Titlebook: English Language Teaching; Policy and Practice Lee McCallum Book 2022 The Editor(s) (if applicable) and The Author(s), under exclusive lic

水獭

How Do ADHD-Type Behaviours Affect Language Learning? Voices of In-Service EFL Teachers in Polandguage acquisition; however, no research so far has investigated how ADHD-type behaviours may impact language learning. Thus, this study aimed at exploring this issue from the teacher‘s perspective. The participants were nine primary and secondary school English as a Foreign Language (EFL) teachers i

兽群

Building Young Learners’ Plurilingual and Pluricultural Repertoire: An Analysis of EFL Textbooks’ Sp surprisingly little research into how this competence is integrated into the content of EFL textbooks. In this chapter, we attempt to describe whether oral production activities within EFL textbooks for young learners: (i) develop an awareness of sociocultural aspects by including a wide range of c

和平主义

欢笑

Instructed EFL Learning in Austria, France, and Sweden: Hearing Teachers’ Voices throughout Europe. However, given cross-national differences such as ones related to educational policies and students’ engagement in extramural English (EE), one could expect ELT to vary across countries. We investigated Austrian, French, and Swedish teachers’ types of instruction as well as how a

适宜

Integrating Foreign Language Vocabulary Research into the Curriculum: Extensive Video Viewing in thento the regular curricular activities and exploiting them pedagogically. This chapter aims to explain how the data collection for a research project on vocabulary learning through extensive viewing was integrated into the English language subject of the Media Studies degree. The core of the research

preeclampsia

On Corpus-Based Contrastive Linguistics and Language Pedagogy: Reimagining Applications for Contempodevelopment of research-informed language pedagogies, it was to be replaced by the fields of error analysis and interlanguage studies, given its shortcomings in effectively predicting language errors. In the years that followed, the role of contrastive analysis in language pedagogy became peripheral

GUILT

Teaching Form in the Action-Oriented Classroom: Can-Do!anguage classroom. More specifically, it points to the contribution usage-based linguisticscould make in relating the CEFR’s action-oriented pedagogy with its criterial features, i.e., “certain linguistic properties that are characteristic and indicative of L2 proficiency at each level” (Hawkins & F

粉笔

etiquette

Nonthreatening

linguistic features, cultural information, and communication strategies that will facilitate communication.” This study reports the findings of two questionnaires distributed to Basic and Secondary teachers (N = 133) and students (N = 100), as well as interviews with Basic Education students (N = 1