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Lista de candidatos sometidos a examen:
1) second language teaching (*)
(*) Términos presentes en el nuestro glosario de lingüística

1) Candidate: second language teaching


Is in goldstandard

1
paper CO_ColombianAppliedLinguisticsJournaltxt149 - : Ready, D., & Wesche, M. (1992). An evaluation of the University of Ottawa's Sheltered Program: Language teaching strategies that work. In R. Courchene, J. Glidden, J. St. John, & C. Thérien (Eds.). Comprehension-based second language teaching / L'enseignement des langues asxé sur la compréhension . Ottawa: University of Ottawa Press. [ [45]Links ]

2
paper CO_ColombianAppliedLinguisticsJournaltxt279 - : These three perspectives are grounded on those proposed by Kumaravadivelu (^[81]1994, ^[82]2001, ^[83]2005) and ^[84]Canagarajah (2002) who established three principles that underpin what they call the post-method era in second language teaching: a pedagogy of particularity, a pedagogy of practicality and a pedagogy of possibility .

3
paper CO_Íkalatxt117 - : For their part, Freeman and Johnson (1998) argue for a re-conceptualization of the knowledge base of language teacher educationbased on the premise that language teaching can beenriched when examining systematically how language teachers come to know what they know and do what they do in their work. To them, such re- conceptualizationimplies that teacher learners and their learning processes cannot be adequately described or understood without taking into full account the socio-cultural contexts in which their learning takes place. Consequently, the core of knowledge base mustfocus on the activity of teaching itself, the teacher who does it, the contexts in which it is done and the pedagogy by which it is done. As a result, they posit that a re-conceptualized knowledge base for second language teaching (SLT) should concern three interrelated domains linked by processes of socialization, community creation and activity participation: (a ) the teacher as learner of language teaching, (b)

Evaluando al candidato second language teaching:


1) teacher: 4
2) pedagogy: 4 (*)
6) ottawa: 3

second language teaching
Lengua: eng
Frec: 139
Docs: 104
Nombre propio: / 139 = 0%
Coocurrencias con glosario: 1
Puntaje: 1.564 = (1 + (1+3.58496250072116) / (1+7.12928301694497)));
Candidato aceptado

