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Teacher and SHL Student Beliefs about Oral Corrective Feedback: Unmasking Its Underlying Values and Beliefs
16 references·0 citing·44 second hop
Teacher and SHL Student Beliefs about Oral Corrective Feedback: Unmasking Its Underlying Values and Beliefs (2022)Teacher and SHL Student Beliefs about Ora…Heritage language education: A proposal for the next 50 years (2018)Heritage language education: …Undoing Appropriateness: Raciolinguistic Ideologies and Language Diversity in Education (2015)Undoing Appropriateness: Raci…Exploring non-native English-speaking teachers' cognitions about corrective feedback in teaching English oral communication (2015)Exploring non-native English-…Oral corrective feedback in second language classrooms (2012)Oral corrective feedback in s…Writing Ethnographic Fieldnotes, Second Edition (2011)Writing Ethnographic Fieldnot…The Results of the National Heritage Language Survey: Implications for Teaching, Curriculum Design, and Professional Development (2011)The Results of the National H…Language ideologies – Evolving perspectives (2010)Language ideologies – Evolvin…Second Language Learners' Beliefs About Grammar Instruction and Error Correction (2009)Second Language Learners' Bel…Corrective Feedback and Teacher Development (2009)Corrective Feedback and Teach…Exploring the relationship between characteristics of recasts and learner uptake (2006)Exploring the relationship be…Engaging Critical Pedagogy: Spanish for Native Speakers (2005)Engaging Critical Pedagogy: S…Language Ideology: The Case of Spanish in Departments of Foreign Languages (2003)Language Ideology: The Case o…Classroom Based Dialect Awareness in Heritage Language Instruction: A Critical Applied Linguistic Approach (2003)Classroom Based Dialect Aware…The Discourse-Historical Approach (2001)The Discourse-Historical Appr…Heritage Language Instruction for Post-secondary Students from Immigrant Backgrounds (2001)Heritage Language Instruction…Focus on Form in the Foreign Language Classroom: Students' and Teachers' Views on Error Correction and the Role of Grammar (1996)Focus on Form in the Foreign …Principles of Language Learning and Teaching (1981)Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms (1992)The Differentiated Classroom: Responding to the Needs of All Learners (1999)Defining an “ideal” heritage speaker: Theoretical and methodological challenges Reply to peer commentaries (2013)El Español de los Estados Unidos (2015)Heritage Language Education and Identity in the United States (2015)Second Language Acquisition and Second Language Learning (1989)The Role of the Linguistic Environment in Second Language Acquisition (1996)The Psychology of the Language Learner: Individual Differences in Second Language Acquisition (2005)Mixed-methods research in language teaching and learning: Opportunities, issues and challenges (2014)Research into practice: Grammar learning and teaching (2015)Promoting growth in foreign and second language education: A research agenda for mindsets in language learning and teaching (2019)The Role of Consciousness in Second Language Learning1 (1990)Focus on form in classroom second language acquisition (1998)REEXAMINING THE ROLE OF RECASTS IN SECOND LANGUAGE ACQUISITION (2006)EFFECTS OF FORM-FOCUSED PRACTICE AND FEEDBACK ON CHINESE EFL LEARNERS’ ACQUISITION OF REGULAR AND IRREGULAR PAST TENSE FORMS (2010)Effects of Form‐Focused Instruction and Corrective Feedback on L2 Pronunciation Development of /ɹ/ by Japanese Learners of English (2011)Foreign Language Classroom Anxiety (1986)The Input Hypothesis: Issues and Implications (1986)Negative Feedback as Regulation and Second Language Learning in the Zone of Proximal Development (1994)Interaction and instructed second language acquisition (2018)Principles and Practice in Second Language Acquisition (1983)Principles and Practice in Second Language Acquisition (1983)The Practice of English Language Teaching (1983)Second language acquisition, teacher education and language pedagogy (2009)Corrective Feedback in L2 Writing: Theoretical Perspectives, Empirical Insights, and 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this work references cited by second hop

References

  • 2011Writing Ethnographic Fieldnotes, Second Edition3,025 cited
  • 2015Undoing Appropriateness: Raciolinguistic Ideologies and Language Diversity in Education2,822 cited
  • 2001The Discourse-Historical Approach985 cited
  • 2012Oral corrective feedback in second language classrooms741 cited
  • 2009Corrective Feedback and Teacher Development659 cited
  • 2010Language ideologies – Evolving perspectives470 cited
  • 2011The Results of the National Heritage Language Survey: Implications for Teaching, Curriculum Design, and Professional Development397 cited
  • 2006Exploring the relationship between characteristics of recasts and learner uptake386 cited
  • 1996Focus on Form in the Foreign Language Classroom: Students' and Teachers' Views on Error Correction and the Role of Grammar373 cited
  • 2009Second Language Learners' Beliefs About Grammar Instruction and Error Correction274 cited
  • 2005Engaging Critical Pedagogy: Spanish for Native Speakers268 cited
  • 2003Classroom Based Dialect Awareness in Heritage Language Instruction: A Critical Applied Linguistic Approach174 cited
  • 2018Heritage language education: A proposal for the next 50 years140 cited
  • 2001Heritage Language Instruction for Post-secondary Students from Immigrant Backgrounds124 cited

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2015
Exploring non-native English-speaking teachers' cognitions about corrective feedback in teaching English oral communication
117 cited
  • 2003Language Ideology: The Case of Spanish in Departments of Foreign Languages108 cited
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