The aim of this focal research area is to examine
and/or explore:
 |
to provide a forum for those interested in research relating to the beliefs, knowledge, attitudes and strategies of both language teachers and language learners, and to promote collaborative research in this area. |
|
 |
In relation to teachers, the focus will be on language teacher cognitions (what teachers of language believe, know, think and feel), and the relationship between those cognitions and language teachers' pedagogical practice. It will cover not only cognitions about language itself (i.e. subject-matter cognitions), but also cognitions about language teaching and learning more broadly. It will also embrace interests in, for instance, language teacher autonomy and language teacher identity.
In relation to learners, the focus will be on language learners' cognitions and metacognitions, including their beliefs about and attitudes towards language and language learning, their knowledge about language, and the relationship between such cognitions and their learning behaviours. It will therefore cover learning styles and learning strategies. It will also embrace interest in such areas as language learner motivation and autonomy.
The area encompasses the cognitions of teachers and learners of Chinese, English and any other language, and teachers and learners of both L1 and L2. |
- |
Teacher cognition and language awareness; teachers' subject knowledge and impact on teaching |
- |
Language policy and experience in China and multilingualism |
- |
Studying teachers' BAK about tests, testing, and assessment is coming a key issue in educational assessment innovation and washback, and in PD in assessment for teachers |
- |
English as a Foreign Language Teaching methodology |
- |
Learner autonomy/teacher autonomy on the mainland |
- |
ESL curriculum development and second language acquisition |
- |
Teacher beliefs and curriculum change on the mainland |
- |
Applying corpus-linguistic approach to English language learning and teaching; how to use corpora such as general-purpose corpora and learner corpora in the classroom in local secondary schools |
- |
Student conceptualisations of PBL in medicine; individual teacher's teaching 'philosophy' or beliefs underpin their course design and teaching |
- |
Learner and teacher autonomy, independent learning and language advising |
- |
Teacher beliefs about communicative approach in the mainland |
- |
Motivation of tertiary students learning German as a third language |
- |
Effect of the project-based learning approach on Chinese EIB (English for International Business) students' learning |
- |
Interlanguage involving individual language learners and supervised theses involving learner's perceptions of the languages concerned |
- |
Interlanguage vocabulary development; L2 vocabulary growth; learning strategies |
- |
Narrative inquiry of language learning and Teaching; individual differences and language learning |
- |
The effect of collaborative output on second language vocabulary acquisition; second language learners' cognitive processing of words in conducting collaborative output tasks |
- |
Grammatical consciousness-raising among local students |
- |
Language education (mainly EFL) and language teacher education (English) |
- |
Second language acquisition: language learning strategies, learning styles, and learning tasks |
Meeting Schedule