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Reading Loss in Arabic Language During COVID-19 in the UAE and Proposed Solutions:The Perspectives of Primary-Grade Arabic Language Teachers
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作者 Karima Almazroui Muhra Albloushi 《Sociology Study》 2024年第2期107-118,共12页
The COVID-19 pandemic caused significant disruptions in the field of education worldwide,including in the United Arab Emirates.Teachers and students had to adapt to remote learning and virtual classrooms,leading to va... The COVID-19 pandemic caused significant disruptions in the field of education worldwide,including in the United Arab Emirates.Teachers and students had to adapt to remote learning and virtual classrooms,leading to various challenges in maintaining educational standards.The sudden transition to remote teaching could have a negative impact on students’reading abilities,especially in the Arabic language.To gain insight into the unique challenges encountered by Arabic language teachers in the UAE,a survey was conducted to explore their assessment of teaching quality,student-teacher interaction,and learning outcomes amidst the COVID-19 pandemic.The results of the survey revealed a significant decline of student reading abilities and identified several major issues in online Arabic language teaching.These issues included limited interaction between students and teachers,challenges in monitoring students’class participation and performance,and challenges in effectively assessing students’reading skills.The results also demonstrated some other challenges faced by Arabic language teachers,including a lack of preparedness,a lack of subscription to relevant platforms,and a lack of resources for online learning.Several solutions to these challenges are proposed,including reevaluating the balance between depth and breadth in the curriculum,integrating language skills into the curriculum more effectively,providing more comprehensive teacher professional development,implementing student grouping strategies,utilizing retired and expert teachers in specific content areas,allocating time for interventions,and improving support from both teachers and parents to ensure the quality of online learning. 展开更多
关键词 reading loss Arabic language teachers primary grades online learning United Arab Emirates
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Research on the Status Quo and Improvement Needs of Foreign Language Teachers’ Teaching Competence in Curriculum-Based Ideological Education in Xinjiang Colleges and Universities
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作者 Xiaoling Liu 《Journal of Contemporary Educational Research》 2024年第3期101-110,共10页
This study investigated the status quo and further improvement needs of foreign language teachers’teaching competence in curriculum-based ideological education(CIE)in Xinjiang colleges and universities.The results sh... This study investigated the status quo and further improvement needs of foreign language teachers’teaching competence in curriculum-based ideological education(CIE)in Xinjiang colleges and universities.The results show that the teachers’teaching competence in CIE is generally good,with the“cultivating quality”being the highest and the“scientific research quality”the lowest;there still exist several problems,such as teachers’lack of theoretical knowledge in CIE,lack of teaching resources,and insufficient abilities in teaching design and research.It is hoped that with the support and efforts from university administrations,teachers can improve their teaching competence in CIE through various approaches adopted and multiple measures taken,thus optimizing their teaching effectiveness,promoting the construction of CIE in Xinjiang colleges and universities in the new era,and contributing to Xinjiang’s high-quality development. 展开更多
关键词 Foreign language teachers Curriculum-based ideological education Teaching competence Status quo Improvement needs
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Systematizing Teacher Development:A Review of Foreign Language Teacher Learning
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作者 Guang ZENG 《Chinese Journal of Applied Linguistics》 2024年第3期518-523,526,共7页
Foreign language teaching practice is developing rapidly,but research on foreign language teacher learning is currently relatively fragmented and unstructured.The book Foreign Language Teacher Learning,written by Prof... Foreign language teaching practice is developing rapidly,but research on foreign language teacher learning is currently relatively fragmented and unstructured.The book Foreign Language Teacher Learning,written by Professor Kang Yan from Capital Normal University,published in September 2022,makes a systematic introduction to foreign language teacher learning,which to some extent makes up for this shortcoming.Her book presents the lineage of foreign language teacher learning research at home and abroad,analyzes both theoretical and practical aspects,reviews the cuttingedge research results,and foresees the future development trend,painting a complete research picture for researchers in the field of foreign language teaching and teacher education as well as front-line teachers interested in foreign language teacher learning.This is an important inspiration for conducting foreign language teacher learning research in the future.And this paper makes a review of the book from aspects such as its content,major characteristics,contributions and limitations. 展开更多
关键词 foreign language teacher learning foreign language teacher education foreign language teaching teacher development
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Language Assessment Feedback Towards Pedagogical Conversational Agent
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作者 Bhagya Prabhashini C M.Latha 《Sino-US English Teaching》 2024年第5期201-216,共16页
