Detail Developing Contrastive Pragmatics: Interlanguage and Cross-Cultural Perspectives Bibliografi Author: Putz, Martin (Editor); Aertselaer, JoAnne Neff-van Topik: Second language acquisition; Intercultural communication; PRAGMATICS Bahasa: (EN )    ISBN: 978-3-11-019670-2     Penerbit: Mouton De Gruyter     Tempat Terbit: Berlin . New York    Tahun Terbit: 2008     Jenis: Books Fulltext: DCP.pdf (4.99MB; 0 download) Ketersediaan Perpustakaan PKBB Nomor Panggil: 401.41 DEV Non-tandon: 1 (dapat dipinjam: 1) Tandon: 1    Reserve Lihat Detail Induk Artikel dalam koleksi ini Front Matters, halaman 2-10 A Sociocultural Theoretical Perspective on Teacher Professional Development, halaman 16-27 Becoming a Culturally Responsive Teacher: Personal Transformation and Shifting Identities During an Immersion Experience Abroad, halaman 30-45 “I’m Not Alone”: Empowering Non-Native English-Speaking Teachers to Challenge the Native Speaker Myth, halaman 46-64 Working Toward Social Inclusion Through Concept Development in Second Language Teacher Education, halaman 65-79 “Seeing” L2 Teacher Learning: The Power of Context on Conceptualizing Teaching, halaman 82-100 Embracing Literacy-based Teaching: A Longitudinal Study of the Conceptual Development of Novice Foreign Language Teachers , halaman 101-116 Synthesizing the Academic and the Everyday: A Chinese Teacher’s Developing Conceptualization of Literacy, halaman 117-132 Dynamic Assessment in Teacher Education: Using Dialogic Video Protocols to Intervene in Teacher Thinking and Activity, halaman 136-150 Moodle as a Mediational Space: Japanese EFL Teachers’ Emerging Conceptions of Curriculum, halaman 151-167 The Reverse Move: Enriching Informal Knowledge in the Pedagogical Grammar Class, halaman 168-182 Strategic Mediation in Learning to Teach: Reconceptualizing the Microteaching Simulation in an MA TESL Methodology Course, halaman 183-200 Teacher Learning through Critical Friends Groups:Recontextualizing Professional Development in a K-5 School, halaman 204-218 Teacher Learning through Lesson Study: An Activity Theoretical Approach toward Professional Development in the Czech Republic, halaman 219-236 Ten Years of CLT Curricular Reform Efforts in South Korea: An Activity Theory Analysis of a Teacher’s Experience, halaman 240-253 Learning to Teach under Curricular Reform: The Practicum Experience in South Korea, halaman 254-268 Back Matters, halaman 269-300  Edit Artikel Opini Anda Klik untuk menuliskan opini Anda tentang koleksi ini! Lihat Sejarah Pengadaan  Konversi Metadata   Kembali

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