EFL Educational Policies and Educational Cultures: Influences on Teachers´ Approval of Communicative Activities.

By Greta J. Gorsuch. 2000

226 citations recorded by the source corpus.

Subfields: Education, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/8a3d3aeed96800d3dc88eb1e97e39a3bf7c0eaca

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Citations in the corpus

The Implementation of Communicative and Task-Based Language Teaching in the Asia-Pacific Region (2011, background): “While teachers may be fully aware of such attempts, studies have often failed to find the intended washback effects in teaching methodologies in classrooms (e.g., for Hong Kong: L. Cheng, 2004; for Japan: Gorsuch, 2000; for China: Qi, 2007).”
THE ROLE OF LEARNING ENVIRONMENT IN THE DEVELOPMENT OF PRAGMATIC COMPREHENSION (2008, background): “…abundant research has documented that university entrance exams and other factors cause difficulty in implementing communicative teaching in Japan ~Gorsuch, 2000, 2001; McGroarty & Taguchi, 2005; Oka & Yoshida, 1997; Taguchi, 2002b, 2005b; Taguchi & Naganuma, 2006;Wada, 2002!+ These studies…”
The complexity of language teachers' beliefs and practice: one EFL teacher's theories (2013, background): “Classroom conditions can influence teachers’ decision-making and interaction (e.g. Gorsuch 2000); what this study reveals is just how complex that decision-making process actually is.”
The Influence of Attitudes and Affect on Willingness to Communicate and Second Language Communication (2004, background): “English is important as a school subject in Japan, particularly as it is a subject covered in entrance examinations to higher education, and this tends to determine the content of programs offered in junior and senior high schools (see Gorsuch, 2000).”
Teacher Beliefs and Intentions regarding the Instruction of English Grammar under National Curriculum Reforms: A Theory of Planned Behaviour Perspective. (2012, background): “One reason Japanese teachers frequently cite in justification of the predominance of grammar-translation methodology (e.g., Cook, 2009; Gorsuch, 2000; Silver & Skuja-Steele, 2005; Yoshida & Naganuma, 2003) is the necessity to prepare students for English-language university entrance examinations1 (h”
Intentions and realities in implementing communicative curriculum reform (2009, background): “This is an issue which has been studied in education generally and specifically in ELT (e.g. Chapman, 1997; Elmore, 1996; Gorsuch, 2000; Karavas-Doukas, 1998; Li, 2001; Nunan, 2003; Smith and Southerland, 2007; Spillane and Zeuli, 1999; Wang, 2002; Waters and Vilches, 2008).”
Structural Equation Modeling in Language Testing and Learning Research: A Review (2011, methodology): “E-mail: innami@las.tut.ac.jp assessed by tests or learner characteristics collected via questionnaires (e.g., Gorsuch, 2000; Lee, 2005; Purpura, 1997; Sasaki, 1996; Schoonen et al., 2003), (b) the effect of different constructs and test methods on test performance (e.g., Bachman & Palmer, 1981;…”