Continuous development of technology provides an opportunity to incorporate feedback in online assessments.The mode of online instruction during the pandemic was the most significant survival change.Technology enabled... Continuous development of technology provides an opportunity to incorporate feedback in online assessments.The mode of online instruction during the pandemic was the most significant survival change.Technology enabled every teacher and student to enter a virtual classroom to make sense of education.Feedback is part of language instruction and is a powerful key to improving students’learning performance.Feedback plays an influential and crucial role in teaching and learning.Feedback is an invaluable,ultimate learning tool for learners that aids them in not committing the same error again and creates impetus.Thus,knowing about formative exam feedback is students’right because quality feedback allures them.Given students’eagerness,providing feedback is considered a good practice to be followed by all the teaching faculty.Apropos of online feedback,the present study attempts to study how pedagogical agents provide online feedback in language assessments.The study also considers the characteristics of pedagogical conversational agents that are suitable for providing feedback in online language assessment.Simply put,the study encapsulates that screen agents play an essential role in students’motivation and acceptability of learning through feedback. 展开更多
关键词 feedback learning performance online language assessment pedagogical conversational agents
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A Study of Effective Feedback from Teachers in the Classroom of Chinese as a Second Language
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作者 Yanqing Sun 《教育研究前沿(中英文版)》 2018年第1期6-10,共5页
Feedback is the teacher's response and evaluation to the students'performance in class,and it is also an important part of classroom interaction.This article focuses on two aspects:the use of positive feedback... Feedback is the teacher's response and evaluation to the students'performance in class,and it is also an important part of classroom interaction.This article focuses on two aspects:the use of positive feedback and corrective feedback from teachers,aiming to explore the impact of teachers feedback behavior on teaching effect. 展开更多
关键词 Chinese as a SECOND language POSITIVE feedback CORRECTIVE feedback
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Language teachers should develop students' vocabulary learning skills
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作者 马骅 《陕西师范大学学报(哲学社会科学版)》 CSSCI 北大核心 2000年第S1期280-281,共2页
It is self-evident that vocabulary work is the most essential and necessary task in foreign language accepition. English language teachers should develop students’ vocabulary learning skills.
关键词 READ language teacher vocabulory learning
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The Role and Value of Sociolinguistics in English Language Teaching
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作者 Fenhua Guo 《Journal of Contemporary Educational Research》 2024年第8期193-201,共9页
This paper aims to explore how the study of sociolinguistics can benefit teachers,particularly in the context of teaching English as a Foreign Language(EFL)in China.The article will first examine how sociolinguistic k... This paper aims to explore how the study of sociolinguistics can benefit teachers,particularly in the context of teaching English as a Foreign Language(EFL)in China.The article will first examine how sociolinguistic knowledge can reshape teachers’perceptions of“English,”focusing on aspects such as English varieties,World Englishes,and Chinese English.Following that,the article discusses the necessity of rethinking current practices in English language teaching,including the nativeness paradigm and the concept of communicative competence based on a reconceptualized view of“English.”Additionally,the discussion will focus on how teachers,informed by sociolinguistic awareness of non-native teachers’identities and teacher agency,can address and resolve existing challenges in EFL teaching.Finally,the article will conclude by summarizing the key issues discussed and highlighting the significance of studying sociolinguistics for language practitioners in China. 展开更多
关键词 World Englishes Chinese English English language teaching Nativeness Non-native English-speaking teachers
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Critically Evaluate Foreign Language Teachers Training in Culture and Intercultural Communication
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作者 陈宁 《海外英语》 2016年第5期218-220,227,共4页
The aim of foreign language teaching in the contemporary is to develop foreign language talents who own intercultural competence.Thus,it is necessary to improve teachers’cultural quality and intercultural awareness.T... The aim of foreign language teaching in the contemporary is to develop foreign language talents who own intercultural competence.Thus,it is necessary to improve teachers’cultural quality and intercultural awareness.The paper explores some relevant training courses on culture and intercultural awareness,and discusses the deficiency of these courses. 展开更多
关键词 FOREIGN language teachers INTERCULTURAL communication CULTURE INTERCULTURAL TRAINING INTERCULTURAL a
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Intercultural Language Education and the Challenges Chinese College English Teachers Face
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作者 潘娟 《疯狂英语(教师版)》 2013年第1期46-53,共8页
