Applied Linguistics and Language Teacher Education by Nat Bartels

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eBook ISBN: 1-4020-2954-3Print ISBN: 1-4020-7905-2©2005 Springer Science + Business Media, Inc.Print ©2005 Springer Science + Business Media, Inc.BostonAll rights reservedNo part of this eBook may be reproduced or transmitted in any form or <strong>by</strong> any means, electronic,mechanical, recording, or otherwise, without written consent from the PublisherCreated in the United States of AmericaVisit Springer's eBookstore at:<strong>and</strong> the Springer Global Website Online at:http://ebooks.kluweronline.comhttp://www.springeronline.com
Page 2 and 3: Applied Linguistics andLanguage Tea
Page 6 and 7: ContentsForewordixPart I: Teacher E
Page 8 and 9: 16Why Teachers Don’t Use Their Pr
Page 10 and 11: FOREWORDApplied linguistics has a l
Page 12 and 13: FOREWORDxiSection 5 presents studie
Page 14 and 15: Chapter 1Researching Applied Lingui
Page 16 and 17: BARTELS 3If you want to investigate
Page 18 and 19: BARTELS 5REPORTS AND INTROSPECTIONT
Page 20: BARTELS 7questions on knowledge of
Page 23 and 24: 10 RESEARCHING APPLIED LINGUISTICSy
Page 25 and 26: 12 RESEARCHING APPLIED LINGUISTICSd
Page 27 and 28: 14 RESEARCHING APPLIED LINGUISTICSr
Page 29 and 30: 16 RESEARCHING APPLIED LINGUISTICSv
Page 31 and 32: 18 RESEARCHING APPLIED LINGUISTICSv
Page 33 and 34: 20 RESEARCHING APPLIED LINGUISTICSC
Page 35 and 36: 22 RESEARCHING APPLIED LINGUISTICSH
Page 37 and 38: 24 RESEARCHING APPLIED LINGUISTICSM
Page 39 and 40: 26 RESEARCHING APPLIED LINGUISTICST
Page 41 and 42: 28 BULGARIAN MINI-LESSONS IN AN SLA
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EDWARDS AND OWEN 45implications mor
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48 THE IMPACT OF LANGUAGE VARIATION
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5.7.2. Accent and DialectAccent and
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EDWARDS AND OWEN 57conclude, theref
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Chapter 4Integrating Language Teach
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COTS AND ARNÓ 61(John, 2000). It i
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COTS AND ARNÓ 63
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COTS AND ARNÓ 65Studies degree pro
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COTS AND ARNÓ 67‘in order not to
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COTS AND ARNÓ 69correction exercis
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COTS AND ARNÓ 71directly supplied
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COTS AND ARNÓ 73interested in flue
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COTS AND ARNÓ 75In order to conclu
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COTS AND ARNÓ 77experiential appro
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Chapter 5Constructing Theoretical N
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VILLAMIL AND DE GUERRERO 81ourselve
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VILLAMIL AND DE GUERRERO 83by mothe
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VILLAMIL AND DE GUERRERO 85
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VILLAMIL AND DE GUERRERO 87investig
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VILLAMIL AND DE GUERRERO 89repertoi
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Chapter 6What’s the Use of Lingui
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ATTARDO AND BROWN 93We became inter
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ATTARDO AND BROWN 95to questions 3,
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ATTARDO AND BROWN 97without attitud
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ATTARDO AND BROWN 99while the stude
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ATTARDO AND BROWN 101Linguistics Ev
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Chapter 7The Effects of Training in
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RIEGELHAUPT AND CARRASCO 105The pre
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RIEGELHAUPT AND CARRASCO 1078. LESS
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RIEGELHAUPT AND CARRASCO 109As a fi
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RIEGELHAUPT AND CARRASCO 111importa
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RIEGELHAUPT AND CARRASCO 113were ve
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RIEGELHAUPT AND CARRASCO 115What Dr
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RIEGELHAUPT AND CARRASCO 11713. CON
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Chapter 8What Teachers Say When the
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BALOCCO, CARVALHO AND SHEPHERD 121q
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BALOCCO, CARVALHO AND SHEPHERD 123T
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BALOCCO, CARVALHO AND SHEPHERD 125F
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BALOCCO, CARVALHO AND SHEPHERD 1274
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BALOCCO, CARVALHO AND SHEPHERD 129t
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BALOCCO, CARVALHO AND SHEPHERD 131T
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BALOCCO, CARVALHO AND SHEPHERD 133m
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Chapter 9Relevance of Knowledge of
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LO 137Instruments and ProceduresDat
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LO 139course. Peiling’s need for
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LO 141(Interview, 03-15, 2002). In
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LO 143instructor saw it, was not ab
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LO 145Disconnection between Theory,
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LO 147teacher-learners “pretty go
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LO 149Question 2: What was the impa
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LO 151how I teach in any way. If th
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LO 153sense of SLA theory as it is
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LO 155Kerekes, J. (2001). How can S
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LO 157IssueInstructor’s viewParti
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Chapter 10Knowledge about Language
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ANDREWS AND McNEIL 161number of res
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ANDREWS AND McNEIL 163Lesson observ
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ANDREWS AND McNEIL 165From Table 1,
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168 KAL AND THE GOOD LANGUAGE TEACH
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180 PRESERVICE TEACHERS’ KAL AND
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202 WHAT’S PHONETICS GOT TO DO WI
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222 RAISING ORTHOGRAPHIC AWARENESSt
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224 RAISING ORTHOGRAPHIC AWARENESSp
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226 RAISING ORTHOGRAPHIC AWARENESSp
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228 RAISING ORTHOGRAPHIC AWARENESSQ
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230 RAISING ORTHOGRAPHIC AWARENESSc
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232 RAISING ORTHOGRAPHIC AWARENESSs
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234 RAISING ORTHOGRAPHIC AWARENESSa
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236 REALISATIONS: SYSTEMIC FUNCTION
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262 PROFESSIONAL DEVELOPMENT IN PRA
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282 WHY T’S DON’T USE PRAGMATIC
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296 TRAINEES’ KNOWLEDGE OF GRAMMA
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314 THE USE OF KAL IN TESTINGcomple
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316 THE USE OF KAL IN TESTINGDue to
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318 THE USE OF KAL IN TESTINGabout
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320 THE USE OF KAL IN TESTINGproces
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322 THE USE OF KAL IN TESTINGtaught
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324 THE USE OF KAL IN TESTINGthe te
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326 EXPERIENCE, KAL AND CLASSROOM P
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342 DISCOURSE ANALYSIS AND FOREIGN
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366 STORYTELLING INTO UNDERSTANDING
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388 HOW MA-TESL STUDENTS USE KAL IN
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406 APPLIED LINGUISTICS AND TEACHER
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Applied Linguistics and Language Teacher Education by Nat Bartels

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