BARTELS 421Chi, M., Feltovich, P., & Glaser, R. (1981) Categorization <strong>and</strong> representation of physics problems <strong>by</strong> experts<strong>and</strong> novices. Cognitive Science, 5, 121-152.Clement, J. (1982) Students’ preconceptions in introductory mechanics. American Journal of Physics, 50(1),66-71.de Groot, A. (1965) Thought <strong>and</strong> Choice in Chess. The Hague: MoutonDetterman, D. (1993) The case for the Prosecution: Transfer as an Epiphenomenon. In D. Detterman (Ed.)Transfer on Trial: Intelligence, Cognition, <strong>and</strong> Instruction. Norwood, NJ: Ablex.Donald, J. (1995) Disciplinary differences in knowledge validation. In N. Hativa & M. Marincovich (Eds.)Disciplinary Differences in Teaching <strong>and</strong> Learning: Implications for Practice. San Francisco: Jossey Bass.Duffy, G. & Roehler, L. (1986) Constraints on teacher change. Journal of <strong>Teacher</strong> <strong>Education</strong>, 37(1), 55-58.Eraut, M. (1995) Schön Shock: a case for reframing reflection-in-action? <strong>Teacher</strong>s <strong>and</strong> Teaching: Theory <strong>and</strong>Practice, 1(1), 9-22.Ericsson, K., Krampe, R., & Tesch-Römer, C. (1993) The role of deliberate practice in the acquisition of expertperformance. Psychological Review, 3, 363-406.Fillmore, L. & Snow, C. (2002) What teachers need to know about language. In C. Adger, C. Snow, & D.Christian, (Eds.) What <strong>Teacher</strong>s Need to Know about <strong>Language</strong>. Washington, DC, <strong>and</strong> McHenry, IL:Center for <strong>Applied</strong> <strong>Linguistics</strong> <strong>and</strong> Delta Systems Co., Inc.Franke, M., Carpenter, T., Levi, L. & Fennema, E. (2001) Capturing teachers’ generative change: A follow-upstudy of professional development in mathematics. American <strong>Education</strong>al Research Journal, 38(3), 653-689.Freeman, D. (1994) Knowing into doing: <strong>Teacher</strong> education <strong>and</strong> the problem of transfer. In D. Li, D.Mahoney, & J. Richards (Eds.) Exploring Second <strong>Language</strong> <strong>Teacher</strong> Development. Hong Kong. CityUniversity of Honk Kong.Freeman, D. & Johnson, K. (1998) Reconceptualizing the knowledge-base of language teacher education.TESOL Quarterly, 32(3), 397-417.Garet, M., Porter, A., Desimone, L., Birman, B., & Yoon, K. (2001) What makes professional developmenteffective? Results from a national sample of teachers. American <strong>Education</strong>al Research Journal, 38(4),915-945.Gass, S. (1995) Learning <strong>and</strong> teaching: The necessary intersection. In F. Eckman, D. Highl<strong>and</strong>, P. Lee, J.Mileham & R. Weber (Eds.) Second <strong>Language</strong> Acquisition Theory <strong>and</strong> Pedagogy. Hove, UK: Erlbaum.Gess-Newsome, J., & Lederman, N. (1993 Preservice biology teachers’ knowledge structures as a function ofprofessional teacher education. Science <strong>Education</strong>, 77: 25-45.Gick, M. & Holyoak, K. (1980) Analogical problem solving. Cognitive Psychology, 12, 306-355.Gick, M. & Holyoak, K. (1983) Schema induction <strong>and</strong> analogical transfer. Cognitive Psychology, 15, 1-38.Gigerenzer, G., Todd, P. (1999) Simple Heuristics that Make Us Smart. Oxford: Oxford University Press.Godden, D. & Baddeley, A. (1975) Context-dependent memory in two natural environments. On l<strong>and</strong> <strong>and</strong>underwater. British Journal of Psychology, 66(3), 325-331.Gott, S., Hall, E., Pokorny, R., Dibble, E., Glaser, R. (1993) A naturalistic study of transfer: AdaptiveExpertise in technical domains. In D. Detterman (Ed.) Transfer on Trial. Norwood, NJ: Ablex.Grabe, W., Stoller, F., & Tardy, C. (2000) Disciplinary knowledge <strong>and</strong> teacher development. In J. K. Hall (Ed.)The Sociopolitics of English <strong>Language</strong> Teaching. Multilingual Matters.Greeno, J., Moore, J. & Smith, D. (1993) Transfer of situated learning. In D. Detterman (Ed.) Transfer onTrial: Intelligence, Cognition, <strong>and</strong> Instruction. Norwood, NJ: Ablex.Griggs, R. A. <strong>and</strong> Cox, J. R. (1982): The elusive thematic-materials effect in Wason’s selection task. BritishJournal of Psychology, 73: 407-420.Grossman, P., & Richert, A. (1988) Unacknowledged knowledge growth. Teaching & <strong>Teacher</strong> <strong>Education</strong>,4(1), 53-62.Haider, H. & Frensch, P. (1996) The role of information reduction in skill acquisition. Cognitive Psychology,30, 304-337.Haider, H. & Frensch, P. (1999) Eye movement during skill acquisition: More evidence for the informationreductionhypothesis. Journal of Experimental Psychology: Learning, Memory <strong>and</strong> Cognition, 25(1), 172-190.
