AAUSC 2007: From Thought to Action: Exploring Beliefs and Outcomes in the Foreign Language Program
AAUSC 2007: FROM THOUGHT TO ACTION: EXPLORING BELIEFS AND OUTCOMES IN THE FOREIGN LANGUAGE PROGRAM is the new volume in the annual program published by Heinle on behalf of the American Association of University Supervisors, Coordinators, and Directors of Foreign language programs (AAUSC). The series contains articles on the topic of advanced foreign-language learning. This volume contains thirteen authoritative articles that offer multiple strategies for eliciting and articulating beliefs and expectations from both professors and students in foreign language instruction. The original articles examine the topic from five perspectives: Historical Perspectives, Curriculum Development, Student Beliefs and Learning, Beliefs and TA Training, and Administration and Assessment. This volume sheds light on differing perspectives of the methods, contents and goals in the foreign language classroom in the hopes that it will diminish the discordance between teacher and student expectations, thus eliminating a source of common frustration in the class experience.
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Beliefs and TA Training
Beliefs and TA Training
AAUSC Application for Membership
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2008 Cengage Learning activities administrators agreed Applied Linguistics approach attitudes BALLI beliefs about language Cambridge classroom practice cognition communication communicative language teaching context Copyright 2008 Cengage cultures of learning curricular curriculum dents discourse discussion efficacy English evaluation experience factors feedback FL learning FL requirement focus foreign language French German goals grammar guage high school Horwitz important included instruction instructors interaction interview Italian Juan Juan’s knowledge language aptitude language classroom Language Journal language learning language learning strategies language program language study language teaching learners Likert scale linguistic literature motivation non-native onset oral participants pedagogical questionnaire questions responses revised SETE Rights Reserved role scores second language second language acquisition self-efficacy semester SFS Program SL/FL sociolinguistic Spanish speak speakers specific spoken strategies students in Group subscale target language teacher beliefs Teacher Education textbook tion understanding vocabulary writing