| Description |
1 online resource (298 p.) |
| Series |
English Language Education ; v. 32 |
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English language education (Springer (Firm)) ; v. 32.
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| Contents |
Intro -- Preface -- Introduction -- Contents -- About the Contributors -- Part I: Focus on the Teacher -- Conflict Prevention and Management in Language Education -- 1 Introduction -- 2 The Nature of Conflict Definition and Typology -- 3 Etiology of Classroom Conflict -- 4 Twentieth Century Approaches to Shaping Learner Behaviour: Classroom Management Models -- 5 Twenty-First Century Agreement on Conflict Prevention and Management -- 6 Conclusions -- References -- Reflexivity-Becoming: Lessons from Reflective Tasks -- 1 Introduction -- 2 Theoretical Framework |
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3 Five Reflection-Based Studies -- 3.1 Study 1: Critical Incidents -- 3.2 Study 2: Autobiography -- 3.3 Study 3: Written Narratives -- 3.4 Study 4: Metaphors -- 3.5 Study 5: Duoethnography -- 4 Discussion -- 5 Implications -- 6 Conclusion -- References -- Verbal and Nonverbal Teacher Affectivity in an EFL Classroom: A Pre-service Teachers' Perspective -- 1 Introduction -- 2 Teacher Talk as Classroom Discourse: Functions and Characteristics -- 3 Expression of Affectivity in Teacher Talk -- 3.1 Language Is Us -- 3.2 Verbal Affectivity in Teacher Talk -- 3.3 Nonverbal Affectivity in Teacher Talk |
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4 The Emotionality of Teacher Talk: The Case of Pre-service EFL Teachers (the Study) -- 4.1 Methodology and the Aim of the Study -- 4.2 Participants -- 4.3 Data Collection Instruments and Procedures -- 4.4 Results of the Study -- Challenges of Identifying Indicators of Affect -- Verbal and Non-verbal Indicators of Affect in Trainees' Classroom Discourse (Data) -- 5 Discussion -- 6 Conclusions and Implications for FL Teacher Training Programmes -- 7 Final Remarks -- Appendix -- References -- Teacher Identity (Re)construction in the Process of EFL Teacher Education -- 1 Introduction |
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2 The Concept of L2 Teacher Identity -- 3 The Study -- 3.1 Participants -- 3.2 Data Collection -- 3.3 Data Analysis -- 4 Findings and Discussion -- 4.1 Findings: Disciplinary Identity -- 4.2 Findings: Language-Related Identity -- 4.3 Findings: Self-Knowledge and Awareness -- 5 Conclusion and Implications -- References -- Teacher Feedback to Writing of Secondary School Learners of English in the Polish Classroom Context -- 1 Introduction -- 2 The Role and Benefits of Teacher Feedback -- 3 Guiding Principles for Effective Feedback -- 4 The Study -- 4.1 Participants and Data Collection |
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4.2 Results and Analysis -- Questionnaire Results and Analysis -- Interview Results and Analysis -- 5 Discussion -- 6 Conclusions -- Appendices -- Appendix 1: Questionnaire -- Teaching EFL Writing in High School -- Appendix 2: Interview -- References -- Exploring Teacher Engagement on the Example of Polish FL Teachers -- 1 Introduction -- 2 Work Engagement -- 2.1 The Utrecht Work Engagement Scale -- 3 Teacher Work Engagement -- 3.1 Teacher Self-Efficacy, Job Satisfaction and Engagement -- 3.2 Teacher Personality -- 3.3 Teachers Work Engagement Scale -- 4 The Study -- 4.1 Research Questions |
| Summary |
This edited volume offers an insightful theoretical conceptualization of issues central to 21st century foreign language learning and teaching. Drawing on research results obtained in the fields of pedagogy, social psychology and sociology of education, this book provides a comprehensive practical exploration of issues experienced by researchers in Poland and in Europe, and which can easily find far-reaching implications in other educational contexts. Part I, Focus on the Teacher, includes seven texts discussing topics relevant to teacher initial and in-service education, as well as the functioning of foreign language instructors in educational systems. The eight contributions included in Part II, Focus on the Learner, explore learner-internal and learner-external factors that affect the effectiveness of the language learning process. The exploration of key contemporary topics and the wide range of methodologies applied make this book of high relevance to Second Language Acquisition scholars, teacher educators, teachers, and language education policy makers |
| Notes |
4.2 The Participants |
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Description based on online resource; title from digital title page (viewed on June 07, 2023) |
| Subject |
Language and languages -- Study and teaching.
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Second language acquisition.
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Language and languages -- Study and teaching
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Second language acquisition
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Ensenyament de la llengua.
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Adquisició d'una segona llengua.
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| Genre/Form |
Festschriften.
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Homenatges.
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Llibres electrònics.
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| Form |
Electronic book
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| Author |
Michońska-Stadnik, Anna, honouree.
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Baran-Łucarz, Małgorzata.
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Czura, Anna
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Jedynak, Małgorzata.
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Klimas, Anna
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Słowik-Krogulec, Agata
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| ISBN |
9783031286551 |
|
3031286553 |
|