422 APPLIED LINGUISTICS AND TEACHER EDUCATIONHalliday, M., McIntosh, A. & Strevens, P. (1964). The Linguistic Sciences <strong>and</strong> <strong>Language</strong> Teaching. Harlow:Longman.Halloun, I. & Hestenes, D. (1985) The initial knowledge state of college physics students. American Journal ofPhysics, 53(1) 1043-1055.Hativa, N. (1995) What is taught in an undergraduate lecture? Differences between a matched pair of pure <strong>and</strong>applied disciplines. In N. Hativa & M. Marincovich (Eds.) Disciplinary Differences in Teaching <strong>and</strong>Learning: Implications for Practice. San Francisco: Jossey Bass.Holyoak, K. & Koh, K. (1987) Surface <strong>and</strong> structural similarity in analogical transfer. Memory & Cognition,15(4), 332-340.Johnston, B. & Goettsch, K. (1999) In search of the knowledge base of language teaching: Explanations <strong>by</strong>experienced teachers. Canadian Modern <strong>Language</strong> Review. 56, 437-468.Kalyuga, S., Ayres, P. Ch<strong>and</strong>ler, P. & Sweller, J. (2003) The expertise reversal effect. <strong>Education</strong>alPsychologist, 83(1), 23-31.Kerkes, J. (2001) How can SLA theories <strong>and</strong> SLA researchers contribute to teachers’ practices? In B. Johnston& S. Irujo (Eds.) Research <strong>and</strong> Practice in <strong>Language</strong> <strong>Education</strong>: Voices from the Field. Minneapolis:Center for Advanced Research on <strong>Language</strong> Acquisition.Kessels, B., Lagerwerf, B., Wubbels, T. & Korthagen, F. (2001) Linking Practice <strong>and</strong> Theory: The Pedagogyof Realistic <strong>Teacher</strong> <strong>Education</strong>. Mahwah, NJ: Erlbaum.Lamb, M. (1995) The consequences of INSET. ELT Journal, 49(1), 72-80.Lantolf, J. (2000) Introducing sociocultural theory. In J. Lantolf (Ed) Sociocultural Theory <strong>and</strong> Second<strong>Language</strong> Learning. Oxford: Oxford University Press.Larsen-Freeman, D. (1983) Training teachers or educating a teacher. In J. Alatis, H.H. Stern, & P. Strevens(Eds.) Georgetown University Round Table on <strong>Language</strong> <strong>and</strong> <strong>Linguistics</strong> 1983: <strong>Applied</strong> <strong>Linguistics</strong> <strong>and</strong>the Preparation of Second <strong>Language</strong> <strong>Teacher</strong>s. Washington, DC: Georgetown University Press.Leinhardt, G. & Greeno, J. (1986) The cognitive skill of teaching. Journal of <strong>Education</strong>al Psychology, 78(2),75-95.Leinhardt, G. & Smith, D. (1985) Expertise in mathematics instruction: Subject matter knowledge. Journal of<strong>Education</strong>al Psychology, 77, 247-271.Leinhardt, G., Putnam, R., Stein, M., & Baxter, J. (1991) Where subject matter knowledge matters. In J.Brophy (Ed.) Advances in Research on Teaching, Vol. 2, JAI Press.Leinhardt, G., Young, K., & Merriman, J. (1995) Integrating professional knowledge: The theory of practice<strong>and</strong> the practice of theory. Learning <strong>and</strong> Instruction, 5, 401-408.Lesgold, A. (1984) Acquiring Expertise. In John Anderson & Stephen Kosslyn (Eds.) Tutorials in Learning<strong>and</strong> Memory. New York: Freeman.Lesgold, A., Rubinson, H., Feltovich, P., Glaser, R., Klopfer, D., & Wang, Y. (1988) Expertise in a complexskill: Diagnosing x-ray pictures. In M. Chi, R. Glaser & M. Farr (Eds.) The <strong>Nat</strong>ure of Expertise. Hillsdale,NJ: Erlbaum.Lockhart, R., Lamon, M. & Gick, M. (1988) Conceptual transfer in simple insight problems. Memory &Cognition, 16(1), 36-44.Mayer, R. & Moreno, R. (2003) Nine ways to reduce cognitive load in multimedia learning. <strong>Education</strong>alPsychologist, 83(1), 43-52.Michael, A., Klee, T., Brasford, J. & Warren, S. (1993) The transition from theory to therapy: Test of twoinstructional methods. <strong>Applied</strong> Cognitive Psychology, 7, 139-153.Morine-Dershimer, G. (1989) Preservice teachers’ conceptions of content <strong>and</strong> pedagogy: Measuring growth inreflective, pedagogical decision-making. Journal of <strong>Teacher</strong> <strong>Education</strong>, 40(5):46-52.Morris, L. (1999) Applying linguistics: An analysis of grammatical explanations given <strong>by</strong> TESLundergraduates. In S. Hwang <strong>and</strong> A. Lommel (Eds.) Lacus Forum XXV. Fullerton, CA: LACUS.Morris, L. (2002) Age <strong>and</strong> uptake in TESL training. <strong>Language</strong> Awareness, 11(3), 192-207.Morris, P. (1984) <strong>Teacher</strong>s’ attitudes towards a curriculum innovation: an East Asian study. Research in<strong>Education</strong>, 40, 75-85.NCRTL (1991) Findings from the <strong>Teacher</strong> <strong>Education</strong> <strong>and</strong> Learning to Teach Study. East Lansing: NCRTL.