Referencias bibliográficas encontradas sobre cada término

(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)
second language teaching
: 10. Brammerts, H. (1996). Language learning in tandem using the Internet. In M. Warschauer (Ed.), Telecollaboration in foreign language learning (pp. 121-130). Honolulu: University of Hawai'i, Second Language Teaching and Curriculum Center.
: 2. Canale, M. y Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1 (1), 1-47.
: 23. Hinkel, E. (coord.). (2011). Handbook of research in second language teaching and learning (Vol. II). Nueva York: Routledge.
: 29. Kasper, G. (1997). Can pragmatic competence be taught? NFLRC Network #6, University of Hawaii, Second Language Teaching & Curriculum Center. [74]http://www.nflrc.hawaii.edu/NetWorks/NW06/
: 30. Canale, M. & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1 (1), 1-47.
: 30. Hinkel, E. (1999). Culture in second language teaching and learning. Cambridge: Cambridge University Press.
: 33. Johnson, L. C. (1996). The keypal connection. In M. Warschauer (Ed.), Telecollaboration in foreign language learning (pp. 131-142). Honolulu: University of Hawai'i Second Language Teaching and Curriculum Center.
: 35. Warschauer, M. (1995). Computer-mediated collaborative learning: Theory and practice. Honolulu, HI: University of Hawaii, Second Language Teaching & Curriculum Center.
: 38. Savignon, S. (2005). Communicative language teaching: Strategies and goals. En E. Hinkel (coord.), Handbook of research in second language teaching and learning (pp. 635-651). Mahwaj, NY: Lawrence Erlbaum.
: 4. Canale, M. y Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1-47.
: 5. Brisk, M. (2005). Handbook of research in second language teaching and learning. New York, NY: Routledge.
: 66. Nunan, D. (1999). Second language teaching and learning. Boston, Mass: Heinle & Heinle.
: Anderson, J. R. 2005. "L2 strategy research". En E. Hinkel (Eds.), Handbook of research in second language teaching and learning Mahwah, N. J.: Lawrence Erlbaum Associates, pp. 757-772.
: Anderson, N. J. (2002). The role of metacognition in second language teaching and learning. ERIC Clearinghouse on Languages and Linguistics. Retrieved from ERIC database (ED463659).
: Anderson, N. J. (2005). L2 Strategy Research. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 757-772). Mahwah, NJ: Lawrence Erlbaum Associates.
: Anderson, N. J. 2002. "The role of metacognition in second language teaching and learning", en ERIC Digest, april, pp. 3-4.
: Anderson, N.J. (2005). L2 strategy research. Handbook of research in second language teaching and learning. 757-772.
: Ashworth, M. (1985). Beyond Methodology: Second Language Teaching and the Community. Cambridge, UK: Cambridge University Press.
: Baldauf, R. (2005). Language Planning and Policy Research: An Overview. In E. Hinkel (Ed.), Handbook of Reasearch in Second Language Teaching and Learning (pp. 957-970). Mahwah (NJ), USA: Lawrence Erlbaum.
: CORTAZZI, M. & JIN, L. (1999). Cultural Mirrors: Materials and Methods in EFL Classroom. En E. Hinkel (ed.), Culture in Second Language Teaching. Cambridge: Cambridge University Press.
: Canale, M. & Swain M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics 1(1), (pp. 1-47).
: Canale, Michael y M. Swain. 1980. "Theoretical bases of communicative approaches to second language teaching and testing", en Applied Linguistics 1, pp. 1-47 [en línea]. Disponible en: [45]https://segue.atlas.uiuc.edu/uploads/nppm/CanaleSwain.80.pdf. Consulta: 27/06/2011.
: Chaudron, C. (1987). The role of correction in second language teaching. En B. Das (Ed.), Patterns of classroom Interaction in Southeast Asia, RLC. Anthology Series 17 (pp. 17-50). Singapore: Regional Language Centre.
: Cloud, N. (2005). The dialogic process of capturing and building teacher practical knowledge in dual language programs. In, D. J. Tedick (Ed.) Second language teaching education: International perspectives (pp. 273-280). Mahwah (NJ), USA: Lawrence Erlbaum.
: Cortazzi, M. & Jin, L. (1999) Cultural Mirrors. In: Hinkel, E. Culture in Second Language Teaching and Learning. Cambridge University Press.
: Dekeyser, Robert (2009) “Cognitive psychological processes in second language learning”. En Handbook of second language teaching. Eds., Michael Long y Catherine Doughty. Oxford: Wiley Blackwell, 119-138.
: Du, X., (2009). The affective filter in second language teaching. Asian Social Science, 5(8), 162-165. Retrieved from [61]http://ccsenet.org/journal/index.php/ass/ article/download/3429/3106
: Eskey, D. (2005). Reading in Second Language. In Hinkel (Ed.) Handbook of Research in Second Language Teaching and Learning.
