The distinctive characteristics of foreign language teachers

By S. Borg. 2006

497 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/1b6793964a6b71a4dbecf132f1aae55dc422d8bc

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Citations in the corpus

The dynamic interactions in foreign language classroom anxiety and foreign language enjoyment of pupils aged 12 to 18. A pseudo-longitudinal investigation (2017, background): “The FL teacher needs to support and promote group solidarity and create an emotionally safe classroom environment where linguistic experimentation is encouraged (Baider, Cislaru & Coffey, 2015; Berdal-Masuy & Pairon, 2015; Borg, 2006; Dewaele, 2015; Dörnyei & Csizér, 1998; Dörnyei & Murphy, 2003; Wi”
Characteristics of an Effective English Language Teacher as Perceived by Iranian Teachers and Learners of English. (2009, background): “Unlike the findings of Borg (2006), the participants were not concerned about unanimity of subject and the medium but, both the teachers and the learners believed that teaching a language other than students’ mother tongue is very special about the language teachers and distinguishes them from the o”
The Effect of Perception of Teacher Characteristics on Spanish EFL Learners’ Anxiety and Enjoyment (2019, background): “The central role of teachers in the classroom has also been investigated by education researchers (Arnold, 1999; Borg, 2006; Dewaele, 2015; Gkonou & Mercer, 2017, 2018; Gregersen & MacIntyre, 2014).”
Language teachers’ coping strategies during the Covid-19 conversion to online teaching: Correlations with stress, wellbeing and negative emotions (2020, unknown): “…threats to sense of self and identity; energyintense teaching methodologies; intercultural components to teaching; and precarious working conditions (Borg, 2006; Cosgrove, 2001; Gkonou &Miller, 2017; Gkonou, Dewaele, & King, 2020; Horwitz, 1996; Mercer, Oberdorfer, & Saleem, 2016; Wieczorek, 2016).”
Teachers’ Professional Knowledge for Teaching English as a Foreign Language (2016, background): “At the same time, TEFL is distinct from the teaching of other subjects for various reasons (Borg, 2006; Burns, Freeman, & Edwards, 2015; Canagarajah, 2013; Larsen-Freeman & Cameron, 2008) and, therefore, requires both a specific teacher knowledge base and specific learning opportunities during…”
The wellbeing of language teachers in the private sector: An ecological perspective (2020, background): “In terms of classroom behaviours, language teachers are typically expected to create communicative encounters between learners and maximize active student participation, which can require considerable effort and creativity from teachers using diverse, energy-intense methodologies (Borg, 2006).”
Intercultural communicative competence: exploring English language teachers’ beliefs and practices (2011, background): “…speaker’ (NS/NNS) raised by researchers is also relevant, firstly, because there are suggestions in the theoretical literature that ‘nonnative’ language teachers may lack confidence to inform about a sociocultural milieu that is not ‘their own’ (Borg, 2006b; Kramsch, Cain, & Murphy-Lejeune, 1996).”
Foreign language enjoyment and anxiety: The effect of teacher and learner variables (2018, background): “This involves supporting and promoting group solidarity and creating an emotionally safe classroom environment where linguistic experimenting is encouraged (Arnold, 1999; Baider, Cislaru, & Coffey, 2015; Borg, 2006; Dewaele, 2015; Dörnyei & Csizér, 1998; Dörnyei & Murphy, 2003; Gregersen & MacIntyre”
Understanding language teacher wellbeing: An ESM study of daily stressors and uplifts (2020, background): “…with colleagues, autocratic leadership styles, discipline problems, a lack of resources, and testing or performance pressures and evaluation (Borg, 2006; Cosgrove, 2001; Gkonou & Miller, 2017; Horwitz, 1996; Mercer & Gregersen, 2020; Mercer, Oberdorfer & Saleem, 2016; Skovholt &…”
"A Language Teacher is Like...": Examining Malaysian Students' Perceptions of Language Teachers through Metaphor Analysis. (2008, background): “With regard to this, it is important to understand what being the language teacher means, especially in various socio-cultural and educational settings (Borg, 2006).”