TESOL quarterly /
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| Tác giả tập thể: | |
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| Định dạng: | Serial |
| Xuất bản : |
Washington, D.C. : |b TESOL, |c 1967-
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| Chủ đề: | |
| Truy cập trực tuyến: | http://www.library.uiuc.edu/orr/results.php?resid=9926 |x UIU |
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| 082 | 0 | 0 | |a 428.007 |2 14 |
| 090 | |a 428 |b TES | ||
| 245 | 0 | 0 | |a TESOL quarterly / |c Teachers of English to Speakers of Other Languages. |
| 246 | 2 | |a Teachers of English to Speakers of Other Languages quarterly | |
| 260 | |a Washington, D.C. : |b TESOL, |c 1967- | ||
| 300 | |a v. ; |c 24 cm. | ||
| 310 | |a Quarterly | ||
| 362 | 0 | |a Vol. 1, no. 1 (Mar. 1967)- | |
| 500 | |a Title from cover. | ||
| 505 | |a 2003, Vol. 37 / No. 4 / Winter (CA41/00040): The impact of English as a global language on educational policies and practices in the Asia-Pacific region -- “Ownership” of English in the outer circle: AN alternative to the NS-NNS dichotomy -- L2 vocabulary learning from contaxt: Strategies, knowledge sources, and their relatioship with success in L2 lexical inferencing -- The most frequently used spoken American English idioms: A corpus analysis and its implications -- Imoerial troopers and servants of the Lord: A vision of TESOL for the 21th century -- Problematizing cultural stereotypes in TESOL -- Incorporating world Englishes in teaching English as an international language -- “Seeing” teacher learning -- African innovations in literacy education. The third pan African Conference on reading for all -- The effects of organization markers on ESL learners’ text understanding -- Is there a rode for the use of the L1 in an L2 setting? -- Writing games: Multicultural case studies of academic literacy practices in higher education -- Questionaires in second language research: Construction, administration and processing -- Longman student grammar of spoken and written English -- Critical applied linguistics: A critical introduction -- Approaches to materials design in European textbooks: Implementing principles of authenticity, learner autonomy and cultural awareness -- Bilingual and ESL classrooms: Teaching in multicultural contexts -- Learning and not learning English: Lation students in American schools | ||
| 505 | |a 2004, Vol. 38 / No. 1 / Spring (CA41/00041): Global cultural flows and pedagogic dilemmas: Teaching in the global University contact zone -- “Like everybody else”: Equalizing educational opportunity for English language learners -- The grammar of history : enhancing content-based instruction through a functional focus on language -- The effects of a phonological awareness intervention on the oral English proficiency of Spanish-speaking kindergarten children -- Comments on Robert Yates and Dennis Muchisky’s “On reconceptualizing teacher education” … Current issues in English language testing research: Testing times: research directions and issues for Cambridge ESOL examinations -- Research issues in high-stakes communicative language testing: Reflections on TOEFL’s new directions -- The construction of Creole-speaking students’ linguistic profile and contradictions in ESL literacy programs -- Understanding expertise in teaching case studies of ESL teachers -- Exploring the dynamics of second language writing -- Applied linguistics -- Teaching language: From grammar to grammaring -- Response to student writing: Implications for second language students -- Language and literacy teaching for indigenous education: A bilingual approach -- English L2 reading: Getting to the bottom | ||
| 505 | |a 2005, Vol. 39, No. 1 March (CA41/00044): From teaching points to learning opportunities and beyond -- The relationship between negotiated interaction, learner uptake, and lexical acquisition in task-based computer-mediated communication -- Becoming a student: Identity work and academic literacies in early schooling -- Using peer tutoring to increase social interactions in early schooling -- Globalizing learner autonomy -- Scepages, contact zones, and amalgam: Internationalizing TESOL -- The Hegemony of English -- Critical pedagogies and language learning -- Room for talk: Teaching and learning in a multilingual kindergarten -- Testcraft: A teacher’s guide to writing and using language test specifications | ||
| 505 | |a 2006, Vol. 40 No. 1 (CA41/00050): TESOL at forty: What are the issues -- Cognitive and sociocultural perspectives: Two parallel SLA worlds? -- TESOL methods: Changing tracks, challenging trends -- Current issues in the teaching of grammar: An SLA perspective -- Current perspectives on teaching the four skills -- English for specific purposes: Teaching to perceived needs and imagined futures in worlds of work,study, and everydays life -- Current perspectives on teaching world Englishes and English as a Lingua Franca -- Perspectives on technology in learning and teaching languages -- Expanding horizons and unresolved conundrums: Language testing and assessment -- The sociocultural two and its challenges for second language teacher education | ||
