語系:
繁體中文
English
說明(常見問題)
回圖書館首頁
手機版館藏查詢
登入
回首頁
切換:
標籤
|
MARC模式
|
ISBD
A collective case study of the natur...
~
Budak, Sevda.
FindBook
Google Book
Amazon
博客來
A collective case study of the nature of form-focused instruction among secondary English as a second language teachers.
紀錄類型:
書目-語言資料,印刷品 : Monograph/item
正題名/作者:
A collective case study of the nature of form-focused instruction among secondary English as a second language teachers./
作者:
Budak, Sevda.
面頁冊數:
212 p.
附註:
Source: Dissertation Abstracts International, Volume: 75-04(E), Section: A.
Contained By:
Dissertation Abstracts International75-04A(E).
標題:
Education, English as a Second Language. -
電子資源:
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3604618
ISBN:
9781303603778
A collective case study of the nature of form-focused instruction among secondary English as a second language teachers.
Budak, Sevda.
A collective case study of the nature of form-focused instruction among secondary English as a second language teachers.
- 212 p.
Source: Dissertation Abstracts International, Volume: 75-04(E), Section: A.
Thesis (Ph.D.)--The University of Nebraska - Lincoln, 2013.
The nature of teaching expertise for form-focused instruction (FFI) in secondary schools has received little research attention. FFI research that has been carried out so far has devoted time in exploring the classification of one form of FFI, or the effectiveness of one form of FFI over another. Given that exploring teaching expertise for FFI in a natural classroom setting is necessary in order to bring out the interplay of factors influencing and prioritized by the teacher in choosing how to proceed instructionally. Furthermore, student experiences of teacher FFI have been largely ignored. Giving voice to student perspectives will help draw the relationship between student grammar learning and teacher teaching.
ISBN: 9781303603778Subjects--Topical Terms:
1030294
Education, English as a Second Language.
A collective case study of the nature of form-focused instruction among secondary English as a second language teachers.
LDR
:02938nam a2200313 4500
001
1963150
005
20140923134348.5
008
150210s2013 ||||||||||||||||| ||eng d
020
$a
9781303603778
035
$a
(MiAaPQ)AAI3604618
035
$a
AAI3604618
040
$a
MiAaPQ
$c
MiAaPQ
100
1
$a
Budak, Sevda.
$3
2099331
245
1 2
$a
A collective case study of the nature of form-focused instruction among secondary English as a second language teachers.
300
$a
212 p.
500
$a
Source: Dissertation Abstracts International, Volume: 75-04(E), Section: A.
500
$a
Adviser: Jenelle Reeves.
502
$a
Thesis (Ph.D.)--The University of Nebraska - Lincoln, 2013.
520
$a
The nature of teaching expertise for form-focused instruction (FFI) in secondary schools has received little research attention. FFI research that has been carried out so far has devoted time in exploring the classification of one form of FFI, or the effectiveness of one form of FFI over another. Given that exploring teaching expertise for FFI in a natural classroom setting is necessary in order to bring out the interplay of factors influencing and prioritized by the teacher in choosing how to proceed instructionally. Furthermore, student experiences of teacher FFI have been largely ignored. Giving voice to student perspectives will help draw the relationship between student grammar learning and teacher teaching.
520
$a
The purpose of this qualitative research was to explore the display of language teaching expertise for form-focused instruction within the English as a second language context. An instrumental case study design was employed focusing on three ESL teachers' grammar teaching.
520
$a
Analysis of multiple sources of data (semi-structured interviews, non-formal conversations, emails, non-participant observations, video recordings of the lessons, and the stimulated recall technique within the follow-up interviews, collection of documents (teacher plans, student work), photographs of the teaching related documents, and surveys) revealed three core themes for each case with various sub-themes. The core themes were: The influencing criteria on the teacher's decision-making, student as center of teacher thinking, and the dilemmas that the teacher faces. The similarities and the differences across the three cases were discussed within the cross-case analysis. Students' perspectives of each teacher were discussed within each case. The match and mismatch between the student and teacher perspectives were also provided. Based on the findings that emerged, implications for language teaching and language teacher education are highlighted.
590
$a
School code: 0138.
650
4
$a
Education, English as a Second Language.
$3
1030294
650
4
$a
Education, Teacher Training.
$3
783747
650
4
$a
Language, Linguistics.
$3
1018079
690
$a
0441
690
$a
0530
690
$a
0290
710
2
$a
The University of Nebraska - Lincoln.
$b
Teaching, Curriculum, & Learning.
$3
1026488
773
0
$t
Dissertation Abstracts International
$g
75-04A(E).
790
$a
0138
791
$a
Ph.D.
792
$a
2013
793
$a
English
856
4 0
$u
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3604618
筆 0 讀者評論
館藏地:
全部
電子資源
出版年:
卷號:
館藏
1 筆 • 頁數 1 •
1
條碼號
典藏地名稱
館藏流通類別
資料類型
索書號
使用類型
借閱狀態
預約狀態
備註欄
附件
W9258148
電子資源
11.線上閱覽_V
電子書
EB
一般使用(Normal)
在架
0
1 筆 • 頁數 1 •
1
多媒體
評論
新增評論
分享你的心得
Export
取書館
處理中
...
變更密碼
登入