7 research outputs found
Effects of explicit and implicit instruction on the speech intelligibility of L2 pronunciation
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When the native is also a non-native: âretrodictingâ the complexity of language teacher cognition
Abstract: The impact of native (NS) and non-native speaker (NNS) identities
on second or foreign language teachersâ cognition and practices in the classroom
has mainly been investigated in ESL/EFL contexts. Using complexity
theory as a framework, this case study attempts to fill the gap in the literature
by presenting a foreign language teacher in the United States who teaches
French as a NS and German as a NNS teacher at the college level. Specifically,
the study explores the interface between NS/NNS identities, teacher cognition,
practice, and professional identity. The retrodictive qualitative analysis
of semi-structured interviews and classroom observations reveals that the participant
teacherâs NS French and NNS German identities influenced her
teacher cognition, specifically in beliefs about teaching grammar. In addition,
previous language learning experiences affect current decision-making processes
in teaching. In terms of teaching practice, the dual NS French and NNS
German identity affects teaching practice in the formal areas of language, target
culture knowledge and awareness, teaching style, and perceptions about
language varieties. Professional identity is construed here as being the mediator
of target second language (L2) cultures in the classroom. The implications
of teacher cognition as a complex system for L2 teaching and teacher education
are discussed
A patient-based study on the adherence of physicians to guidelines for the management of type 2 diabetes in Turkey.
Aims: To evaluate physicians' adherence to guidelines by Diabetes Study Group of The Society of Endocrinology and Metabolism of Turkey (SEMT)