Zobrazeno 1 - 8
of 8
pro vyhledávání: '"Gholamreza Kiany"'
Publikováno v:
Journal of English Language Teaching and Learning, Vol 12, Iss 25, Pp 323-342 (2020)
In an attempt to shed light on how expert teachers of English language are distinguished from non-experts, the present research explored how pedagogical content knowledge, as a characteristic of experts relates to four other dimensions of expertise i
Externí odkaz:
https://doaj.org/article/ff043b25153a4475963a86a01ff160d0
Publikováno v:
Issues in Language Teaching, Vol 7, Iss 2, Pp 61-89 (2018)
Long’s Interactional Input Hypothesis and Smith’s Input Enhancement Hypothesis hold both foci on Zellig Harris's (1976) formalist approach. Accordingly, the pivotal role of learner’s attention as one of the subcomponents of focus-on-form approa
Externí odkaz:
https://doaj.org/article/39a2bae5efbc4d7899aa6fdd83bc05aa
Autor:
Sadegh Shariatifar, Gholamreza Kiany
Publikováno v:
Research in English Language Pedagogy, Vol 6, Iss 2, Pp 223-240 (2018)
Evaluating teacher candidates’ competencies, demonstrating that they are prepared to teach at high school level is inconceivable without clearly defined and agreed upon standards. Since EFL teachers’ language proficiency levels in the target lan
Externí odkaz:
https://doaj.org/article/8809f672a5a34631a25c080aef58afaa
A Framework of Reference for Teaching English as a Foreign Language at the Threshold of I.R. of Iran
Publikováno v:
Teaching English Language, Vol 12, Iss 1, Pp 89-109 (2018)
Advancements in theory and practice of Teacher Evaluation maintain that effective teaching is the most important factor in realization of success or failure of an education system. Therefore, any attempt to explore the dynamic and complex nature of t
Externí odkaz:
https://doaj.org/article/882130c88a834508b97a219d65eb4940
Publikováno v:
Applied Research on English Language, Vol 6, Iss 4, Pp 499-522 (2017)
According to Teacher Education Curriculum Development Document (TECDD) of Farhangiyan University, teacher professional competencies include Content Knowledge (CK), Pedagogical Knowledge (PK), Pedagogical Content Knowledge (PCK) and General Knowledge
Externí odkaz:
https://doaj.org/article/c2a1dec666284893b50393fe0845858b
Publikováno v:
Teaching English Language, Vol 5, Iss 1, Pp 21-43 (2011)
High-stakes tests are often used as agents for change, but attempts to introduce change in the classroom are not as effective as their designers wished they would be (Wall, 1997). The English for specific purpose (ESP) tests in Iran are such a case.
Externí odkaz:
https://doaj.org/article/c8eb485669dd44a999f96758e672270c
Publikováno v:
Teaching English Language, Vol 14, Iss 1, Pp 1-29 (1999)
Previous research on identity construction in political and media discourse is mostly limited to the study of strategies employed by politicians in their spoken discourse. However, different political agents, by way of assuming different degrees of p
Externí odkaz:
https://doaj.org/article/d5c70c6c0c994f2bbb5fbc4669240368
Publikováno v:
Journal of English for Academic Purposes. 61:101208
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::a02b43ce3369639253a17cb4292ec485
https://doi.org/10.1016/j.jeap.2022.101208
https://doi.org/10.1016/j.jeap.2022.101208