Applied Linguistics and Language Teacher Education by Nat Bartels

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BELZ 363Long, M. (1990). The least a second language acquisition theory needs to explain. TESOL Quarterly, 24(4),649-666.McAdams, D. (1996). Personality, Modernity, and the Storied Self: A Contemporary Framework for StudyingPersons. Psychological Inquiry 7, 295-321.McCarthy, M. (1991). Discourse Analysis for Language Teachers. New York: Cambridge University Press.McCarthy, M. & Carter, R. (1994). Language as Discourse: Perspectives for Language Teaching. London:Longman.McHoul, A. & Luke, A. (1989). Discourse as language and politics: An introduction to the Philology ofpolitical culture in Australia. Journal of Pragmatics. 13(3), 323-332.Mehan, H. (1990). Learning Lessons. Cambridge, MA: Harvard University Press.Morris, M. (2001). Factors affecting the congruence of beliefs about teaching and classroom practices of GTAsin elementary foreign language courses. Journal of Graduate Teaching Assistant Development, 8(2).Numrich, C. (1996). On becoming a language teacher: Insights from diary studies. TESOL Quarterly, 30(1),131-153.Ong, W. (1988). Orality and Literacy: The Technologizing of the Word. London: Routledge.Poole, D. (2002). “Discourse analysis and applied linguistics.” In R. Kaplan (Ed.), The Oxford Handbook ofApplied Linguistics. Oxford: Oxford University Press.Richards, J., Platt, J. & Weber, H. (1985). The Longman Dictionary of Applied Linguistics. Essex, England:Longman.Rivers, W. (1993). The undergraduate program: Autonomy and empowerment. In D. P. Benseler (Ed.), TheDynamics of Language Program Direction. Boston. MA: Heinle & Heinle.Salaberri, S. & Appel. G. (in press). Assessment and diversity: Development of personal identities throughportfolios. In M.J. Raya, & T. Lamb (Eds.), Differentiation in the Modern Languages Classroom.Frankfurt am Main: Peter LangSalomon, G. & Perkins, D. N. (1998). Individual and social aspects of learning. Review of Research inEducation, 23, 1-24.Scollon, R. & Scollon, S. W. (2001). Intercultural Communication: A Discourse Approach ed.). Malden,MA: Blackwell.Scott, V. & Tucker, H. (2001). SLA and the Literature Classroom: Fostering Dialogues. Boston, MA: Heinle& Heinle.Schiffrin, D. (1994). Approaches to Discourse. Oxford: Blackwell.Schulz, R. (2000). Foreign language teacher development: MLJ perspectives 1916-1999. Modern LanguageJournal, 84, 496-522.Seeba, H. C. (1989). Critique of identity formation: Toward an intercultural model of German Studies. GermanQuarterly, 62, 144-154.Seidel, J. (1998). Ethnograph v5.0: A Users‘ Guide. Thousand Oaks, CA: Scolari, Sage Publications Software.Simpson, P. (1993). Language, Ideology, and Point of View. London: Routledge.Teschner, R. (1987). A profile of the specialization and expertise of lower division foreign language programdirectors in American universities. Modern Language Journal, 71(1), 28-35.Vélez-Rendón, G. (2002). Second language teacher education: A review of the literature. Foreign languageAnnals, 35(4), 457-467.Wortham, S. (2001). Narratives in Action: A Strategy for Research and Analysis. New York: Teachers CollegePress.
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Applied Linguistics andLanguage Tea
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eBook ISBN: 1-4020-2954-3Print ISBN
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8What Teachers Say When They Write
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xFOREWORDtone in their chapters and
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xiiFOREWORDREFERENCESBardovi-Harlig
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2 RESEARCHING APPLIED LINGUISTICSan
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4 RESEARCHING APPLIED LINGUISTICSca
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6 RESEARCHING APPLIED LINGUISTICSet
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BARTELS 9learning (Numrich‚ 1996;
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BARTELS 11Think AloudsIn think alou
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BARTELS 13TASKSObservation classroo
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BARTELS 15accuracy. However‚ when
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BARTELS 17& Ennis‚ 1995). The tea
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BARTELS 19Bogdan‚ R. & Biklen‚
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BARTELS 21Ferguson‚ P. & Womack
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BARTELS 23Kelly‚ G. (1955). The P
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BARTELS 25Raymond‚ A. (1997). Inc
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Chapter 2Using Bulgarian Mini-Lesso
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ANGELOVA 29speakers of English who
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ANGELOVA 31DATA ANALYSISOnly the qu
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ANGELOVA 33had learned to a situati
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ANGELOVA 35Another concept that stu
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ANGELOVA 37Another student analyzed
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ANGELOVA 39This exercise illustrate
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ANGELOVA 41APPENDIX APost-Survey on
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44 THE IMPACT OF LANGUAGE VARIATION
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EDWARDS AND OWEN 47to remove any sa
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EDWARDS AND OWEN 49A range of reaso
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EDWARDS AND OWEN 51reported having
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60 INTEGRATING LANGUAGE TEACHERS’
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80 CONSTRUCTING THEORETICAL NOTIONS
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92 WHAT’S THE USE OF LINGUISTICS?
