Self-awareness in NNS EFL Primary and Secondary School Teachers

By Enric Llurda, Á. Huguet. 2003

106 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/f6a5cea454b3e3f5bc9c602961c22c5f706df0d1

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. Duongthi Hoang Oanh
2. Richard Watson Todd
3. Ian Walkinshaw
4. Enric Llurda
5. Punjaporn Pojanapunya

In Literature and Literary Theory

1. Duongthi Hoang Oanh
2. Richard Watson Todd
3. Ian Walkinshaw
4. Enric Llurda
5. Punjaporn Pojanapunya

Citations in the corpus

• Non-native language teachers : perceptions, challenges, and contributions to the profession (2005, methodology): “Although this is probably the most extensively developed area of study in NNS teacher research (see, for example: Reves & Medgyes, 1994; Liu, 1999; Llurda & Huguet, 2003), Ofra Inbar-Lourie and Kanavilil Rajagopalan offer two original approaches.”
• Implicit attitudes towards native and non-native speaker teachers (2009, background): “The majority of this research has consisted of surveys of teachers (e.g. Camiciottoli, 2004; Llurda and Huguet, 2003; Medgyes, 1994, 2001; Reves and Medgyes, 1994) and has highlighted the potential strengths of non-NESTs while still acknowledging the challenges they face.”
• Native and Non-Native English Language Teachers (2014, background): “One reason is that L2 learners at lower levels may have difficulty understanding NESTs’ speech, while another is non-NESTs’ greater facility for explaining lexico-grammar (Arva & Medgyes, 2000; Llurda & Huguet, 2003; Mahboob, 2003)—both issues raised by respondents in the current study.”