Form-Focused Instruction : Teachers' Beliefs and Practices

The book reports a case study which is designed to uncover the beliefs and practices regarding form-focused instruction held by a group of Vietnamese high school teachers. Although research on second language teacher cognition has burgeoned in the last two decades, very few in-depth case studies have ever been reported and none has ever been conducted in the Vietnamese context. Thus, the study reported here is a ground-breaking attempt. Findings of this study show how the beliefs of English-as-a-foreign-language teachers are constructed and shape their practices in an under-resourced environment.