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dc.contributor.authorLoi, Nguyen
dc.contributor.authorFranken, Margaret
dc.date.accessioned2011-01-26T02:13:56Z
dc.date.available2011-01-26T02:13:56Z
dc.date.issued2010
dc.identifier.citationLoi, N. & Franken, M. (2010). Conceptions of language input in second language acquisition: A case of Vietnamese EFL teachers. Language Education in Asia, 1, 62-76.en_NZ
dc.identifier.urihttps://hdl.handle.net/10289/4966
dc.description.abstractThe importance of incorporating second language acquisition (SLA) research into second language teacher education and classroom practice has been recognised (Ellis, 2005; Tarone & Allwright, 2005). However, this is a challenge as exemplified in task-based language teaching (TBLT), which closely draws on SLA research. The present study focuses specifically on one area of SLA, language input. By using a multimethod case study approach, it documents six Vietnamese EFL teachers’ conceptions of input. The study generally showed that the teachers had a synthetic conception of input. Some contextual factors also constrained their provision of rich comprehensible input. The study provides insights into how teacher cognition is mediated by professional development, prior teaching experiences, and many other aspects of both present and past contexts (Borg, 2006). Specifically, the study justifies why integrating key SLA concepts into practice is challenging, and why teachers’ conceptions must be considered in implementing innovations.en_NZ
dc.language.isoen
dc.publisherCamTESOLen_NZ
dc.subjectTask-Based Language Teachingen_NZ
dc.subjectTBLTen_NZ
dc.subjectsecond language acquisitionen_NZ
dc.subjectSLAen_NZ
dc.titleConceptions of language input in second language acquisition: A case of Vietnamese EFL teachersen_NZ
dc.typeJournal Articleen_NZ
dc.identifier.doi10.5746/LEiA/10/V1/A06/Nguyen_Franken
dc.relation.isPartOfLanguage Education in Asiaen_NZ
pubs.begin-page62en_NZ
pubs.elements-id35551
pubs.end-page76en_NZ
pubs.volume1en_NZ


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