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Dr Annamaria Pinter has responsibilities for teaching on the Young Learners and the English Language Teaching MA programmes. Other teaching commitments include sharing the Psychology of Language Classroom Practices option in the first term with Ema Ushioda. Prior to being an MA and PhD student at the Centre for Applied Linguistics, she worked in Hungary as a teacher trainer and was involved in curriculum development for a primary teacher training college. In addition to her main area of interest, which is Young Learners' Foreign Language Learning, other interests include: classroom SLA, task-based learning and research, learning strategies, language teacher development and socio-cultural psychology.
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| Room |
Number 1.86 |
| E-mail |
Annamaria.Pinter@warwick.ac.uk |
| Telephone |
024 7652 3843 |
| Joined the Centre |
April 2000 |
| Responsibilities in the Centre for Applied Linguistics |
- MA in English for Young Learners
- MA in English Language Teaching
- MA Option: Psychology of Language Classroom Practices
- MA Research Methods
- Supervision of Research Students in the areas of task-based learning, psychology of language teaching and learning and young learners
- Research Circle
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| Professional interests |
- Children's second language acquisitition
- Materials and textbook design and evaluation
- Language teacher development
- Task-based learning and teaching
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| Recent publications |
- 2007 Developing listening and speaking in primary English classes: building up to commuication tasks In Farago (ed) Speak to me! I will Listen: Young Learners Special Edition, IATEFL SIG, Hungary, Debrecen: Corvin pp 2-6.
- 2007 Linking 'learning to learn' and writing in young learners' English classrooms In Joseph, Mol and Powell (eds) Literacy in ELT: The role of the YL professional in developing reading and writing Canterbury: IATEFL YL SIG Publication pp 45-49.
- 2007 What children say: benefits of task repetition In Task-based language education from a classroom-based perspective by Van den Branden, Van Gorp and Verhelst (eds) Cambridge Scholars Publishing pp126-149.
- 2007 (co-authored with Judith Kennedy) Materials design and teacher autonomy In Reconstructing Autonomy in Language Education Palgrave Macmillan
- 2007 Towards teacher autonomy In Benson P Learner Autonomy Series No 8: Teacher and Learner Prespectives Dublin: Authentik pp 104-121.
- 2007 Benefits of peer-peer interaction: 10-year-old children practising with a communication task Language Teaching Research Vol 11/2: 189-208.
- 2006 Verbal evidence of task-related strategies: child versus adult interactions System Vol 34 pp 615-630.
- 2006 Teaching Young Language Learners: Oxford Language Teachers' Handbook Series Oxford:Oxford University Press:http://www.oup.co.uk/isbn/0-19-442207-0
- 2005 Task repetition with 10-year-old children In Edwards C and Willis J (eds) Teachers Exploring Tasks in English Language Teaching Palgrave: Macmillan, Winner of the British Council Innovation Award 2006.
- 2003 (co-authored with Wang C and S Rixon) Teaching English in the Primary School: from Theory to Practice: Beijing: Beijing University Press.
- 2002 Two coursebooks for teenagers: comparative review Modern English Teacher 11:4.
- 1999 Investigations into task-related strategy use with young learners of English In Rixon S (ed) Young Learners of English: Some Research Perspectives Harlow: Longman.
- 1997 Children's literature in a primary teacher training college NOVELTY Journal of English Language Teaching and Cultural Studies Hungary 4:3.
- 1997 A Research Training Pack on Learning Strategies for Young Learners University of Warwick: Euroconference on Evaluating Innovation and Establishing Research Priorities
- 1996 Evaluating pre-service teacher tarining: a case study of the children's literature component Issues in Applied Lingusitics 1:1
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| Recent conference presentations |
- 2008 (October) Invited Virtual (Web) Seminar: Teaching Young Learners (K-12): Challenges and a Way Forward; Organised by TESOL Washington, USA
- 2008 (3 May) Invited Plenary: Developing Independent Language Learners in Primary English Classrooms at the 5th ELT Conference of Bahcesehir K-12 Schools in Istanbul, Turkey
- 2008 (7 April) Opening plenary: Differentiation from Task Performances IATEFL PCE YOUNG LEARNERS SIG Exeter, UK
- 2007 (March) Plenary: Teaching Speaking and Listening in Primary English Classrooms British Council Teacher Development Events, Osaka and Tokyo, Japan
- 2007 (1-3 February) Benefits of task repetition with young learners of English (paper presentation) at the International Conference of Research into Teaching Modern Foreign Languages to Young Learners organised by ECML Graz and the University of Pecs, Hungary
- 2007 (26-28 January) Plenary at Thailand TESOL/Pan-Asian Consortium International Conference in Bangkok: Preparing Young English Language Learners for Global Communication
- 2006 (6 December) Plenary: Teaching English to Young Learners: Some Opportunities Krakow, Poland, Teachers' Forum (organised by Oxford University Press)
- 2006: Developing the professional autonomy of post-experience teachers through extended teamwork 41st RELC International Seminar: Teacher Education in Language Teaching, Singapore
- 2005: Non-proficient children using interactive tasks in pairs (paper presentation) International Conference on Task-based Language Teaching: from Theory to Practice, University of Leuven, Belgium
- 2005: Experienced teachers' reflections on constructing materials together (paper presentation) Annual Conference of BAAL, University of Bristol, UK
- 2004: Experienced teachers developing autonomy: naturally emerging teacher autonomy? (paper presentation) Autonomy and Language Learning: Maintaining Control, The Hong Kong Univrsity of Science and Technology Hong Kong and the School of International Studies Zheijang University Hangzhou, China
- 2003 Task design for children (workshop) IATEFL Young Learners' SIG, Brighton, UK
- 2002: Task performances: differences between adults and children (paper presentation) ALCA/CAAL Annual Conference, University of Toronto, Canada.
- 2002: Two interactive tasks: some differences between adults and 10-year-old children (paper presentation) Annual Conference of BAAL, University of Cardiff, UK
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| Own PHD research |
Explorations into task-based interactions with non-proficient young learners of English (2001) |
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