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Native and Non-Native Teacher Talk in the EFL Classroom

Native and Non-Native Teacher Talk in the EFL Classroom explores and compares, both quantitively and qualitatively, the linguistic features;

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Native and Non-Native Teacher Talk in the EFL Classroom

Native and Non-Native Teacher Talk in the EFL Classroom explores and compares the linguistic features of native and non-native English;

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Native and Non-Native Teacher Talk in the EFL Classroom

Native and Non-Native Teacher Talk in the EFL Classroom explores and compares the linguistic features of native and non-native English;

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Classroom Interactions as Cross-Cultural Encounters

reconstitutes the notion of native-speakerness and repositions the roles of native and non-native English teachers in the TESOL profession in the;

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Non-native Educators in English Language Teaching

The place of native and non-native speakers in the role of English teachers has probably been an issue ever since English was taught;

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Non-Native Educators in English Language Teaching

The place of native and non-native speakers in the role of English teachers has probably been an issue ever since English was taught;

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Classroom Discourse in EFL Teaching

Austria on the one hand, and Spain on the other hand. The focus of the study is on EFL classes taught by a team of a non-native speaker teacher;

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A Training Course for TEFL

discussion points, as well as reference to existing textbooks. Suitable for both EFL and ESL, native and non-native teachers, the book makes;

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A Comparative Study of Wh-Words in Chinese EFL Textbooks, Elicited Native and Non-Native Speaker Data and Written Native and Non-Native Speaker Corpora

, although native speakers tend to use more prefabricated chunks of language. The analysis of wh sentences from native speakers and non-native;

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The European Journal of Applied Linguistics and TEFL

pedagogy, English language teacher training and classroom innovation. This number includes ten articles presenting the latest research and;

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The Routledge Advanced Language Training Course for K-16 Non-native Chinese Teachers

The Routledge Advanced Language Training Course for K-16 Non-native Chinese Teachers is a content-based and thematically organized textbook;

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The Routledge Advanced Language Training Course for K-16 Non-native Chinese Teachers

The Routledge Advanced Language Training Course for K-16 Non-native Chinese Teachers is a content-based and thematically organized textbook;

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Communication or Native-speakers' Imitation

why such model is not achievable. First, the defining characteristics of native and non-native speaker; native-speaker model were re-examined;

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A Call to Action

A Call to Action challenges current and future teachers to take seriously the philosophical implications of being an educator on land;

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Sherman Alexie's A Drug Called Tradition and 13/16

Foreign Language) classroom. The EFL classroom in particular offers teachers an early opportunity to make students aware of and assist them;

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L2 Selves and Motivations in Asian Contexts

. Themes in the volume cover the use of possible L2 selves as a theoretical model of motivation, the role of teacher motivation and demotivation;

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L2 Selves and Motivations in Asian Contexts

. Themes in the volume cover the use of possible L2 selves as a theoretical model of motivation, the role of teacher motivation and demotivation;

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Perceptual Training on Lexical Stress Contrasts: A Study with Taiwanese Learners of English as a Foreign Language

EFL learners in Taiwan, and shows that these effects can be positive as well as negative. The book is of interest to researchers in lexical;

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Uncovering Ideology in English Language Teaching

linguistic and cultural norms and the educational technology of the anglophone West as being normative, while the norms and practices of non-Western;

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Uncovering Ideology in English Language Teaching

linguistic and cultural norms and the educational technology of the anglophone West as being normative, while the norms and practices of non-Western;

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From Language Learner to Language Teacher

in non-English-speaking settings than in English-speaking settings, and most are natives of the countries in which they teach. This volume;

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Second Language Acquisition and Writing

and classroom practices in order to find ways to best help the teaching of writing and English in an EFL/ESL classrooms.;

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Teacher Beliefs as a Complex System

of Chinese teachers of English as a Foreign Language (EFL), and their pedagogical choices in the context of the National English Curriculum Reform;

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Language Learning and Intercultural Understanding in the Primary School

the specialist and non-specialist primary teacher * contains case studies, lesson plans and practical classroom resources * provides guidance;

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Language Learning and Intercultural Understanding in the Primary School

the specialist and non-specialist primary teacher * contains case studies, lesson plans and practical classroom resources * provides guidance;

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'We Have a Commonalty and a Common Dream'

art form. Aboriginal writers merge native and non-native elements and talk to a multicultural audience. Based on six novels published in 1993;

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Implementation of Oral Questioning Strategies in EFL classrooms

, six samples of EFL teachers were selected randomly to find out the effectiveness of teacher questions and the roles of learners in classroom;

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