Language teaching research

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  Año 2018, Vol. 22, Número 3

  • Editorial

    • Studying language teacher cognition: Understanding and enacting theoretically consistent instructional practices

      Karen E. Johnson

      págs. 259-263

      

  • Articles

    • Developing the assessment literacy of teachers in Chinese language classrooms: A focus on assessment task design

      Kim Koh, Lydia E Carol Ann Burke, Allan Luke, Wengao Gong, Charlene Tan

      • Resumen

      págs. 264-288

      

    • Understanding and addressing the challenges of learning computer-mediated Dynamic Assessment: A teacher education study

      Levi McNeil

      • Resumen

      págs. 289-309

      

    • Language teacher cognitions and intercultural language teaching: The New Zealand perspective

      Jo Oranje, Lisa F. Smith

      • Resumen

      págs. 310-329

      

    • Is fluency being ‘neglected’ in the classroom?: Teacher understanding of fluency and related classroom practices

      Parvaneh Tavakoli, Ann Marie Hunter

      • Resumen

      págs. 330-349

      

    • Research in language teaching over two decades: A retrospective of the first 20 volumes of Language Teaching Research

      Paul Stapleton, Qing Shao

      • Resumen

      págs. 350-369