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Teacher Education for Languages with Technology / Formation des enseignants de langue avec les TICE
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TESOL International Journal: issue on vocabulary research

TESOL International Journal: issue on vocabulary research | TELT | Scoop.it
Volume 12 Issue 1 2017 Download Full PDF at ELE Journals Trends in Vocabulary Research Marina Dodigovic, Stephen Jeaco, Rining Wei A New Inventory
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Vocabulary research: TESOL International Journal 2017

Vocabulary research: TESOL International Journal 2017 | TELT | Scoop.it
Trends in Vocabulary Research
Marina Dodigovic, Stephen Jeaco, Rining Wei

A New Inventory of Vocabulary Learning Strategy for Chinese Tertiary EFL Learners
Xuelian Xu, Wen-Cheng Hsu

“I Used Them Because I Had to . . .”: The Effects of Explicit Instruction of Topic-Induced Word Combinations on ESL Writers
Jelena Colovic-Markovic

The Effect of Input Enhancement on Vocabulary Learning: Is There An Impact upon Receptive And Productive Knowledge?
Christian Jones, Daniel Waller

Vocabulary Teaching: Insights from Lexical Errors
Mª Pilar Agustín-Llach

Lexical Transfer in the writing of Chinese learners of English
Marina Dodigovic, Chengchen Ma, Song Jing

Helping Language Learners Get Started with Concordancing Stephen Jeaco

Self-assigned Ranking of L2 Vocabulary
Heidi Brumbaugh, Trude Heift

Recognition Vocabulary Knowledge and Intelligence as Predictors of Academic Achievement in EFL Context
Ahmed Masrai, James Milton

Using Category Generation Tasks to Estimate Productive Vocabulary Size in a Foreign Language
Shadan Roghani,

James Milton How General is the Vocabulary in a General English Language Textbook?
Hedy McGarrell, Nga Tuiet Zyong Nguien

A Corpus Comparison Approach for Estimating the Vocabulary Load of Medical Textbooks Using The GSL, AWL, and EAP Science Lists
Betsy Quero
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Listening to connected speech: Olya Sergeeva

Drawing on Fields
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Resources and activities for advanced EFL listening
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#TBLTChat 6 – Special – Misconceptions 

#TBLTChat 6 – Special – Misconceptions  | TELT | Scoop.it
Hello again. It has been a while, hasn't it? The next #TBLTChat on Twitter is scheduled for Tuesday 13th December from 0:00 GMT until 0:00 GMT on the 14th.  This topic was suggested by Mura Nava, and there is a bit of pre-reading, too.  What are some misconceptions about TBLT you have encountered? Do you think you…
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Twitter discussion of misconceptions in task-based language teaching on now.
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How lecturers introduce key terms. Martinez, Adolphs & Carter 2013

How lecturers introduce key terms. Martinez, Adolphs & Carter 2013 | TELT | Scoop.it
The present paper reports on a corpus-based study of university lecture discourse aimed at identifying linguistic patterns that may be useful for students to notice when taking notes. One of the most ubiquitous patterns, found following a qualitative analysis of lexical bundles (i.e. multi-word strings) extracted from the corpus relates to the function of introducing key terms and concepts in lectures. It was found that while some formulae seem to help students notice when a lecturer is defining a key term or concept, there are still many other devices employed by teachers when realizing the same function that students are likely to miss, or which could possibly be confusing.
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Corpus also suggests less-than-optimal lecturer behaviour in this area and even that reading slides would be helpful for NNS students
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Teachers engaging in research: IATEFL Research SIG publication

The complexity of teachers’ work is increasingly being realized, together with its importance for practitioners. While trying to overcome potential practical challenges they might face when presenting input and managing activities and tasks, teachers also monitor the learning process through feedback and sustain social interaction. Moreover, teachers usually work with a variety of learners, posing the additional challenge of adapting pedagogical practices to emerging contexts. is is not a straightforward process, however, and teachers often need to work hard to understand new teaching contexts and deal with unpre- dictable issues. It requires careful thinking and planning, and sometimes even developing a research plan to delve into issues more deeply, in order to inform their practices and understandings. Teacher research (TR) is conducted by and for teachers (Bullock & Smith, 2015) helping them to understand their teaching practices and the way teach- ing shapes learning. In this sense, teachers attempt to personally theorize their practices by following a research process that they design in their capacity as teachers; this has intrinsic value (Borg, 2013) since it supports the growth of educational practitioners in local contexts. However, there are concerns about the extent to which teachers can carry out methodologically robust investiga- tions which can contribute to the world of educational research (e.g. Ellis, 2010). We feel that attempts such as this book can not only move the research experiences of language teachers forward, but also serve a mediatory role be- tween academic researchers and teacher researchers. is volume is the latest in a series of books of teacher research that have emerged from a series of conferences in Izmir, Turkey, a context which we now describe.
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Nik Peachey's Educational Technology Newsletter - 5th August 2016


How to teach the UN's development goals, and why
Really nice article from the British Council that links in to the new book on creativity that I’m working on with Alan Maley. Well worth a read.
https://www.britishcouncil.org/voices-magazine/why-teach-uns-development-goals-and-how

Adaptive Learners, Not Adaptive Learning
A well thought out article on education reform and the importance of build
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Up-to-date list of tools and ELT ideas for technology-mediated language learning and teaching from Nik Peachey
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Tips and techniques for correcting spoken errors: Rachael Roberts

Tips and techniques for correcting spoken errors: Rachael Roberts | TELT | Scoop.it
This is the third part in a series on oral correction.

Rachael Roberts: "Perhaps the key thing with all of these techniques is to remember and to help students remember that mistakes are indeed a gift. They are how the teacher can evaluate what needs teaching or reviewing, and they are often the moment when a student finally ‘gets’ something that they have never quite understood."
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Signals a teacher can use to prompt self-correction when students are speaking.
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Tips and techniques for correcting spoken errors: Rachael Roberts

Tips and techniques for correcting spoken errors: Rachael Roberts | TELT | Scoop.it
Hand signals to prompt self-correction in speaking
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Colloquium 2016 | TESOL France

Colloquium 2016 | TESOL France | TELT | Scoop.it

35th Annual International Colloquium: 18-20 November 2016 We invite you to join us in Paris for our 35th Annual International Colloquium where we will be: Reaching new heights in ELT The Call for Proposals is open! 

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Call for papers open till end of May
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