Currently,intercultural language education is a topic which receives much interest due to the rise of globalization,but theories and practice in this field are on the preliminary stage of development in China.To under... Currently,intercultural language education is a topic which receives much interest due to the rise of globalization,but theories and practice in this field are on the preliminary stage of development in China.To understand ILE better,its background,theory basis,goals,related researches are reviewed and analyzed.Since ILE is relatively new in China,language teachers are facing new challenges in developing intercultural teaching competence to achieve the success of language education.Such challenges consist of understanding the language itself,the difficulty in understanding and teaching culture,designing practical classroom activities and selecting content. 展开更多
关键词 intercultural language education CHALLENGES Chinese English teachers
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外语教师发展的有效策略——评介Jack C.Richards所著Professional Development for Language Teachers:Strategies for Teacher Learning
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作者 陈桂松 薛文 《柳州职业技术学院学报》 2018年第3期48-53,共6页
J.C.Richards教授在英语语言教学和教师培训领域的实践经历与理论研究,对其本人关于"语言教师发展"思想体系的构建起到了积极的促进作用。他于2005年出版的Professional Development for Language Teachers:Strategies for Te... J.C.Richards教授在英语语言教学和教师培训领域的实践经历与理论研究,对其本人关于"语言教师发展"思想体系的构建起到了积极的促进作用。他于2005年出版的Professional Development for Language Teachers:Strategies for Teacher Learning(《语言教师专业发展:教师学习策略》)一书论述了"教师教育"的本质,分析了关于"教师发展"的六个重要观点,尤其是对语言教师发展策略进行系统性阐述,以章节形式对十一种发展策略进行全面细致的介绍,并附有具体事例、教师反思、参考书目等。该书是作者对英语语言教师发展领域的理论研究及实践经验的总结,其内容及框架在注重理论知识的科学性和系统性的同时,也突出了实践操作的必要性和可行性,可以作为我国外语教师开展职业发展、提升职业素质的有益参考。 展开更多
关键词 J.C.Richards 外语教师发展 书评
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The Importance of Culture in Language Teaching and its Implications for the Role of Teachers
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作者 李阳 《教师》 2009年第20期75-76,共2页
关键词 文化差异 教师 英语 教学方法
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Sociocultural Theory on Interaction between Teachers and Learners in a Second Language Classroom
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作者 袁勤 《海外英语》 2015年第13期241-242,244,共3页
This article offers an overview of theoretical ideas and recent empirical research by referring to the interactive communication between teachers and learners in a second language classroom.Both the interaction of tea... This article offers an overview of theoretical ideas and recent empirical research by referring to the interactive communication between teachers and learners in a second language classroom.Both the interaction of teacher-centered classroom and learner-centered classroom are reviewed within the context of sociocultural theory.The paper attempts to indicate the better effect of language learning can be achieved by complementing one another in the classroom of teacher-centeredness and learner-centeredness. 展开更多
关键词 SOCIOCULTURAL theory INTERACTION teacher-centeredness learner-centeredness second language CLASSROOM
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Curriculum Innovation in Language Teacher Education:Reflections on the PGDELT Program’s Contributions to EFL Teachers’Continuing Professional Development 被引量:2
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作者 Lawrence Jun ZHANG 《Chinese Journal of Applied Linguistics》 2021年第4期435-450,589,共17页
Initial teacher preparation and teachers’ continuing professional development are two significant pillars of the teacher education enterprise. The former encompasses a wide range of teachereducation initiatives at th... Initial teacher preparation and teachers’ continuing professional development are two significant pillars of the teacher education enterprise. The former encompasses a wide range of teachereducation initiatives at the levels of diploma, bachelor’s degree, postgraduate diploma, and even master’s degree for teacher licensure purposes. These are widely documented in the literature.What is important is how teacher professional development contributes to bolstering the teachereducator force, which is relatively insufficiently documented due to the very fact that different educational systems have somewhat different expectations of such programs in relation to the ideologies and theories underpinning the teacher professional development program design and curriculum offering. Taking stock of a postgraduate diploma program in English language teaching(PGDELT) for teachers’ continuing professional development with a 31-year history housed at a premier teacher education institution in Singapore, which has successfully graduated over 1, 000 English language teachers for colleges and universities in China, I intend to highlight some of its key features, as a former student and then a lecturer on the program, in order to draw implications for sustainable growth of language teacher education programs, especially those whose main purposes are to prepare teachers of English as a second or foreign language(ESL/EFL) and provide continuing professional development opportunities for such inservice teachers. 展开更多
关键词 program development curriculum innovation professional development teacher education English as a second/foreign language China
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The Perceptions of Chinese ELT Stakeholders on the Employment of Foreign English Language Teachers 被引量:1
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作者 LIU Jun-shuan 《Journal of Literature and Art Studies》 2020年第6期478-485,共8页
