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Direct linkGholami, Leila – Language Awareness, 2022
Research on corrective feedback (CF) and language teachers' beliefs and practices on the provision of CF has been mainly limited to learners' non-target-like use of grammar, vocabulary, pronunciation, and spelling (non-formulaic forms). Consequently, learners' non-target-like use of formulaic sequences, that is, collocations, idioms, lexical…
Descriptors: Phrase Structure, Grammar, Teacher Attitudes, Figurative Language
Misir, Hülya; Gürbüz, Nurdan – Language Awareness, 2022
In this study, we investigated Turkish EFL teachers' level of recognition of English accent varieties and their attitudes regarding three common domains, status (e.g. educatedness, intelligence), solidarity (friendliness, kindness), and dynamism (confidence, talkativeness). We also explored the English teachers' choices of English accents in…
Descriptors: Pronunciation, English (Second Language), Second Language Learning, Second Language Instruction
Hu, Jingjing; Gao, Xuesong – Language Awareness, 2021
Research on Content and Language Integrated Learning (CLIL) programmes has yielded mixed results regarding their impact on students' language learning, drawing attention to the role of CLIL teachers. This study draws on teacher language awareness research to explore secondary subject content teachers' language-related pedagogical practices when…
Descriptors: Content and Language Integrated Learning, Teaching Methods, Language of Instruction, Second Language Learning
Breeze, Ruth; Roothooft, Hanne – Language Awareness, 2021
English medium instruction (EMI) is widespread in European universities. In most such contexts, students and teachers are able to communicate in at least one other language, generally the shared L1. Recent studies in English-speaking countries and postcolonial settings have suggested that attitudes towards L1 use in EMI are changing, and that…
Descriptors: College Faculty, Teacher Attitudes, Native Language, Empathy
Otwinowska, Agnieszka – Language Awareness, 2017
The training of language teachers still follows traditional models of teachers' competences and awareness, focusing solely on the target language. Such models are incompatible with multilingual pedagogy, whereby languages are not taught in isolation, and learners' background languages are activated to enhance the process. When teaching…
Descriptors: Metalinguistics, Multilingualism, Psycholinguistics, Sociolinguistics
Cajkler, Wasyl; Hall, Bernadette – Language Awareness, 2012
This study explored the language capability of two groups of new teachers in a multilingual city: the first in their initial teacher education year, and the second near the end of their induction year. Almost all teachers in the city face the challenge of teaching English as an additional language in classrooms characterised by super-diversity and…
Descriptors: Multilingualism, French, Teacher Education, Beginning Teachers
