How teachers’ beliefs are in accordance with major SLA notions

References

Ausubel, D. (2000). The acquisition and retention of knowledge: A cognitive view. Norwell, MA: Kluwer Academic Publishers.10.1007/978-94-015-9454-7Search in Google Scholar

Bachman, L. (1990). Fundamental considerations in language testing. Oxford: Oxford University Press.Search in Google Scholar

Bell, T. R. (2005). Behaviors and attitudes of effective foreign language teachers: Results of a questionnaire study. Foreign Language Annals, 38(2), 259-270.10.1111/j.1944-9720.2005.tb02490.xSearch in Google Scholar

Berns, M. (2008). World Englishes, English as a lingua franca, and intelligibility. World Englishes, 27(3/4), 327-334.10.1111/j.1467-971X.2008.00571.xSearch in Google Scholar

Brown. H. D. (2007a). Principles of language learning and teaching(5^thed.). White Plains, NY: Longman.Search in Google Scholar

Brown. H. D. (2007b). Teaching by principles: An interactive approach to language pedagogy(3^rded.). White Plains, NY: Pearson Education.Search in Google Scholar

Brown, H. D. (2014). Principles of language learning and teaching(6^thed.). White Plains, NY: Longman.Search in Google Scholar

Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and learning. Applied Linguistics, 1(1), 1-47.10.1093/applin/1.1.1Search in Google Scholar

Carrier, K. (2003). Improving high school English language learners’ second language listening through strategy instruction. Bilingual Research Journal, 27, 383-408.10.1080/15235882.2003.10162600Search in Google Scholar

Cook, M. (2009). Factors inhibiting and facilitating Japanese teachers of English in adopting communicative Language Teaching methodologies. K@ta, 11(2), 99-116.10.9744/kata.11.2.99-116Search in Google Scholar

Dastjerdi, H., & A’lipour, J. (2010). Teaching idiomatic expressions in context through focus on form techniques. English Language Teaching, 3(4), 71-74.10.5539/elt.v3n4p71Search in Google Scholar

DÖrnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Marwah: Lawrence Erlbaum Associates.Search in Google Scholar

DÖrnyei, Z. (2007). Research methods in applied linguistics. New York, NY: Oxford.Search in Google Scholar

Doughty, C. (2003). Instructed SLA: Constraints, compensation, and enhancement. In C. Doughty & M. Long (Eds.), The handbook of second language acquisition(pp. 256-310). Malden, MA: Blackwell Publishing.10.1002/9780470756492.ch10Search in Google Scholar

Ellis, R. (1985). Understanding second language acquisition. New York, NY: Oxford.Search in Google Scholar

Ellis, R. (1989). Sources of intra-learner variability in language use and their relationship to second language acquisition. In L. Gass, C. Madden, D. Preston, & L. Selinker (Eds.), Variation in second language acquisition: Psycholinguistic issues(pp. 22-45). Clevedon, UK: Multilingual Matters.Search in Google Scholar

Ellis, R. (1997). SLA research and language teaching. New York, NY: Oxford.Search in Google Scholar

Ellis, R. (2001). Investigating form-focused instruction. Language Learning, 51(Suppl. 1), 1-46.10.1111/j.1467-1770.2001.tb00013.xSearch in Google Scholar

Ellis, R. (2012). Language teaching research & language pedagogy. Oxford, UK: Wiley-Blackwell10.1002/9781118271643Search in Google Scholar

Ellis, R., Basturkmen, H., & Loewen, S. (2002). Doing-focus-on-form. System, 30(4), 419-432.10.1016/S0346-251X(02)00047-7Search in Google Scholar

Ellis, R., & Shintani, N. (2014). Exploring language pedagogy through second language acquisition research. New York: Routledge.Search in Google Scholar

Firth, A., & Wagner, J. (1997). SLA property: No trespassing. Modern Language Journal, 82, 90-94.10.1111/j.1540-4781.1998.tb02598.xSearch in Google Scholar

Freeman, D. (2007). Research “fitting” practice: Firth and Wagner, classroom language teaching, and language teacher education. Modern Language Journal, 91(Suppl. 1), 893-906.10.1111/j.1540-4781.2007.00676.xSearch in Google Scholar

Freire, P. (1993). Pedagogy of the oppressed. New York: The Continuum Publishing.Search in Google Scholar

Gardner, R. C., Tremblay, P. F., & Masgoret, A. (1997). Towards a full model of second language learning: An empirical investigation. The Modern Language Journal, 81, 344-362.10.1111/j.1540-4781.1997.tb05495.xSearch in Google Scholar

