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Relevant bibliographies by topics / Language teaching conscience

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Academic literature on the topic 'Language teaching conscience'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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Journal articles on the topic "Language teaching conscience"

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Sedighe, Jalili Kalangestani. "BRAIN Journal - Conscience in Language Teaching and its Relationship with Language Proficiency and Emotional Intelligence of EFL Teachers." BRAIN - Broad Research in Artificial Intelligence and Neuroscience 7, no. 4 (2016): 48–55. https://doi.org/10.5281/zenodo.1045001.

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ABSTRACT The present study aimed to explore the relationship among Iranian EFL teachers’ language teaching conscience, language proficiency, and emotional intelligence. To this purpose, 82 homogenized language teachers, M.A. students and M.A. holders in TEFL, English literature, and English translation, both males and females, were taken as the participants. The result of the data analysis showed that there was a statistically significant relationship between the language teaching conscience and the emotional intelligence of Iranian EFL teachers, rs(80) = .83, p < .05, 2). There was also a

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Aubin, Sophie. "Conscience musicale du français langue parlée : éléments pour son conditionnement didactique." Glottodidactica. An International Journal of Applied Linguistics 49, no. 1 (2022): 15–34. http://dx.doi.org/10.14746/gl.2022.49.1.02.

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Musical awareness of languages in general and that of the French language in particular in the field of teaching French as a foreign language remains weak today, not generalized and far inferior to linguistic and cultural awareness. By placing oneself within the framework of the didactology-didactics of the music of the French language-culture, it appears that modes of conditioning of this spontaneous, intuitive and reflected musical consciousness can logically take their place in accordance with the fundamental existence of the music of the French language produced in the spoken mode and of t

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Ivanova, Mariya Y., and Maria I. Kaneva. "Suggestopedia – method in foreign language education." Proceedings. College Dobrich XI (December 25, 2019): 11–21. https://doi.org/10.5281/zenodo.8420080.

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<em>The aricle discusses suggestopedia, a method created by prof. Georgi Lozanov. Suggestopedia is widely applied in foreign language teaching (FLT). This method creates an environment for happy and creative learning using a variety of stimuli and information. Suggestopedia works on the level of personal reserves, the resources of both conscience and subconscience are used. We suggest an exemplar lesson plan for a situation at the kindergarten based on this method</em>

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Ruiz de Zarobe, Leyre. "conciencia pragmática en estudiantes avanzados de francés lengua extranjera: un estudio empírico ." Anales de Filología Francesa 28, no. 1 (2020): 599–626. http://dx.doi.org/10.6018/analesff.425141.

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La composante pragmatique est une composante de la compétence communicative qui a acquis une importance croissante dans les dernières années pour les apprenants de langues étrangères, dont le français, en raison du besoin pour ces apprenants de devenir communicativement compétents dans un monde globalisé et internationalisé. Cependant, cette compétence est peu présente dans l´enseignement du français langue étrangère (FLE), ce qui mène à s´interroger si les apprenants ont une conscience pragmatique de la langue étrangère, car cette conscience joue un rôle déterminant dans son acquisition. L´ob

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Nikolayenko, Sergey. "TEACHING AS A VALUE: NOT TO LOSE TRUST (ON TEACHING RUSSIAN)." LANGUAGE AND LITERATURE: THEORY AND PRACTICE 162, LANGUAGE, LITERATURE (2024): 115–25. http://dx.doi.org/10.52301/2957-5567-2024-3-2-115-125.

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The article proposes to consider moral qualifications in the context of the teaching profession, as this profession perfectly illustrates an example of the highest moral integrity and professionalism. The teacher profession, especially a teacher of Russian language and literature, requires not only formal skills and teaching responsibilities, but it is also necessary to possess a set of moral qualities. Illustrative materials include data from a comprehensive survey conducted among students of general secondary education institutions in the Republic of Belarus, ranking their interest in Russia

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Necheporuk, Yana, Iryna Onishchuk, Liudmyla Usyk, Iryna Anishchenko, Svitlana Vasylkevych, and Valentyna Zvozdetska. "Foreign language education as a scientific category in the context of future teachers‟ training." Scientific Journal of National Pedagogical Dragomanov University Series 15 Scientific and pedagogical problems of physical culture (physical culture and sports), no. 8(128) (December 28, 2020): 132–41. http://dx.doi.org/10.31392/npu-nc.series15.2020.8(128).29.

