Reconciling Beliefs about L2 Learning with SLA Theory and Research

Autor/inn/en	Phakiti, Aek; Plonsky, Luke
Titel	Reconciling Beliefs about L2 Learning with SLA Theory and Research
Quelle	In: RELC Journal: A Journal of Language Teaching and Research, 49 (2018) 2, S.217-237 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-6882
DOI	10.1177/0033688218781970
Schlagwörter	Second Language Learning; Linguistic Theory; Language Teachers; Teacher Attitudes; Student Attitudes; Language Research; Native Language; Interference (Language); Language Aptitude; Undergraduate Students; Error Patterns; Transfer of Training; Psycholinguistics; Metacognition; Learning Motivation; Error Correction; Language Proficiency; Age Differences + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Linguistische Theorie; Language teacher; Sprachunterricht; Lehrerverhalten; Schülerverhalten; Sprachforschung; Sprachbegabung; Spracheignung; Fehlertyp; Training; Transfer; Ausbildung; Psycholinguistik; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Motivation for studies; Lernmotivation; Korrektur; Language skill; Language skills; Sprachkompetenz; Age; Difference; Age difference; Altersunterschied
Abstract	This article aims to discuss ten beliefs that teachers hold about second language (L2) learning and to relate these to relevant theories and approaches in the field of second language acquisition (SLA). It is especially written for L2 teachers who would like to know more about theoretical approaches that seek to explain L2 learning. Preliminary responses to L2 learning beliefs from L2 teachers and some L2 English learner reflections are used to guide the discussion of these beliefs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01