2,298
Views
11
CrossRef citations to date
0
Altmetric
Articles

EFL teachers’ conceptions of speaking competence in English

&
Pages 738-754 | Received 04 Sep 2012, Accepted 19 Jul 2013, Published online: 11 Feb 2014

References

  • Anderson, J. R. (1993). Rules of the mind. Hillsdale, NJ: Erlbaum.
  • Andrews, S. (2007). Teacher language awareness. Cambridge: Cambridge University Press.10.1017/CBO9780511497643
  • Bachman, L., & Palmer, A. (1996). Language testing in practice. Oxford: Oxford University Press.
  • Borg, S. (1999). Studying teacher cognition in second language grammar teaching. System, 27, 19–31.10.1016/S0346-251X(98)00047-5
  • Borg, S. (2001). Self-perception and practice in teaching grammar. ELT Journal, 55, 21–29.10.1093/elt/55.1.21
  • Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36, 81–109.10.1017/S0261444803001903
  • Borg, S. (2005). Experience, knowledge about language and classroom practice in teaching grammar. In N. Bartels (Ed.), Applied linguistics and language teacher education (pp. 325–340). New York, NY: Springer.10.1007/1-4020-2954-3
  • Borg, S. (2006). Teacher cognition and language education: Research and practice. London: Continuum.
  • Breen, M. P., Hird, B., Milton, M., Oliver, R., & Thwaite, A. (2001). Making sense of language teaching: Teachers’ principles and classroom practices. Applied Linguistics, 22, 470–501.10.1093/applin/22.4.470
  • Bygate, M. (1987). Speaking. Oxford: Oxford University Press.
  • Bygate, M. (2006). Areas of research that influence L2 speaking instruction. In E. Uso-Juan & A. Martinez-Flor (Eds.), Current trends in the development and teaching of the four language skills (pp. 159–186). The Hague: Mouton De Gruyter.
  • Celce-Murcia, M., & Olshtain, E. (2000). Discourse and context in language teaching: A guide for language teachers. New York, NY: Cambridge University Press.
  • Clandinin, D. J. (1985). Personal practical knowledge: A study of teachers’ classroom images. Curriculum Inquiry, 15, 361–385.10.2307/1179683
  • Clandinin, D. J. (1986). Classroom practice: Teacher images in action. London: Falmer Press.
  • Clandinin, D. J., & Connelly, F. M. (1987). Teachers’ personal knowledge: What counts as personal in studies of the personal. Journal of Curriculum Studies, 19, 487–500.10.1080/0022027870190602
  • Connelly, F. M., & Clandinin, D. J. (1985). Personal practical knowledge and the modes of knowing: Relevance for teaching and learning. In E. W. Eisner (Ed.), Learning and teaching the ways of knowing: The eighty-fourth yearbook of the National Society for the Study of Education (pp. 174–198). Chicago, IL: University of Chicago Press.
  • Connelly, F. M., & Clandinin, D. J. (2000). Teacher education – A question of teacher knowledge. In A. Scott & J. Freeman-Moir (Eds.), Tomorrow’s teachers: International and critical perspectives on teacher education (pp. 89–105). Christ Church: Canterbury Press.
  • Cook, G. (1997). Language play, language learning. ELT Journal, 51, 224–231.10.1093/elt/51.3.224
  • Cotterall, S. (2008). Autonomy and good language learners. In C. Griffiths (Ed.), Lessons from good language learners (pp. 110–120). Cambridge: Cambridge University Press.10.1017/CBO9780511497667
  • Craig, C. (2012). Tensions in a teacher development community: Variations on a recurring school reform theme. Teachers College Record, 114(2), 1–28.
  • Crystal, D. (1995). The Cambridge encyclopedia of the English language. Cambridge: Cambridge University Press.
  • DeKeyser, R. (Ed.).(2006). Practice in a second language: Perspectives from applied linguistics and cognitive psychology. Cambridge: Cambridge University Press.
  • Elbaz, F. (1983). Teacher thinking: A study of practical knowledge. London: Croom Helm.
  • Ellis, N. C. (2003). Constructions, chunking, and connectionism: The emergence of second language structure. In C. Doughty & M. H. Long (Eds.), Handbook of second language acquisition (pp. 63–103). Oxford: Blackwell.10.1002/9780470756492
  • Ellis, R. (2008). The study of second language acquisition. Oxford: Oxford University Press.
  • Farrell, T. S. C. (1999). The reflective assignment: Unlocking pre-service teachers’ beliefs on grammar teaching. RELC Journal, 30(2), 1–17.10.1177/003368829903000201
  • Gatbonton, E. (1999). Investigating experienced ESL teacher’ pedagogical knowledge. Modern Language Journal, 83, 35–50.10.1111/modl.1999.83.issue-1
  • Golombek, P. R. (1998). A study of language teachers’ personal practical knowledge. TESOL Quarterly, 32, 447–464.10.2307/3588117
  • Krashen, S. D. (1985). The input hypothesis: Issues and implications. New York, NY: Longman.
  • Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural theory and the genesis of L2 development. Oxford: Oxford University Press.
  • Leeman, J. (2003). Recasts and second language development: Beyond negative evidence. Studies in Second Language Acquisition, 25, 37–63.
  • Levelt, W. J. M. (1989). Speaking: From intention to articulation. Cambridge, MA: MIT Press.
  • Luoma, S. (2009). Assessing speaking. Cambridge: Cambridge University Press.
  • Marton, F. (1981). Phenomenography – Describing conceptions of the world around us. International Science, 10, 177–200.
  • Pavlenko, A. (2007). Autobiographic narratives as data in applied linguistics. Applied Linguistics, 28, 163–188.10.1093/applin/amm008
  • Rivers, W. M., & Temperley, M. S. (1978). A practical guide to the teaching of English as a second or foreign language. New York, NY: Oxford University Press.
  • Saville-Troike, M. (1988). Private speech: Evidence for second language learning strategies during the “silent period”. Journal of Child Language, 15, 567–590.10.1017/S0305000900012575
  • Sendan, F., & Roberts, J. (1998). Orhan: A case study in the development of a student teacher’s personal theories. Teachers and Teaching: Theory and Practice, 4, 229–244.10.1080/1354060980040203
  • Spradley, J. (1979). The ethnographic interview. New York, NY: Holt, Rinehart & Winston.
  • Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage.
  • Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass & C. Madden (Eds.), Input in second language acquisition (pp. 235–253). Rowley, MA: Newbury House.
  • Swain, M. (1995). Three functions of output in second language learning. In G. Cook & B. Seidelhofer, (Eds.), Principle and practice in applied linguistics: Studies in honor of H.G. Widdowson (pp. 125–144). Oxford: Oxford University Press.
  • Swain, M. (2005). The output hypothesis: Theory and research. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 471–483). Mahwah, NJ: Lawrence Erlbaum.
  • Tsui, A. B. M. (2003). Understanding expertise in teaching. Cambridge: Cambridge University Press.10.1017/CBO9781139524698
  • Xu, S., & Connelly, F. M. (2009). Narrative inquiry for teacher education and development: Focus on English as a foreign language in China. Teaching and Teacher Education, 25, 219–227.10.1016/j.tate.2008.10.006

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.