Abstract
Schools and universities frequently struggle to nourish sustained language learning in their advanced students. There is limited research investigating the elements of effective teaching, which particularly support advanced language learning performance. This article investigates the apparent effect of language teacher beliefs in shaping development of advanced student performance on a Japanese speech-writing task in the Australian senior secondary school context. It is informed by both the analysis of a narrative written by the teacher and data collected in students’ engagement with the task. It seeks to highlight the active role of teacher beliefs conveyed to students in contributing to advanced achievement in Japanese language learning.
| Original language | English |
|---|---|
| Pages (from-to) | 9-12 |
| Number of pages | 4 |
| Journal | The language teacher |
| Volume | 41 |
| Issue number | 1 |
| Publication status | Published - Jan 2017 |
Keywords
- teacher education/development
- Japanese language learning
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