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100 WHAT’S THE USE OF LINGUISTICS
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102 WHAT’S THE USE OF LINGUISTICS
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104 LINGUISTICS TRAINING IN APACHE
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120 WHAT TEACHERS SAY ABOUT DISCOUR
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136 RELEVANCE OF KNOWLEDGE OF SLAMA
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138 RELEVANCE OF KNOWLEDGE OF SLAan
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140 RELEVANCE OF KNOWLEDGE OF SLANa
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142 RELEVANCE OF KNOWLEDGE OF SLAAn
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144 RELEVANCE OF KNOWLEDGE OF SLAhe
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146 RELEVANCE OF KNOWLDGE OF SLASLA
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148 RELEVANCE OF KNOWLEDGE OF SLAse
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150 RELEVANCE OF KNOWLEDGE OF SLAin
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152 RELEVANCE OF KNOWLEDGE OF SLAEF
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154 RELEVANCE OF KNOWLEDGE OF SLAth
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156 RELEVANCE OF KNOWLEDGE OF SLAAP
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160 KAL AND THE GOOD LANGUAGE TEACH
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ANDREWS AND McNEIL 167same time, ho
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ANDREWS AND McNEIL 169isolation. Th
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ANDREWS AND McNEIL 171students she
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ANDREWS AND McNEIL 173association,
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ANDREWS AND McNEIL 175In relation t
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GRAMMAR COMPONENTA. Metalanguage pr
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Chapter 11Pre-Service ESL Teachers
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BIGELOW AND RANNEY 181language begi
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BIGELOW AND RANNEY 183difficulty, b
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BIGELOW AND RANNEY 185language obje
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BIGELOW AND RANNEY 187between forma
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BIGELOW AND RANNEY 189either by ask
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BIGELOW AND RANNEY 191traveling to
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BIGELOW AND RANNEY 193instruction s
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BIGELOW AND RANNEY 195success as ev
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BIGELOW AND RANNEY 197practices thi
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BIGELOW AND RANNEY 199about this is
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Chapter 12What ’s Phonetics Got t
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GREGORY 203most part to lab manual
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GREGORY 205The ParticipantsThe part
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GREGORY 207answers to the reflectio
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GREGORY 209speaker could be mistake
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GREGORY 211although it does mention
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GREGORY 213The last of the reflecti
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GREGORY 215outstanding participants
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GREGORY 217time to create an awaren
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GREGORY 219literature courses over
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Chapter 13Raising Orthographic Awar
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XIAO 223visual familiarity when pro
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XIAO 225phone calls, and classroom
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XIAO 227their teaching practices an
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XIAO 229Corrective Strategies Artic
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XIAO 231b. Teach the students to wr
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XIAO 233had a significant effect on
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Chapter 14Realisation(s): Systemic-
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BURNS AND KNOX 237between the level
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BURNS AND KNOX 239facts reported wi
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BURNS AND KNOX 241Sandra, in her ea
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BURNS AND KNOX 243and the pressures
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BURNS AND KNOX 245Masters course. W
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S:L:S:BURNS AND KNOX 247Yes, you sa
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BURNS AND KNOX 249Bobbi reported la
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BURNS AND KNOX 251but you’re stil
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BURNS AND KNOX 253mentioned were th
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BURNS AND KNOX 255mediated by a wid
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BURNS AND KNOX 257FINAL COMMENTSIn
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BURNS AND KNOX 259van Lier, L. (199
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Chapter 15Researching the Effective
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YATES AND WIGGLESWORTH 263breakdown
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YATES AND WIGGLESWORTH 265thought i
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YATES AND WIGGLESWORTH 267targeted.
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YATES AND WIGGLESWORTH 269much more
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YATES AND WIGGLESWORTH 271C: [...]
