas: policies, practices and the impact
of teacher reflection on teachers' practices and professional
development. The data-driven chapters shed light on concerns and
challenges experienced by teachers in diverse international
contexts and institutions, and discuss the practical implications
of their findings across a variety of policy settings. The book
addresses aspects of reflective practice including macro and micro
policies and constraints, as well as opportunities in the
engagement of reflective practice. In addition, it explores
teachers' identity, cognition, emotion and motivation, areas which
are relevant but often not discussed in the literature on
reflective practice.
Pragmatics Pedagogy in English as an International Language aims to
bring to light L2 pragmatics instruction and assessment in relation
to English as an International Language (EIL). The chapters in this
book deal with a range of pedagogically related topics, including
the historical interface between L2 pragmatics and EIL,
reconceptualization of pragmatic competence in EIL, intercultural
dimension of pragmatics pedagogy in EIL, teacher pragmatic
awareness of instruction in the context of EIL, pragmatics of
politeness in EIL, pragmatic teaching materials for EIL pedagogy,
teachers' and scholars' perceptions of pragmatics pedagogy in EIL,
assessment and assessment criteria in EIL-aware pragmatics, and
methods for research into pragmatics in EIL. This book is different
from other books about both EIL pedagogy and pragmatics pedagogy.
Exploring the interface between different dimensions of pragmatics
pedagogy and EIL, it suggests instructional and assessment tasks
for EIL-aware pedagogy and directions for research on EIL-based
pragmatics pedagogy. Pragmatics Pedagogy in English as an
International Language will be useful for a range of readers who
have an interest in the pragmatics instruction and assessment of
EIL as well as those whose main area of specialization is EIL but
would like to know how EIL, with its rich conceptual and empirical
background, can go beyond linguistic instruction to embrace the
instruction of pragmatic competence.
Pragmatics Pedagogy in English as an International Language aims to
bring to light L2 pragmatics instruction and assessment in relation
to English as an International Language (EIL). The chapters in this
book deal with a range of pedagogically related topics, including
the historical interface between L2 pragmatics and EIL,
reconceptualization of pragmatic competence in EIL, intercultural
dimension of pragmatics pedagogy in EIL, teacher pragmatic
awareness of instruction in the context of EIL, pragmatics of
politeness in EIL, pragmatic teaching materials for EIL pedagogy,
teachers' and scholars' perceptions of pragmatics pedagogy in EIL,
assessment and assessment criteria in EIL-aware pragmatics, and
methods for research into pragmatics in EIL. This book is different
from other books about both EIL pedagogy and pragmatics pedagogy.
Exploring the interface between different dimensions of pragmatics
pedagogy and EIL, it suggests instructional and assessment tasks
for EIL-aware pedagogy and directions for research on EIL-based
pragmatics pedagogy. Pragmatics Pedagogy in English as an
International Language will be useful for a range of readers who
have an interest in the pragmatics instruction and assessment of
EIL as well as those whose main area of specialization is EIL but
would like to know how EIL, with its rich conceptual and empirical
background, can go beyond linguistic instruction to embrace the
instruction of pragmatic competence.
This book delves into the realm of effective language education
programs, examining them from both macro and micro-policy-making
perspectives. It unravels the distinguishing features of exemplary
language programs and explores how these programs are implemented
in diverse international contexts. The book comprehensively
explores various facets of language education programs,
encompassing well-crafted language education policies, robust
curriculum and syllabus design, impactful teaching materials,
effective approaches to English for specific purposes (ESP),
English as a medium of instruction (EMI), content and language
integrated learning (CLIL), and English as a Lingua Franca
(ELF)-informed instruction. The book also delves into
fruitful school/institute-university partnerships, the judicious
use of technology, strategies for teacher recruitment and
professional development, as well as efficient policies for learner
assessment, among other topics of significance. The contributions
within this book are firmly grounded in data, incorporating
findings from empirical studies. The insights provided draw upon
valuable data obtained from a range of diverse contexts in which
effective language education programs have been implemented.
What makes a good language teacher? This up-to-date, practical book
addresses that question from a 'human' perspective, recognising
that teachers are not just machines, but have feelings, needs and
identities of their own. As the twenty-two topics of the chapters
in this volume clearly indicate, language teachers are complex
individuals, who are expected to have a range of personal
qualities, to be able to satisfy the needs of their students and to
have the knowledge and skills to provide instruction in a range of
language areas. Not only that, but all of these requirements are
constantly changing. The authors present new insights from the real
teaching environment that will be an invaluable help to language
teachers at all stages of professional development.
The present study investigated the effect of form-focused and
non-form-focused tasks on EFL learners' vocabulary learning through
written input. The form-focused task aimed to draw students'
attention to the word itself through word recognition activities.
Non-form-focused tasks were divided into (a) the comprehension
question task, which required an overall understanding of the text
without focusing on any words; and (b) the message-oriented task,
which pushed the learners into considering the context surrounding
the word. The selection of the tasks was based on the notion of
task-induced involvement and the Involvement Load Hypotheses
(Laufer & Hulstijn, 2001). Forty-five EFL learners were given a
list of words in order to discover unfamiliar target words. During
the treatment phase, participants were asked to read a text
containing target words and to perform one of the three tasks.
Results show that the retention of unfamiliar words was higher in
the two experimental groups (form-focused and message-oriented)
than the control group (comprehension-question). Furthermore, the
form-focused task yielded better results than the non-form-focused
tasks.
This book reports on a study aimed at exploring the advantage of
Dynamic Assessment as an instructional instrument over Non-dynamic
(traditional) Assessment and Non-assessment approaches in the
pragmatic production of EFL learners. The target speech acts of
apology, complaint, and compliment were chosen for the study.
Results of the study showed that there was a significant difference
between the DA group and the other two groups of NDA and NA, which
was due to the positive effects of Dynamic Assessment on learning
these pragmatic features.
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