Teaching and Learning in the Language Classroom

By T. Hedge. 2000

2,075 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/c0db8b203b6b279f8f318105e982e992ef28a393

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Citations in the corpus

Second Language Accent and Pronunciation Teaching: A Research- Based Approach. (2005, background): “Other teacher preparation books have even less information (e.g., Davies & Pearse, 2000; Hedge, 2000; Lightbown & Spada, 1999; Willis, 1996).”
The Effect of Using Vocabulary Flash Card on Iranian Pre-University Students’ Vocabulary Knowledge (2012, background): “It was often given little priority in language programs and was often left to look after itself and received only incidental attention in textbooks and language programs (Hedge, 2008; Richards & Renandya, 2002).”
Position paper: Moving task-based language teaching forward (2017, background): “The timing of feedback is an important issue because a common position in the pedagogical advice given to teachers is that feedback should be immediate in accuracy work but delayed in fluency work (Hedge 2000; Scrivener 2005).”
Corrective Feedback and Teacher Development (2009, background): “Teachers are often advised to give students the opportunity to self-correct and, if that fails, to invite other students to perform the correction (e.g., Hedge, 2000).”
An Analysis of Factors Influencing Learners’ English Speaking Skill (2017, background): “Hedge (2000) expressed that fluency is the ability to answer coherently by connecting the words and phrases, pronouncing the sounds clearly, and using stress and intonation.”
The Impact of Cooperative Learning on Developing Speaking Ability and Motivation Toward Learning English (2019, unknown): “These activities are combined with cooperative techniques to motivate students and improve their speaking skill (Hedge, 2008; Kandasamy & Habil, 2018).”
Language Learner Autonomy: Some Fundamental Considerations Revisited (2007, background): “By the turn of the century textbooks designed for use in language teacher education had begun to include chapters or sections on learner autonomy (e.g. Harmer, 2001; Hedge, 2000).”
Developing Speaking Skills Using Three Communicative Activities (Discussion, Problem-Solving, and Role- Playing) (2013, background): “In addition, [5] supported this idea that the activities that can assist better speaking skills are free discussion and role-playing.”
The role of literature in instructed foreign language learning and teaching: An evidence-based survey (2008, background): “Methodology handbooks often have no mention of literature (e.g. Hedge 2000; Richards & Renandya 2002), though Ur (1996), Celce-Murcia (2001) and Carter & Nunan (2000) are exceptions, and Harmer (2001) includes literary texts in the section on reading.”
How Can Students Improve Their Reading Comprehension Skill (2016, background): “Hedge (2003) described it as skimming and scanning activities while Hafiz and Tudor (1989 as cited in Alyousef 2005) expressed that exposing learners to large quantities of meaningful and fascinating materials and activities will have a significant impact on the learners’ knowledge of L2.”
The Effectiveness of a Task-Based Instruction Program in Developing the English Language Speaking Skills of Secondary Stage Students. (2006, background): “Theoretical concepts that underpin implicit approaches are related to ‘skill-using' and 'communicative practice' (Celce-Murcia et al, 1997: 141; Burns, 1998: 103 & Hedge, 2000).”
The Significance of Listening Comprehension in English Language Teaching (2016, background): “According to Hedge (2000), listening has an important role in everyday life and when people are engaged in communication nine percent is spent to writing, 16 percent to reading, 30 percent to speaking, and 45 percent to listening which shows the significance of listening in the communication…”
A Contrastive Study of Grammar Translation Method and Communicative Approach in Teaching English Grammar (2011, background): “Hedge (2000) considers that the presentation of grammar to learners should facilitate learning in many ways: It can provide input for noticing output and accurate forms of English; it can present high-frequency grammatical items explicitly to speed up learning; it can provide information about the…”
The effect of interlocutor proficiency on the collaborative dialogue between Korean as a second language learners (2008, background): “…researchers have claimed that more proficient learners may learn by teaching their less-proficient peers (van Lier, 1996), but others have pointed out that the more proficient partner may feel disappointed by or ignore the less able partner’s input or feedback (Hedge, 2000; Yule & Macdonald, 1990).”