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Abstract
Previously language teachers' beliefs regarding the learning and teaching that occurs in actual classroom practice has been frequently described as unique and context specific this study looks at this phenomenon from a different perspective. (1) Background information on second language teachers' conceptions and in-class interactions (2) a categorical framework for understanding second language teachers' conceptions of in-class interactions (ICI) and (3) the relations between these and the learning and teaching that occurs in actual classroom practice is presented.
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Background
In mainstream educational research, ...