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The concept of foreign-language education is socially and historically conditioned, therefore, scientists consider it necessary in modern conditions to rethink the purpose of studying foreign languages in higher school, to form the additional motivation for mastering a foreign language as a means of international communication. Foreign-language education differs from learning foreign languages: it covers educational values and meanings, forms socially significant qualities, has systemic nature, provides for intercultural and interpersonal communication in the process of cognitive and professio

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Wojciechowska, Bernadeta, and Katarzyna Karpińska-Szaj. "Expertise en écriture académique – entre acculturation et conscience disciplinaire." Studia Romanica Posnaniensia 49, no. 2 (2022): 7–19. http://dx.doi.org/10.14746/strop.2022.492.001.

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As an intellectual task, academic writing is not reducible solely to language skills or adequate writing tech-niques. The paper aims to compare the research results related to the cognitive and discursive aspects of expertise in academic writing to determine the key elements that contribute to its special character. These elements are intended to lay the foundation for the teaching of academic writing in tertiary education. The analysis focuses on the development of cognitive skills among novice researchers.

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Simarmata, Radode Kristianto. "Literature Teaching Forms Student Character." International Journal of Multidisciplinary: Applied Business and Education Research 4, no. 7 (2023): 2613–26. http://dx.doi.org/10.11594/ijmaber.04.07.37.

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The teaching of literature involves strengthening awareness about ethical attitudes . Literature is considered less important and has less role in society. HKBP University English Education Students Nommensen Pematangsiantar are the young generation, the next generation, who will become the owners of a diverse and unique nation's future . This research aspect (research focus) is to form a commendable moral culture/character in the acquisition of literary teaching which is evident in the influence of the sensitivity factor of a person's feelings who have studied a lot in various literary works

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Микеладзе, Н. "Semantics of Conscience in Richard III: “Worm”, “Coward”, “Witness”." Izvestiia Rossiiskoi akademii nauk. Seriia literatury i iazyka 82, no. 3 (2023): 58–63. http://dx.doi.org/10.31857/s160578800026315-2.

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The article surveys a number of meanings of the polysemantic word “conscience”, which defines the religious and moral concept of Shakespeare’s Richard III. The biblical roots of these meanings are shown, to which Shakespeare returned his public over well-known idioms, including the origins of the proverb from Erasmus Adagia “Conscientia mille testes“. Studying Shakespeares three early correlations of conscience with cowardice (“coward”), which will become a part of proverbial language only after Hamlet, the author reveals the original content of this comparison, its connection with the theme o

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Dewi, Novita. "TEACHING LITERATURE WITH TOUGH TOPICS IN ELT CLASS: BULLYING AND BIGOTRY." LLT Journal: A Journal on Language and Language Teaching 22, no. 1 (2019): 66–77. http://dx.doi.org/10.24071/llt.v22i1.1786.

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Literature is an important vehicle to teach character building in language education. Sensitive topics like bullying and prejudice in literary works are helpful to promote understanding and empathy toward others. This article aims to discuss two short stories, namely All Summer in a Day by Ray Bradbury and Shame by Dick Gregory that can be used to increase students critical thinking, conscience, and compassion in language learning. The first half of the article examines the rationale for using short stories with such topics to impart values in language learning. The other half explores the sig

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Dissertations / Theses on the topic "Language teaching conscience"

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Bode, Sylvie. "Un programme d'entraînement de la conscience phonologique. Un outil pédagogique pour l'enseignement préscolaire: étude à grande échelle des effets d'un programme d'entraïnement de la conscience phonologique pour différents groupes d'enfants alphabétisés dans un système orthographique régulier." Doctoral thesis, Universite Libre de Bruxelles, 2001. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/211518.

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Huynh, Mai Trang. "La conscience phonologique des enfants vietnamiens: son développement, ses liens avec la lecture et l'écriture et l'impact d'un entraînement précoce." Doctoral thesis, Universite Libre de Bruxelles, 2013. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/209389.