Hernández, T. (2006). Integrative motivation as a predictor of success in the intermediate foreign language classroom. Foreign Language Annals, 39(4), 605-617.10.1111/j.1944-9720.2006.tb02279.xSearch in Google Scholar

Hernández, T.A. (2010). The relationship among motivation, interaction, and the development of second language oral proficiency in a study‐abroad context. Modern Language Journal, 94(4), 600-617.10.1111/j.1540-4781.2010.01053.xSearch in Google Scholar

Jenkins, J. (2009). English as a lingua franca: Interpretations and attitudes. World Englishes, 28(2), 200-207.10.1111/j.1467-971X.2009.01582.xSearch in Google Scholar

Johnson, K. E., & Golombek, P. R. (2011). A sociocultural theoretical perspective on teacher professional development. In K. E. Johnson & P. R. Golombek (Eds.), Research on second language teacher education: A sociocultural perspective on professional development (pp. 1-12). New York, NY: Routledge.10.4324/9780203844991Search in Google Scholar

Kachru, B. (1991). World Englishes and applied linguistics [e-book]. Available from: ERIC, Ipswich, MA.Search in Google Scholar

Kachru, Y., & Smith, L. E. (2009). The Karamic cycle of world Englishes: Some futuristic constructs. World Englishes, 28(1), 1-14.10.1111/j.1467-971X.2008.01566.xSearch in Google Scholar

Kang, D. (2000). Motivation and foreign language learning in Korean EFL Context. [Serial online]. Available from: ERIC, Ipswich, MA.Search in Google Scholar

Khorshidi, H., & Nimchahi, A. (2013). Motivation and interlanguage pragmatics in Iranian English language learners. English Language Teaching, 6(6), 86-96.10.5539/elt.v6n6p86Search in Google Scholar

Krashen, S. D. (1982). Principles and practices in second language acquisition. New York, NY: Pergamon Press.Search in Google Scholar

Krashen, S. D. (2004). The power of reading. Portsmouth, NH: Heinemann.Search in Google Scholar

Lai, S., Li, C., & Amster, R. (2013). Strategically smart or proficiency-driven? An investigation of reading strategy use of EFL college students in relation to language proficiency. Contemporary Issues in Education Research, 6(1), 85-91.10.19030/cier.v6i1.7606Search in Google Scholar

Lantolf, J., & Thorne, S. (2006). Sociocultural theory and the genesis of second language development. Oxford: Oxford University Press.Search in Google Scholar

Leeser, M.J. (2008). Pushed output, noticing, and development of past tense morphology in content-based instruction. Canadian Modern Language Review, 65(2), 195-220.10.3138/cmlr.65.2.195Search in Google Scholar

Lightbown, P. M. (1985). Great expectations: Second language acquisition research and classroom teaching. Applied Linguistics, 6, 173-189.10.1093/applin/6.2.173Search in Google Scholar

Lightbown, P. M., & Spada, N. (1990). Focus-on-form and corrective feedback in communicative language teaching: Effects on second language learning. In H. D. Brown & S. Gonzo (Eds.), Readings on second language acquisition (pp. 307-329). Upper Saddle River, NJ: Simon & Schuster.Search in Google Scholar

Lightbown, P. M., & Spada, N. (1993). How Languages are Learned. Oxford: Oxford University Press.Search in Google Scholar

Lightbown, P. M., & Spada, N. (2013). How Languages are Learned(4^th ed.). Oxford: Oxford University Press.Search in Google Scholar

Logan, S., Medford, E., & Hughes, N. (2011). The importance of intrinsic motivation for high and low ability readers’ reading comprehension performance. Learning and Individual Differences, 21(1), 124-128.10.1016/j.lindif.2010.09.011Search in Google Scholar

Long, M. (1985). Input and second language acquisition theory. In S. Gass & C. Madden (Eds.), Input in second language acquisition (pp. 377-393). Rowley, MA: Newbury House.Search in Google Scholar

Long, M. (1988). Instructed interlanguage development. In L. Beebe (Ed.), Issues in second language acquisition: Multiple perspectives(pp. 115-141). New York, NY: Newbury House.Search in Google Scholar

Long, M. (1996). The role of the linguistic environment in second language acquisition. In W. Ritchie & T. Bhatia (Eds.), Handbook of second language acquisition(pp. 413-468). San Diego, CA: Academic Press.Search in Google Scholar

