It is commonly agreed that learner target language output and spoken interaction are essential to communicative language learning. This video-based classroom observation study of five lower secondary schools in Norway investigated how second language (L2) English and third language (L3) French teachers responded to their students when they spoke…

Today, the Common European Framework of Reference (2009), and with it the action-based approach, underlies English Language Teaching (ELT) curricula throughout Europe. However, actual teaching practices are likely to vary according to factors such as the educational level and supra-national differences, including legal guidelines and the level of…

Teacher cognition has attracted increased attention among second language (L2) researchers and practitioners, likely because of its potential consequences for classroom practices, such as teaching and assessment. Prior research has revealed links between teacher beliefs about pronunciation teaching and teachers' own experience (e.g. amount of…

The study reported in this article was aimed at investigating whether making the findings of second language fluency research accessible to language teachers has an impact on their self-reported understanding of the concept of oral fluency, confidence in promoting it, and classroom practice in short and medium term. The data come from 106 initial…

This article reports on a study examining second language (L2) teachers' understanding of speech fluency and their self-reported classroom practices for promoting it. Qualitative and quantitative data collected from 84 L2 teachers in England were analysed to answer the research questions. In addition to the descriptive statistics and lexical…