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2011 | 38 | 21-30

Article title

The role of in-service training for language teachers in the domain of language competence

Content

Title variants

Languages of publication

PL

Abstracts

PL
Foreign language teachers’ language competence is one of the key factors contributingto the success of instruction as it ensures the provision of a good model of the target language,enables teachers to address the problems learners encounter, and makes teaching more creative. For this reason, improving this facet of a teacher’s expertise is indispensible in in-service teacher training, either in the form of stand-alone courses or modules incorporated into more comprehensive teacher education programs. The main aim of the present paper is to emphasize the importance of language teachers’ proficiency in the language they teach, describe its dimensions, presentthe possible goals of in-service teacher education in this area, and discuss issues involved inconducting and organizing training of this kind.

Year

Volume

38

Pages

21-30

Physical description

Dates

published
2011-01-01

Contributors

References

  • Bachman, L.F., 1990. Fundamental Considerations in Language Testing. Oxford: Oxford University Press.
  • Berry, R., 1990. The Role of Language Improvement in In-Service Teacher Training: “Killing Two Birds with One Stone”. In: System 18, 97–105.
  • Canale, M., 1983. From Communicative Competence to Communicative Language Pedagogy. In: Richards, J.C., Schmidt, R. (eds). Language and Communication. London: Longman, 2–27.
  • Canale, M., Swain, M., 1983. Theoretical Basis of Communicative Approaches to Second Language Testing and Teaching. In: Applied Linguistics 1, 1–47.
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  • Farrell, T.S.C., 2007. Reflective Language Teaching: From Research to Practice. London: Continuum.
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  • Lafayette, R., 1993. Subject Matter Content: What Every Foreign Language Teacher Needs to Know. In: Guntermann, G. (ed.). Developing Language Teachers for a Changing World. Illinois: National Textbook Company, 124–158.
  • Medgyes, P., 2001. When the Teacher is a Non-Native Speaker. In: Celce-Murcia, M. (ed.). Teaching English as a Second or Foreign Language (third edition). London: Heinle & Heinle, 429–442.
  • O’Malley, J.M., Chamot, A.U., 1990. Learning Strategies in Second Language Acquisition. Cambridge: Cambridge University Press.
  • Roberts, J., 1998. Language Teacher Education. London: Arnold.
  • Roever, C., 2009. Teaching and Testing Pragmatics. In: Long, M.H., Doughty, C.J. (eds). The Handbook of Language Teaching. Oxford: Wiley-Blackwell, 560–577.
  • Skehan, P., 2000. Task-Based Instruction: Theory, Research, Practice. In: Pulverness, A. (ed.). IATEFL 2002: York Conference Selections. Canterbury: IATEFL, 90–99.
  • Van Ek, J.A., 1986. Objectives of Foreign Language Learning. Vol. 1: Scope. Strasbourg: Council of Europe.
  • Williams, J., 2005. Form-Focused Instruction. In: Hinkel, E. (ed.). Handbook of Research in Second Language Teaching and Learning. Mahwah, NJ: Lawrence Erlbaum, 671–691.

Document Type

Publication order reference

Identifiers

YADDA identifier

bwmeta1.element.ojs-doi-10_14746_gl_2011_38_2
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