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YATES AND WIGGLESWORTH 273set of ma
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YATES AND WIGGLESWORTH 275Many reco
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YATES AND WIGGLESWORTH 277consolida
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YATES AND WIGGLESWORTH 279Yates, L
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Chapter 16Why Teachers Don’t Use
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LANA CHAVEZ DE CASTRO 283unstructur
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LANA CHAVEZ DE CASTRO 285despite th
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LANA CHAVEZ DE CASTRO 287The lack o
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LANA CHAVEZ DE CASTRO 289would not
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LANA CHAVEZ DE CASTRO 291Robinson,
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LANA CHAVEZ DE CASTRO 293No.( )9) D
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Chapter 17Teacher Trainees’ Expli
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HISLAM AND CAJKLER 297(1988) had ar
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HISLAM AND CAJKLER 299using their l
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HISLAM AND CAJKLER 301Filming was f
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HISLAM AND CAJKLER 303words (an NLS
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HISLAM AND CAJKLER 3055.3 Case Stud
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HISLAM AND CAJKLER 307the objective
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HISLAM AND CAJKLER 309You have to l
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HISLAM AND CAJKLER 311about languag
Page 326 and 327: Chapter 18Knowledge about Language
Page 328 and 329: JONES-MCKENZIE 315examination condi
Page 330 and 331: JONES-MCKENZIE 317clarification of
Page 332 and 333: JONES-MCKENZIE 319role-playing and
Page 334 and 335: JONES-MCKENZIE 321The teachers’ k
Page 336 and 337: JONES-MCKENZIE 323during class sess
Page 338 and 339: Chapter 19Experience, Knowledge abo
Page 340 and 341: 5.BORG 327post-observation intervie
Page 342 and 343: BORG 329The connections between KAL
Page 344 and 345: 5.6.7.BORG 331The teacher now gives
Page 346 and 347: 1.2 DaveBORG 3331.2.1 ContextDave (
Page 348 and 349: Dave:BORG 335It was a word in Latin
Page 350 and 351: BORG 337He did actually examine thi
Page 352 and 353: BORG 339where the importance of und
Page 354 and 355: Chapter 20Discourse Analysis and Fo
Page 356 and 357: BELZ 343do the teachers in this stu
Page 358 and 359: BELZ 345respect to language functio
Page 360 and 361: 4.1 Teacher agencyBELZ 3474.1.1 Cas
Page 362 and 363: BELZ 349Hoffman’s short story The
Page 364 and 365: BELZ 351idea of trying to teach lan
Page 366 and 367: BELZ 353those he names also...The u
Page 368 and 369: BELZ 355only to the extent to which
Page 370 and 371: BELZ 357would parallel the existing
Page 372 and 373: BELZ 359departments. It may be the
Page 374 and 375: BELZ 361apply equally well to the s
Page 378 and 379: Chapter 21Storytelling into Underst
Page 380 and 381: HAZELRIGG 367In the view of many ed
Page 382 and 383: HAZELRIGG 369strategies and “rule
Page 384 and 385: HAZELRIGG 371The StoriesIn the syst
Page 386 and 387: HAZELRIGG 373They are What We Could
Page 388 and 389: HAZELRIGG 375Figure 1: Field Model
Page 390 and 391: HAZELRIGG 377Figure 2: Model develo
Page 392 and 393: HAZELRIGG 379this. What do you thin
Page 394 and 395: HAZELRIGG 381features of both Disco
Page 396 and 397: HAZELRIGG 383that it allowed her st
Page 398 and 399: HAZELRIGG 385Fitzgerald, J. (1995).
Page 400 and 401: Chapter 22How MA-TESOL Students Use
Page 402 and 403: POPKO 389during their MA-TESL cours
Page 404 and 405: POPKO 391Theory courses.If a course
Page 406 and 407: POPKO 393detailed discussions of la
Page 408 and 409: POPKO 395not seem to see this type
Page 410 and 411: POPKO 397In the end, Daisy clearly
Page 412 and 413: POPKO 399ability to take that idea
Page 414 and 415: POPKO 401Joyce: “It’s not that
Page 416 and 417: POPKO 403NOTES1. Pseudonyms were us
Page 418 and 419: Chapter 23Applied Linguistics and L
Page 420 and 421: BARTELS 407de Castro’s teachers (
Page 422 and 423: BARTELS 409Furthermore, when there
Page 424 and 425: BARTELS 411The results of Ericsson,
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BARTELS 413cognition and it is this
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BARTELS 415(Widdowson, 1990: 25) of
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BARTELS 4176) Applied linguistics a
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BARTELS 419Furthermore, we need to
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BARTELS 421Chi, M., Feltovich, P.,
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BARTELS 423Novick, L. (1988) Analog
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INDEXAaccent, 43, 55, 217, 405acqui
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INDEX 427257, 258, 278, 284, 290, 2
Page 442:
INDEX 429Wwriting, 13, 19, 26, 31,
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