This article reports on part of the findings of an investigation into the perceptions of Chinese English as a foreign language(EFL)education stakeholders on native-speakerism.Data were collected via semi-structured in... This article reports on part of the findings of an investigation into the perceptions of Chinese English as a foreign language(EFL)education stakeholders on native-speakerism.Data were collected via semi-structured interviews with 26 students,14 teachers and eight EFL program administrators from six Chinese universities.The analysis of data reveals that the three groups of participants as an entirety expected their universities to hire native English speaker teachers(NESTs),particularly those from Britain and/or America and a certain proportion of them expressed preference for white native English speaker(NES)teachers.The vast majority of the students and teachers were also found to be unaware of workplace inequalities between NNESTs and local Chinese EFL teachers,contending that NESTs deserve better treatment.Although many administrators displayed critical awareness on this issue,they argued that the inequalities need tolerating for the well-being of their EFL programs.All these findings are indicative of the persistence of native-speakerism among Chinese ELT stakeholders and by extension the tenacity of this chauvinistic ideology across the terrain of EFL education in China. 展开更多
关键词 native-speakerism PERCEPTIONS Chinese ELT stakeholders the hiring of foreign English language teachers workplace inequalities
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An Investigation Into Career Development Contexts of University Russian Language Teachers in China(1949-2019)From the Perspective of Ecological Theory
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作者 Yuan TAO Zhanhao JIANG 《Chinese Journal of Applied Linguistics》 2021年第2期166-186,263,共22页
Although much research has been conducted on the interactions between the career development of foreign language teachers and their contexts around the world,a literature review reveals that there exists scanty resear... Although much research has been conducted on the interactions between the career development of foreign language teachers and their contexts around the world,a literature review reveals that there exists scanty research on the relationship between university Russian language teachers’career development and their contexts in China since 1949.Based on relevant studies on the career development of foreign language teachers and the ecological theory,this paper involves research on the impact that different ecological systems(micro-,meso-,macro-and exo-ones)have played in the career development of Russian language teachers in China.Participants are 10 Chinese Russian teachers of different ages from different universities in different parts of China.Via literature review,narration methods and semi-structured(in-depth)interviews with the help of NVivo,this research finds that Russian language teachers’career development results from multi-faceted interactions of the following contexts:ideology,Russian language educational policies and personal factors as well as college contexts.This paper concludes with some suggestions for improving Russian language teachers’career development in China. 展开更多
关键词 career development Russian language teachers contexts for teachers’development the ecological theory of human development
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A Study on the Lack of Junior Middle School English Teachers’Language Awareness
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作者 CUI Xiang JIN Ming-hao 《Journal of Literature and Art Studies》 2019年第5期519-526,共8页
This paper aims to take 20 Haikou XX Middle School English teachers as research subjects to investigate their language awareness by a questionnaire.According to the data,it can be seen that they seldom apply linguisti... This paper aims to take 20 Haikou XX Middle School English teachers as research subjects to investigate their language awareness by a questionnaire.According to the data,it can be seen that they seldom apply linguistic knowledge in classroom teaching.Their phonetic appearances are poor and pay too much attention to grammar teaching.Also,they rarely teach social cultural knowledge during teaching.And they still have a teacher-centered teaching concept.In case of enhancing their language awareness,teachers should change the tendency of paying too much attention to grammar and vocabulary knowledge,prevent the tendency of excessive emphasis on imitation,and advocate the learning model which combines language knowledge teaching and skills training.What’s more,teachers should cultivate students’cultural awareness and combine language and culture in teaching English.Finally,teachers should establish a student-centered teaching concept,and help students develop positive emotions to learn English. 展开更多
关键词 English teachers language AWARENESS STUDENT-CENTERED TEACHING
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The Effect of Language Proficiency on the Teaching Knowledge Acquisition of English Student Teachers——Comparison of Three Repetitive Lessons
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作者 WANG Ming-mei 《Journal of Literature and Art Studies》 2019年第4期404-411,共8页
Based on the framework of classroom teaching learning process analysis, this study explores the relationship between language proficiency and the acquisition of teaching knowledge in the sample of three English repeti... Based on the framework of classroom teaching learning process analysis, this study explores the relationship between language proficiency and the acquisition of teaching knowledge in the sample of three English repetitive lessons in senior high school by two English student teachers. After quantitative and qualitative analysis, it was found that the higher the level of language, the greater the improvement of teaching knowledge;the student with high language level has made rapid progress in teaching design, slow progress in teaching management and student learning, while the progress of the student with low language level is slow in all aspects. This study has important reference value for pre-service foreign language teacher education. 展开更多