| 505 | |a Vol. 38 / No. 2 / Summer (CA41/00042): Primary stress and intelligiblity: Research to motivate the teaching of suprasegmentals -- Effects of comic strips on L2 learners’ reading comprehension -- What level of English proficiency do elementary school teachers need to attain to teach EFL? Case studies from Korea, Taiwan, and Japan -- ESOL teachers’ knowledge of context as critical mediator in curriculum development -- Technology and curricular reform in China: A case study -- Investigating missed opportunities and cultural displays -- Teacher-researcher collaboration in TESOL. Defining the process of teacher-researcher collaboration. Reflections on the impact of teacher-researcher collaboration -- Familiarity breeds comtempt: Reading texts from learners’ own cultures does not guarantee recall -- Intonation and discourse: Three approaches: Discouse intonation in L2: From theory and research to practice -- The music of everyday speech: prosody and discourse analysis -- Intonation in text and discourse: beginnings, middles, and ends -- Grammar teaching in teacher educcation -- What keeps teachers going? -- Academic discourse | ||
| 505 | |a Vol. 38 / No. 4 / Winter (CA41/00043): Negotiating participation and identity in second language academic communities -- South Korean high school English teachers’ code switching: Questions and challenges in the drive for maximal use of English in teaching -- Issues in teachers’ reinterpretation of a task-based innovation in primary schools -- Multilingual scholars and the imperative to publish in English: Negotiating interests, demands, and rewards -- The role of literacy level in second language asquitions: Doesn’t who we study determine what we know? -- Participation, (Dis-) identification, and Japanese University entrance exams -- Readers respond to Julian Edge’s “imperial troopers and servants of the Lord” -- Research guidelines in TESOL: Alternative perspectives: Linking observations to interpretations and uses in TESOL research -- Reflections on research guidelines, categories, and responsibility -- Issues of validity in progressive paradigms of qualitative research -- Learner views of using authentic audio to aid pronunciation: “You can just grab some feelings” -- A philosophy of second language acquisition -- Making it happen: From interactive to participatory language learning -- The multilingual mind: Issues discussed by, for, and about people living with many languages -- Computer learner corpora, second language acquisition and foreign language teaching -- Technology and teaching English language learners -- Enriching ESOL pedagogy: Readings and activities for engagement, reflection, and inquiry -- Multilingual education in practice: Using diversity as a resource -- Crossing cultures in the language classroom | ||
| 505 | |a Vol. 39, No. 2 June (CA41/00045): Intergenerationaltrajetories and sociopolitical context: Latina immigrants in adult ESL -- School reform, hybrid discourses, and second language literacies -- Othering in an English language program -- Host teachers' evaluations of nonnative-English-speaking teacher trainees – A perspective from the classroom -- Researching the impact of English on minority and indigenous languages in non-Western contexts -- Vietnamese acquisition of English word stress -- Computers and qualitative data analysis -- English and the African diaspora -- Computer learner corpora and their pedagogical application | ||
| 505 | |a Vol. 39, No. 3 September (CA41/00046-47): Changing contexts and shifting paradigms in pronunciation teaching -- Second language accent and pronunciation teaching: A research-based approach -- Intelligibility and the listener: The role of lexical stress -- Listening to estuary English in Singapore -- Phonetic parameters and perceptual judgments of accent in English by American and Japanese listeners -- Pronunciation issues and EIL pedagogy in the periphery: A survey of Greek State School Teachers’ beliefs -- Learners’ ethnic group affiliation and L2 pronunciation accuracy: A sociolinguistic investigation -- Becoming “Black lams” not “Parrots”: A poststructuralist orientation to intelligibility and identity -- Implementing an international approach to English pronunciation: The role of teacher attitudes and identity -- The Lingua Franca Core: A new model for pronunciation instruction? -- Using student-produced recordings with monolingual groups to provide effctive, individualized pronunciation practice | ||
| 505 | |a Vol. 39, No. 4 December (CA41/00048-49): Negotiating language contact and identity change in developing Tibetan-English bilingualism --- Motivators that do not motivate: The case of Chinese EFL learners and the influence of culture on motivation --- Contextual influences on instructional practices: A Chinese case for an ecological approach to ELT --- Learning in an additional language in a multilingual society: A South African case study on University-level writing --- Making the invisible: A responsive evaluation study of ESL and Spanish language services for immigrants in a small rural County in Indiana --- The challenge of academic publishing: A Hong Kong perspective --- Toward a more inclusive applied linguistics and English language teaching --- Publication culture of foreign language education journals in China --- Contingency and Agency in adult ESOL classes for asylum seekers --- Opportunities for Agency in adult ESOL learners to revision and envision their social identities --- Remembered histories and other controversial issues --- Task-based language learning and teaching --- Teaching language and content to linguistically and culturally diverse students: Principles, ideas, and materials --- Making connections: An interactive approach to academic reading --- Gateways to academic writing: Effective sentences, paragraphs and essays --- Reflecting on classroom comunication in Asia | ||
| 650 | 0 | |a English language |x Study and teaching |x Foreign speakers |v Periodicals. | |
| 653 | |a Giảng dạy | ||
| 653 | |a Ngôn ngữ | ||
| 653 | |a Người nước ngoài | ||
| 653 | |a Tiếng Anh | ||
| 710 | 2 | |a Teachers of English to Speakers of Other Languages, Inc. | |
| 856 | 4 | 1 | |u http://www.library.uiuc.edu/orr/results.php?resid=9926 |x UIU |
| 942 | |c BAO | ||
| 999 | |c 2871 |d 2871 | ||