: Ferreira, A. (2003). Feedback Strategies for Second Language Teaching With Implications for Intelligent Tutorial Systems, Ph.D. Thesis, University of Edinburgh, UK.
: Gardner, R. C. (2001). Integrative Motivation and Second Language Acquisition. In Z. Dõrney & R. Schmidt (eds.), Motivation and Second Language Acquisition (pp. 1-19). Honolulu, Hawaii: University of Hawai'i, Second Language Teaching and Curriculum Center.
: Hall, M. & Austin, T. (2004). Content-Based Second Language Teaching and Learning. United States: Pearson Education, Inc.
: Harklau, Linda. (1999). Representing culture in the ESL writing classroom. In Hinkel, Eli (Ed.), Culture in Second Language Teaching and Learning. New York: Cambridge University Press, p. 125.
: Hinkel, E. (1999). Culture in Second Language Teaching and Learning. Cambridge: Cambridge University Press.
: Kaplan, R. & Baldauf, R. (2005). Language-in-Education Policy and Planning. En E. Hinkel (Ed.), Handbook of Reasearch in Second Language Teaching and Learning (pp. 1013-1034). Mahwah (NJ), USA: Lawrence Erlbaum.
: Kasper, G. (1997). Can pragmatic competence be taught? Honolulu: University of Hawai, Second Language Teaching & Curriculum Center. Consultado el 3 de octubre de 2011 en [80]http://www.nflrc.hawaii.edu/NetWorks/NW06.
: Kramsch, C. (1993). Context and Culture in Second Language Teaching. Oxford: Oxford University Press.
: Lantolf, James P. (1999). Second culture acquisition: Cognitive considerations. In Hinkel, Eli (Ed.), Culture in Second Language Teaching and Learning. New York: Cambridge University Press, p.29.
: Li, Shaofeng (2017) “Student and teacher beliefs and attitude about oral corrective feedback”. En Corrective feedback in second language teaching and learning: Research, Theory, applictions, implications. Eds., Hossein Nassaji y Eva Kartchava. Nueva York: Routledge . 143-157.
: Long, Michael. (2001). Focus on form. A feature in language teaching methodology. En C. Candlin y Merci, N. (Eds.), Second language teaching in its social context (pp. 413-454). London: Routledge.
: Martin, J. (1993) Genre and literacy - Modeling context in educational linguistics. En W. Grabe et al. (eds.), Annual review of applied linguistics, 13. Issues in second language teaching and learning. Cambridge: Cambridge University Press. 141-73.
: McEnery, Tony & Xiao, Richard. (2011). What corpora can offer in language teaching and learning. En E. Hinkel, Handbook of Research in Second Language Teaching and Learning (pp. 364-380). New York, United State: Routledge.
: Nunan, D. (1988) The Learner-Centred Curriculum: A study in Second Language Teaching. Cambridge: Cambridge University Press.
: Nunan, D. (1999). Second language teaching & learning. Boston, Massachusetts: Heinle & Heinle.
: Petchprasert, A. (2012). Feedback in second language teaching and learning. US-China Foreign Language, 10(4), 1112-1120.
: Peterson, E., & Coltrane, B. (2003). Culture in second language teaching. (ERIC Digest No. EDO-FL-03-09). Washington, DC: Center for applied linguistics. Available at [99]http://www.cal.org/resources/digest/digest_pdfs/0309peterson.pdf.
: Richards, Jack C., & Burns, Anne. (2012). The Cambridge guide to pedagogy and practice in second language teaching. New York: Cambridge University Press
: Rose, K. (1999). Teachers and students learning about requests in Hong Kong. In Hinkel, E. (Ed.) Culture in second language teaching and learning. (pp.167-180) Cambridge: Cambridge University Press.
: Rost, M. 2005. "L2 listening". En Hinkel, E. (Ed.) Handbook of research in second language teaching and learning. Mahwah, NJ: Erlbaum, pp. 503-527.
: Schloss, B. (1981). The uneasy status of literature in second language teaching at the school level: An historical perspective. Canada. International Center for Research and Bilingualism.
: Sheen, Y. & Ellis, R. (2011). Corrective feedback in language teaching. En E. Hinkel (Ed.), Handbook on Research in Second Language Teaching and Learning (ESL & Applied Linguistics Professional Series) (pp. 593-610). Nueva York: Routledge.
: Tomlinson, B. (2005). English as a foreign language: Matching procedures to the contexts of learning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp.137-154). Mahwah, NJ: Lawence Erlbaum Associates.
: Wright, T. (2012). Managing the classroom. In A. Burns & J. C. Richards (Eds.), The Cambridge guide to pedagogy and practice in second language teaching (pp. 60-67). Cambridge, UK: Cambridge University Press.
: Young, R. (2011). Interactional competence in language learning, teaching, and testing. En E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 426-443). Routledge.