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De nombreux travaux menés dans diverses langues ont montré que la capacité d'analyse de la parole en unités élémentaires, ou "conscience phonologique", joue un rôle important dans le succès de l'apprentissage de la lecture et de l'orthographe. Qu'en est-il pour la langue vietnamienne ?La conscience phonologique peut-elle être considérée comme un prérequis du développement de la lecture et de l’écriture en vietnamien ?Deux études longitudinales ont été réalisées auprès d’enfants d’Ho Chi Minh Ville au Viet Nam afin d’examiner cette question. <p>La première étude a été menée sur 73 enfants qui o

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Mbadinga, Mbadinga André-Marie. "Représentations et stratégies d’enseignement-apprentissage de l’espagnol en milieu exolingue : le cas des hispanisants débutants du Gabon." Thesis, Paris 10, 2014. http://www.theses.fr/2014PA100178/document.

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Une analyse de type ethnographique de la classe, des croyances et représentations des enseignants d’espagnol au Gabon sur l’enseignement-apprentissage de la langue-culture espagnole au niveau débutant (classe de 4e). 1) Comment ces enseignants (es) conçoivent-ils l’enseignement-apprentissage de l’espagnol langue étrangère (ELE) dans ce contexte plurilingue ? 2) Quels rapports entretiennent-ils avec leur substrat linguistique ? 3) En quoi leurs croyances et leurs représentations déterminent-elles leurs pratiques de classe et leurs stratégies d'enseignement ? 4) Qu’est-ce qui motive les acteurs

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Gangolli, Anjali. "L'enseignement du français langue étrangère aux enfants en milieu institutionnel : Le cas de l'Inde." Thesis, Bourgogne Franche-Comté, 2017. http://www.theses.fr/2017UBFCC008/document.

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Ces travaux de thèse se situent dans le domaine de la didactique des langues étrangères et portent sur l’enseignement du français langue étrangère (FLE) aux enfants (l’enseignement précoce du FLE) en milieu institutionnel, dans un environnement non francophone. Ils se donnent pour objectifs d’examiner les représentations des parents et des enfants indiens, d’étudier la façon dont les enfants apprennent les langues et les démarches mises en œuvre pour enseigner une langue étrangère aux enfants, d’observer des enfants apprenant le français langue étrangère en milieu institutionnel dans un pays n

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Al-Aghbari, Diana. "Integrating pragmatic competence in teaching English to the students of medicine at Taiz University." Thesis, Strasbourg, 2016. http://www.theses.fr/2016STRAC016/document.

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L'un des objectifs de l'enseignement d'une langue est de rendre les apprenants conscients de la façon d'utiliser cette langue en fonction de leurs objectifs communicationnels. Cette compétence relève du champ de la pragmatique. Cette recherche porte sur l'enseignement de la pragmatique dans un contexte d’Anglais de Spécialité (ASP), à savoir la Faculté de médecine à l'Université de Taiz. Elle étudie le niveau de compétence pragmatique chez les étudiants en médecine dans le but de l’intégrer dans la salle de classe. L'étude fait appel à une enquête par questionnaire composé de “Discourse Comple

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Kasazian, Émilie. "Pratiques d’enseignement et descriptions grammaticales des langues étrangères dans le contexte scolaire. Le cas de l’Angleterre." Thesis, Sorbonne Paris Cité, 2017. http://www.theses.fr/2017USPCA096.

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Cette recherche doctorale relève du domaine de la didactique des langues et des cultures, mais elle s’inspire également du domaine des sciences de l’éducation. Elle a pour objet d’étude les pratiques d’enseignement de la grammaire dans le contexte scolaire de l’Angleterre. La spécificité de ce contexte réside dans le fait que les apprenants font peu, voire pas, de grammaire au cycle primaire. Dès lors, c’est dès l’entrée au collège, avec l’apprentissage de la première langue étrangère, que les élèves sont initiés à des réflexions de type métalinguistique. Notre recherche ambitionne de comprend

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Abi, Fadel Eva. "Une rencontre "philosophique" avec l'art ? Les ateliers Philosoph'art : observations, interprétations, interrogations en France et au Liban." Thesis, Lyon 2, 2015. http://www.theses.fr/2015LYO20063.

