Reconciling Beliefs about L2 Learning with SLA Theory and Research
Reconciling Beliefs about L2 Learning with SLA Theory and Research
复制标题
调和 L2 学习的信念与 SLA 理论和研究
DOI：
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发表时间：
2018
期刊：
影响因子：
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通讯作者：
Luke Plonsky
中科院分区：
文献类型：
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作者：
Aek Phakiti;Luke Plonsky
本文旨在讨论教师对第二语言（L2）学习的十种信念，并将这些信念与第二语言习得（SLA）领域的相关理论和方法联系起来。它是专门为想要了解更多关于解释第二语言学习的理论方法的第二语言教师而写的。 L2 教师对 L2 学习信念的初步回应和一些 L2 英语学习者的反思用于指导对这些信念的讨论。
This article aims to discuss ten beliefs that teachers hold about second language (L2) learning and to relate these to relevant theories and approaches in the field of second language acquisition (SLA). It is especially written for L2 teachers who would like to know more about theoretical approaches that seek to explain L2 learning. Preliminary responses to L2 learning beliefs from L2 teachers and some L2 English learner reflections are used to guide the discussion of these beliefs.
影响因子：
4.1
作者：
E. Kerz;Daniel Wiechmann;Florian B. Riedel
通讯作者：
E. Kerz;Daniel Wiechmann;Florian B. Riedel