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(文献数据最近更新时间:2018-02-01;中文文献显示格式为《外语教学与研究》标准,英文文献显示格式为APA标准。)

关键词:TESOL (频次:23)
  • Baecher, L. (2012). Feedback from the field: What Novice PreK-12 ESL teachers want to tell TESOL teacher educators. TESOL Quarterly, 46(3), 578-588.
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  • Brannan, D., & Bleistein, T. (2012). Novice ESOL teachers' perceptions of social support networks. TESOL Quarterly, 46(3), 519-541.
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  • Chappell, P., & Moore, S. (2012). Novice teachers and linguistics: Foregrounding the functional. TESOL Quarterly, 46(3), 589-598.
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  • Faez, F., & Valeo, A. (2012). TESOL teacher education: Novice teachers' perceptions of their preparedness and efficacy in the classroom. TESOL Quarterly, 46(3), 450-471.
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  • Farrell, Thomas S. C. (2012). Novice-service language teacher development: Bridging the gap between preservice and in-service education and development. TESOL Quarterly, 46(3), 435-449.
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  • Kiely, R., & Askham, J. (2012). Furnished imagination: The impact of preservice teacher training on early career work in TESOL. TESOL Quarterly, 46(3), 496-518.
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  • Mann, S., & Tang, Elaine Hau Hing. (2012). The role of mentoring in supporting Novice English language teachers in Hong Kong. TESOL Quarterly, 46(3), 472-495.
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  • Xu, Hao. (2012). Imagined community falling apart: A case study on the transformation of professional identities of Novice ESOL teachers in China. TESOL Quarterly, 46(3), 568-578.
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  • Canagarajah, A. S. (2012). Teacher development in a global profession: An autoethnography. TESOL Quarterly, 46(2), 258-279.
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  • Wyatt, M. (2011). Teachers researching their own practice. ELT Journal, 65(4), 417-425.
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  • Kim, H. K. (2011). Promoting communities of practice among non-native speakers of English in online discussions. Computer Assisted Language Learning, 24(4), 353-370.
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  • Samimy, K., Kim, S., Lee, J. A., & Kasa, M. (2011). A participative inquiry in a TESOL program: Development of three NNES graduate students' legitimate peripheral participation to fuller participation. The Modern Language Journal, 95, 558-574.
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  • Akbari, R., & Dadvand, B. (2011). Does formal teacher education make a difference? A comparison of pedagogical thought units of B.A. versus M.A. teachers. The Modern Language Journal, 95, 44-60.
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  • Barkhuizen, G. (2011). Narrative knowledging in TESOL. TESOL Quarterly, 45(3), 391-414.
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  • Bell, J. S. (2011). Reporting and publishing narrative inquiry in TESOL: Challenges and rewards. TESOL Quarterly, 45(3), 575-584.
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  • Benson, P. (2011). Language learning careers as an object of narrative research in TESOL. TESOL Quarterly, 45(3), 545-553.
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  • Cadman, K., & Brown, J. (2011). TESOL and TESD in remote Aboriginal Australia: The "true" story?. TESOL Quarterly, 45(3), 440-462.
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  • Menard-Warwick, J. (2011). A methodological reflection on the process of narrative analysis: Alienation and identity in the life histories of English language teachers. TESOL Quarterly, 45(3), 564-574.
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  • Vasquez, C. (2011). TESOL, teacher identity, and the need for "small story" research. TESOL Quarterly, 45(3), 535-545.
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  • Leung, C., & Hawkins, M. R. (2011). Video recording and the research process. TESOL Quarterly, 45(2), 344-354.
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