Long, M.H., & Sato, C.J. (1983). Classroom foreigner talk discourse: Forms and functions of teachersý questions. In H. Seliger & M. Long (Eds.), Classroom oriented research in second language acquisition(pp. 268-285 ). Cambridge, MA: Newbury House Publishers.Search in Google Scholar

Midraj, S., Midraj, J., OýNeill, G., & Sellami, A. (2008). The affective factors and English language attainment of Arab EFL learners. International Journal of Applied Educational Studies, 1(1), 43-52.Search in Google Scholar

Odlin, T. (2003). Cross-linguistic influence. In C. Doughty & M. Long (Eds.), The handbook of second language acquisition (pp. 436-486). Malden, MA: Blackwell.10.1002/9780470756492.ch15Search in Google Scholar

Rosenfeld, M., & Sherman, R.I. (2008). Developing effective teacher beliefs about learners: The role of sensitizing teachers to individual learning differences. Educational Psychology, 28(3), 245-272.10.1080/01443410701528436Search in Google Scholar

Satomi, T. (2005). Pragmalinguistic awareness: Is it related to motivation and proficiency? Applied Linguistics, 26(1), 90-120.10.1093/applin/amh040Search in Google Scholar

Savignon, S. J. (1997). Communicative competence: Theory and classroom practice. New York, NY: McGraw-Hill.Search in Google Scholar

Saville-Troike, M. (2006). Introducing second language acquisition. New York, NY: Cambridge University Press.Search in Google Scholar

Shirbagi, N. (2010). An exploration of undergraduate students’ motivation and attitudes towards English language acquisition. Journal of Behavioral Sciences, 20(2), 1-14.Search in Google Scholar

Spada, N. (1997). Form-focused instruction and second language acquisition: A review of classroom and laboratory research. Language Teaching, 30, 73-87.10.1017/S0261444800012799Search in Google Scholar

Spada, N., & Frölich, M. (1995). Communicative orientation of language teaching observation scheme. Australia: National Centre for English Language Teaching and Research (NCELTR) at Macquarie University.Search in Google Scholar

Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass & C. Madden (Eds.), Input in second language acquisition (pp. 235-253). Rowley, MA: Newbury House.Search in Google Scholar

Swain. M. (1995). Three functions of output in second language learning. In G. Cook & B. Seidlhofer (Eds.), Principles and practice in applied linguistics: Studies in honor of H. G. Widdowson(pp. 125-144). Oxford: Oxford University Press.Search in Google Scholar

Swain, M., & Lapkin, S. (1995). Problems in output and the cognitive process they generate: A step towards second language learning. Applied Linguistics, 16, 371-391.10.1093/applin/16.3.371Search in Google Scholar

Takimoto, M. (2008). The effects of various kinds of form-focused instruction on learners’ ability to comprehend and produce polite requests in English. TESL Canada Journal, 26(1), 31-51.10.18806/tesl.v26i1.389Search in Google Scholar

Vandergrift, L. (2003). Orchestrating strategy use: Toward a model of the skilled L2 listener. Language Learning, 53, 461-494.10.1111/1467-9922.00232Search in Google Scholar

VanPatten, B., & Williams, J. (2007). Theories in second language acquisition: An introduction. Mahwah, NJ: Lawrence Erlbaum.Search in Google Scholar

Vigil, N., & Oller, J. (1976). Rule fossilization: A tentative model. Language Learning, 26, 281-295.10.1111/j.1467-1770.1976.tb00278.xSearch in Google Scholar

Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.Search in Google Scholar

Walsh, S. (2003). Developing interactional awareness in the second language classroom through teacher self-evaluation. Language Awareness, 12(2), 124-142.10.1080/09658410308667071Search in Google Scholar

Williams, J. (2005). Form-focused instruction. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 671-691). Mahwah, NJ: Lawrence Erlbaum.Search in Google Scholar

Wu Man-fat, M. (2007). The relationships between the use of metacognitive language-learning strategies and language-learning motivation among Chinese-speaking ESL learners at a vocational education institute in Hong Kong. Asian EFL Journal, 9(3), 93-117.Search in Google Scholar

Yu, Y. (2009). A study of foreign language learning motivation and achievement: From a perspective of sociocultural theory. CELEA Journal, 32(3), 87-97.Search in Google Scholar

Zareva, A., & Fomina, A. (2013). Strategy use of Russian pre-service TEFL university students: Using a strategy inventory for program effectiveness evaluation. International Journal of English Studies, 13(1), 69-88.10.6018/ijes/2013/1/148711Search in Google Scholar