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Comments on Donald Freeman and Jack C. Richards's "Conceptions of Teaching and the Education of Second Language Teachers": Toward Communication in and about Second Language Teacher Education and the Authors Respond.
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Edge, Julian; And Others – TESOL Quarterly, 1994
Freeman and Richards agree about points raised regarding the overlap among categories of teaching and classroom practice but note that the categories might contribute to the analysis and understanding of teacher education programs and practices. (Contains nine references.) (LB)
Descriptors: Classification, English (Second Language), Language Teachers, Second Language Instruction
Conceptions of Teaching and the Education of Second Language Teachers.
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Freeman, Donald; Richards, Jack C. – TESOL Quarterly, 1993
Using Zahorik's framework, which classifies conceptions of teaching into three categories (science/research, theory/philosophy, and art/craft), this paper reviews different conceptions of second-language instruction prevalent in the English-as-a-Second-Language teaching field. The aim is to shift the focus of discussion from behavior/activity to…
Descriptors: Classification, Educational Philosophy, Educational Strategies, English (Second Language)
A Taxonomy of Second Language Behaviors
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Lee, Richard R. – TESOL Quarterly, 1972
Descriptors: Behavioral Objectives, Classification, Educational Objectives, Information Processing
Comments on Clayton M. Darwin and Loretta S. Gray's "Going after the Phrasal Verb: An Alternative Approach to Classification" [and] A Reader Reacts [and] Another Reader Reacts [and] The Authors Respond.
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Sawyer, Joan H.; Sheen, Ron; Darwin, Clayton M.; Gray, Loretta S. – TESOL Quarterly, 2000
Raises questions regarding the classification system Darwin and Gray offer for phrasal verbs on the basis of utility in the classroom. Darwin and Gray clarify the purpose of their classification system and provide additional corpus-based data. (Author/VWL)
Descriptors: Classification, Computational Linguistics, English (Second Language), Phrase Structure
Going After the Phrasal Verb: An Alternative Approach to Classification.
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Darwin, Clayton M.; Gray, Loretta S. – TESOL Quarterly, 1999
Critiques past approaches to identifying phrasal verbs and proposes an alternative approach. Instead of requiring verb + particle combinations to demonstrate specific features to be identified as phrasal verbs, the new approach calls for researchers and teachers to consider all verb + particle combinations to be potential phrasal verbs until they…
Descriptors: Classification, English (Second Language), Phrase Structure, Second Language Instruction
The Domains of TESOL
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Robinett, Betty Wallace – TESOL Quarterly, 1972
Paper presented at the TESOL Convention, February 26, 1972, in Washington, D.C. (VM)
Descriptors: Administrators, Bilingual Education, Classification, English (Second Language)
Listening in the Native and Second/Foreign Language: Toward an Integration of Research and Practice.
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Dunkel, Patricia – TESOL Quarterly, 1991
Reviews research on native language (NL) listening, and discusses the importance of listening in second-language (L2) acquisition, factors that influence success or failure of comprehension of first-language or L2 messages, the role of listening in the L2 curriculum, posited models of NL and L2 listening comprehension, and proposed taxonomies of…
Descriptors: Classification, Listening Comprehension, Listening Skills, Second Language Learning
Beyond "Rashomon"--Conceptualizing and Describing the Teaching Act
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Fanselow, John F. – TESOL Quarterly, 1977
An instrument called "Focus" has been developed to classify communications people send and receive and help them give similar accounts of the same events. This article teaches five characteristics of communications, provides a rationale and suggests applications. Used in teacher training, it can describe teaching acts and communication accurately.…
Descriptors: Classification, Communication (Thought Transfer), Communication Skills, Language Usage
Listening Comprehension: Approach, Design, Procedure.
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Richards, Jack C. – TESOL Quarterly, 1983
Three dimensions in the teaching of listening comprehension are outlined: (1) a theory is presented that takes account of the cognitive processes used (approach); (2) listeners' needs are analyzed and a taxonomy of microskills and objectives for teaching them are proposed (design); and (3) classroom exercises and activities are suggested…
Descriptors: Class Activities, Classification, Cognitive Processes, Listening Comprehension