关键词 STUDENT teacher language PROFICIENCY teaching knowledge REPETITIVE LESSONS
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Teachers’Characteristics and Teaching Styles as Determinants of Students’Achievement in Senior Secondary Schools Civics and English Language in Osun State,Nigeria
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作者 Babatunde Adeniyi Adeyemi Beatrice Bunmi Adeyemi Joshua Olayemi Salami 《Psychology Research》 2021年第4期176-184,共9页
The study examined the status of senior secondary schools’students’achievement in Civic Education and English Language in Osun State.It also investigated the Civic Education and English Language teachers’characteri... The study examined the status of senior secondary schools’students’achievement in Civic Education and English Language in Osun State.It also investigated the Civic Education and English Language teachers’characteristics in the state and determined the teaching styles of Civic Education and English Language teachers in the study areas and finally assessed the influence of teachers’characteristics and teaching styles on students’achievement in secondary schools Civic Education and English Language.The study adopted Discriminant Analysis.The study sample consisted of 600 senior secondary school students,30 Civics teachers,and 30 English Language teachers that were selected using multi-stage sampling procedure.Four instruments were constructed and validated before use.Three research questions were asked and answered while one hypothesis was tested and verified.The results among others showed that more than 50%of the students that participated in the study had high status of achievement in Civic Education while more than 40%of English Language students that participated in the study had low status of achievement.The study also showed that teachers’characteristics pertinent to both Civic Education teachers and English Language teachers were,effective discipline skills(Civics,M=1.20,SD=0.407;English,M=1.40,SD=0.498)and good communication with parents(Civics,M=1.43,SD=0.504;English,M=1.40,SD=0.498).In addition,there was significant influence of teachers’characteristics and teaching styles on students’achievement in Civics and English Language in senior secondary schools(X^2(2)=16.37,p<0.05).The study concluded that teachers’characteristics and teaching styles are major determinants of students’achievement in Civic Education and English Language. 展开更多
关键词 teachers’characteristics teaching styles CIVICS English language students’achievement
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Investigating the writing proficiency of pre-service English as a Second Language teachers:Making use of distinguishing features
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作者 Barley Mak 《外语测试与教学》 2017年第1期1-20,共20页
This research aims to investigate the writing proficiency of Hong Kong pre-service ESL teachers,in particular how their writing proficiency differs as characterized by distinguishing features inherent in such teachers... This research aims to investigate the writing proficiency of Hong Kong pre-service ESL teachers,in particular how their writing proficiency differs as characterized by distinguishing features inherent in such teachers' writing performances. Over 120 pre-service ESL teachers from various programmes in local universities in Hong Kong were recruited for the study. Results showed that the higher their writing level,the better they performed in a set task as well as in grammatical range and accuracy. The different programmes they enrolled in could affect the number of cohesive devices they tended to use. Mode and years of study had an effect on task achievement and number of cohesive device. Pre-service teachers enrolled in the teacher training programmes on a part-time basis outperformed those enrolled on a full-time basis. Teachers with more teacher training outperformed newly admitted pre-service teachers.The results of this study could provide empirical evidence for identifying different levels of writing proficiency for Hong Kong pre-service ESL teachers. On this basis,the link between the writing proficiency of pre-service ESL teachers and their assessment of student scripts could be subsequently established in a follow-up study to explore their differences in scoring focuses and strategies when scoring students' writings. This could further contribute to teacher evaluation,teacher training concerning language proficiency,and the improvement of teachers' assessment literacy in high-stakes and L2 classroom writing assessment. 展开更多
关键词 teacher training language assessment distinguishing features
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The Forming Mechanism of Foreign language Teachers' Professional Development Community
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作者 WU Shu-jing 《Sino-US English Teaching》 2018年第7期339-345,共7页
Learning community is an important approach to the professional development of foreign language teachers in colleges and universities. Based on the concept of professional development community, this paper analyzes th... Learning community is an important approach to the professional development of foreign language teachers in colleges and universities. Based on the concept of professional development community, this paper analyzes the common connotation and classification of foreign language teachers' professional development community, and constructs the model and forming mechanism of foreign language teachers' professional development community, aiming at providing enlightenment and reference for the professional development of foreign language teachers in colleges and universities 展开更多
关键词 learning community foreign language teachers MECHANISM
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