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L’objet de cette thèse consiste à analyser une expérience pédagogique en maternelle sur deux ans dans le cadre d’une association lyonnaise « Philosoph’art ». Dans cette recherche, nous interrogeons le statut d’innovation de cette expérience et nous étudions, plus précisément, la posture des animateurs pendant les ateliers à visée philosophique et pendant les ateliers artistiques et nous examinons ce qui fait l’originalité d’une telle expérience mise en perspective avec des travaux déjà existants sur la philosophie avec les enfants et les pratiques artistiques. De plus, nous exposerons la mise

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Books on the topic "Language teaching conscience"

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Moffet, Jean-Denis. Développer la conscience d'écrire: Accroître la métacognition du scripteur pour améliorer la qualité de l'expression écrite au collégial. Cégep de Rimouski, 1992.

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Yamauchi, Kaori. "Kotoba" no manabi ni yorisou Nihongo kyōiku: "gakushū to jinsei no tsunagari no jiku" no keisei to ishikika o mezashite = Enseignement des "langues comme activité de toute une vie" : pour accompagner la prise de conscience et la formation du lien apprentissage-vie. Kuroshio Shuppan, 2022.

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Jolicoeur, Andrée. Trousse de dépannage en lecture. Éditions Guérin, 2003.

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Beaudrie, Sara M., and Sergio Loza. Heritage Language Teaching. Taylor & Francis Group, 2021.

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Beaudrie, Sara M., and Sergio Loza. Heritage Language Teaching. Taylor & Francis Group, 2021.

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(Editor), Hugh R. Trappes-Lomax, and Gibson Ferguson (Editor), eds. Language in Language Teacher Education (Language Learning and Language Teaching, 4). John Benjamins Publishing Co, 2002.

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Stone, Lyn. Language for Life: Where linguistics meets teaching. Routledge, 2015.

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Heritage Language Teaching: Critical Language Awareness Perspectives for Research and Pedagogy. Taylor & Francis Group, 2021.

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Beaudrie, Sara M., and Sergio Loza. Heritage Language Teaching: Critical Language Awareness Perspectives for Research and Pedagogy. Taylor & Francis Group, 2021.

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Language for Life. Routledge, 2015.

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Book chapters on the topic "Language teaching conscience"

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Wynter Parks, Iona. "Understanding Across Differences in Patrick Chamoiseau’s Les neuf consciences du Malfini and in Dany Laferrière’s Autoportrait de Paris avec Chat." In Second Language Learning and Teaching. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76159-2_10.

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Zhou, Molly Y. "Diversity and Teacher Education." In Advances in Linguistics and Communication Studies. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8668-7.ch012.

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Teachers' knowledge and skills in working with students of diverse backgrounds depend largely on their knowledge of ethnic groups and appreciation of culture and language differences. This chapter examined preservice teachers' preparation for diversity in a teacher education program at a university in southeastern United States. Study participants were preservice teachers enrolled in an education course in the school of education at the said university. Thirty preservice teachers' semester long reflections from a diversity education course were collected and analyzed. Two questions guided the

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Conference papers on the topic "Language teaching conscience"

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KRISTANTI, Fransisca. "Developing Competence, Conscience, and Compassion through Reflective Pedagogy." In Fifth International Seminar on English Language and Teaching (ISELT 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/iselt-17.2017.22.

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FITRIATI, Anna. "Ignition Pedagogy: An Alternative to Improve Students' Competence, Conscience, and Compassion." In Fifth International Seminar on English Language and Teaching (ISELT 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/iselt-17.2017.17.

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Yulianto, Henrikus. "Floral Poetics as Spiritual Vision and Ecological Conscience in Beat Poems: Allen Ginsberg’s “Sunflower Sutra” and Lenore Kandel’s “Rose/Vision”." In Proceedings of the 10th UNNES Virtual International Conference on English Language Teaching, Literature, and Translation, ELTLT 2021, 14-15 August 2021, Semarang, Indonesia. EAI, 2022. http://dx.doi.org/10.4108/eai.14-8-2021.2317627.

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