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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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54 THE IMPACT OF LANGUAGE VARIATION
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56 THE IMPACT OF LANGUAGE VARIATION
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58 THE IMPACT OF LANGUAGE VARIATION
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60 INTEGRATING LANGUAGE TEACHERS’
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62 INTEGRATING LANGUAGE TEACHERS’
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64 INTEGRATING LANGUAGE TEACHERS’
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66 INTEGRATING LANGUAGE TEACHERS’
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72 INTEGRATING LANGUAGE TEACHERS’
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74 INTEGRATING LANGUAGE TEACHERS’
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76 INTEGRATING LANGUAGE TEACHERS’
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78 INTEGRATING LANGUAGE TEACHERS’
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80 CONSTRUCTING THEORETICAL NOTIONS
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84 CONSTRUCTING THEORETICAL NOTIONS
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86 CONSTRUCTING THEORETICAL NOTIONS
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88 CONSTRUCTING THEORETICAL NOTIONS
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90 CONSTRUCTING THEORETICAL NOTIONS
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92 WHAT’S THE USE OF LINGUISTICS?
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94 WHAT’S THE USE OF LINGUISTICS?
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96 WHAT’S THE USE OF LINGUISTICS?
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98 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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106 LINGUISTICS TRAINING IN APACHE
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108 LINGUISTICS TRAINING IN APACHE
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110 LINGUISTICS TRAINING IN APACHE
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116 LINGUISTICS TRAINING IN APACHE
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118 LINGUISTICS TRAINING IN APACHE
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120 WHAT TEACHERS SAY ABOUT DISCOUR
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122 WHAT TEACHERS SAY ABOUT DISCOUR
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124 WHAT TEACHERS SAY ABOUT DISCOUR
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126 WHAT TEACHERS SAY ABOUT DISCOUR
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128 WHAT TEACHERS SAY ABOUT DISCOUR
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130 WHAT TEACHERS SAY ABOUT DISCOUR
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132 WHAT TEACHERS SAY ABOUT DISCOUR
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134 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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162 KAL AND THE GOOD LANGUAGE TEACH
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164 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
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Chapter 18Knowledge about Language
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JONES-MCKENZIE 315examination condi
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JONES-MCKENZIE 317clarification of
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JONES-MCKENZIE 319role-playing and
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JONES-MCKENZIE 321The teachers’ k
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JONES-MCKENZIE 323during class sess
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Chapter 19Experience, Knowledge abo
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5.BORG 327post-observation intervie
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BORG 329The connections between KAL
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5.6.7.BORG 331The teacher now gives
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1.2 DaveBORG 3331.2.1 ContextDave (
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Dave:BORG 335It was a word in Latin
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BORG 337He did actually examine thi
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BORG 339where the importance of und
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Chapter 20Discourse Analysis and Fo
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BELZ 343do the teachers in this stu
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BELZ 345respect to language functio
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4.1 Teacher agencyBELZ 3474.1.1 Cas
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BELZ 349Hoffman’s short story The
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BELZ 351idea of trying to teach lan
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BELZ 353those he names also...The u
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BELZ 355only to the extent to which
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BELZ 357would parallel the existing
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BELZ 359departments. It may be the
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BELZ 361apply equally well to the s
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BELZ 363Long, M. (1990). The least
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Chapter 21Storytelling into Underst
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HAZELRIGG 367In the view of many ed
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HAZELRIGG 369strategies and “rule
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- Page 396 and 397: HAZELRIGG 383that it allowed her st
- Page 398 and 399: HAZELRIGG 385Fitzgerald, J. (1995).
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- Page 404 and 405: POPKO 391Theory courses.If a course
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- Page 424 and 425: BARTELS 411The results of Ericsson,
- Page 426 and 427: BARTELS 413cognition and it is this
- Page 428 and 429: BARTELS 415(Widdowson, 1990: 25) of
- Page 430 and 431: BARTELS 4176) Applied linguistics a
- Page 432 and 433: BARTELS 419Furthermore, we need to
- Page 436 and 437: BARTELS 423Novick, L. (1988) Analog
- Page 438 and 439: INDEXAaccent, 43, 55, 217, 405acqui
- Page 440 and 441: INDEX 427257, 258, 278, 284, 290, 2
- Page 442: INDEX 429Wwriting, 13, 19, 26, 31,