Students' and Teachers' Perceptions of Effective Foreign Language Teaching: A Comparison of Ideals

By Alan V. Brown. 2009

474 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/8565944b55b17c382fee713f1eb899a027d51540

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Language and Linguistics

1. Masatoshi Sato
2. K. Rajagopalan
3. Kazuya Saito
4. R. Lyster
5. S. Loewen
6. Dan Brown
7. Hossein Nassaji
8. R. Ellis

In Literature and Literary Theory

1. Masatoshi Sato
2. Kazuya Saito
3. K. Rajagopalan
4. S. Loewen
5. Dan Brown
6. R. Lyster
7. Hossein Nassaji
8. R. Ellis

Citations in the corpus

• Oral corrective feedback in second language classrooms (2012, background): “In addition, Brown (2009) reported that learners think that a quality of effective teachers is to be able to correct oral errors immediately.”
• Interaction and instructed second language acquisition (2018, background): “Such positive beliefs may incline learners to be more receptive to interaction in the classroom, thereby increasing its benefits (see also Lasagabaster & Sierra 2005; Brown 2009).”
• The Routledge handbook of English language teaching (2018, background): “According to CL, language learning is essentially the learning of these three types of meaningful constructions.”
• Learner Attitudes, Perceptions, and Beliefs in Language Learning (2012, background): “Scholars have examined this relationship as it relates to target language use in the classroom (Levine, 2003), learners’ self-expressive speech (Yoshida, 2007), effective FL teaching (Brown, 2009), accents in the target language (Drewelow & Theobald, 2007), and teaching strategy frequency (Bernaus &”
• The type and linguistic foci of oral corrective feedback in the L2 classroom: A meta-analysis (2016, background): “Results of research on student preferences for CF varies considerably according to learners’ backgrounds, previous and current language learning experiences, proficiency levels, and so forth (Brown, 2009; Loewen, et al., 2009; Schulz, 2001).”
• Students’ perspective on the benefits of EFL literature education (2019, background): “Students’ perceptions of a learning environment influence how much they learn and therefore have an impact on the efficacy of the instructional environment (Brown 2009; Entwistle 1991). Indeed, whenever a teacher’s teaching approach is compatible with a student’s learning approach, it creates a situ”
• Student and teacher perceptions of motivational strategies in the foreign language classroom (2012, unknown): “The findings of these studies could be enhanced by considering how learners view the techniques used by their teachers, particularly since research suggests frequent mismatches between the expectations of teachers and learners (Bell 2005; Brown 2009).”