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Dr Anne Feryok

BA, MA Syracuse University (philosophy), PhD University of Auckland (language teaching and learning)

Email anne.feryok@otago.ac.nzFeryok Webpage
Phone +64 3 479 8637
Office 1N9
1st Floor
Arts Building
Albany Street
Dunedin

Mail Department of English and Linguistics
University of Otago
PO Box 56
Dunedin 9054
New Zealand

Photo credit: C Feryok

Teaching

LING 112 Social Aspects of Language
LING 319 Second Language Acquisition (not offered 2018)
LING 433 Sociocultural Topics in Language

Research

My research area is language teacher cognitions and development. Most of my research is situated in sociocultural theory (and activity theory), which is based on the premise that higher-level human development is socially mediated, and that language is the primary means of mediation. Some of my research has also looked at language teacher cognitions through complex dynamic systems theory. The relationships among contexts and timescales play an important role in both frameworks.

Postgraduate supervision

I supervise research on language teachers and their development, and second language teaching and learning in motivation, culture, writing, and corrective feedback. I prefer qualitative research, in particular case studies and narrative enquiry, but I also supervise mixed methods studies. Proposals for studies that approach second language teaching and learning through sociocultural (and activity) theory or complex dynamic systems are especially welcome.

Current postgraduate supervision (Primary)

Kuepper, M.-C. Du or Sie? Developing Sociopragmatic Competence of German Address Forms through Concept-Based Instruction. MA.

Sobhani, A. The effectiveness of written corrective feedback in second language writing: Self-regulation and the uptake of correct forms. PhD.

Al-Murtadha, M. Willingness to communicate and L2 motivational self system of Yemeni high school EFL learners. PhD.

Olsen, M. L2 Motivational self system and demotivation in New Zealand foreign language learners. PhD.

Recently supervised postgraduate theses (Primary)

Oranje, J. M. Intercultural Communicative Language Teaching: Enhancing awareness and practice through cultural portfolio projects. PhD. Awarded 2016. Placed on the list of University of Otago Humanities Exceptional Theses.

Moodie, I. Grounded narrative inquiry into language teacher cognition: Stories and case studies on English language teaching in South Korea. PhD. Awarded 2015. Placed on the list of University of Otago Humanities Exceptional Theses.

Wall, B. Self-Regulation During A Reading-To-Write Task: A Sociocultural Theory-Based Investigation. PhD. Awarded 2015. Placed on the list of University of Otago Humanities Exceptional Theses.

Henderson, S. J. Textual borrowing in an English for Academic Purposes class: Knowledge, practices and beliefs. PhD. Awarded 2015.

Pryde, M. Patterns in conversations between Japanese students and New Zealand homestay parents.PhD. Awarded 2012.

Oranje, J. M. Culture in the classroom of ESL learners: A case study of how culture is represented in the lessons of ESL children at a New Zealand mainstream primary school. MA. Awarded 2012. Winner of the Best MA Thesis, 2012, New Zealand Association of Applied Linguistics.

de Burgh-Hirabe, R. Extensive reading and L2 reading motivation in Japanese as a foreign language: A case study of New Zealand high school students. PhD. Awarded 2011.

Barkway-Brown, B. What is it like to "hear" a hand?: Deaf Narratives from the New Zealand Deaf Community. MA. Awarded 2011.

Bowen, S. The Changing Language Learning Motivations of Learners from Mainland China Studying English in New Zealand. MA. Awarded 2008.

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Publications

Feryok, A. (2010). Language teacher cognitions: Complex dynamic systems? System, 38(2), 272-279. doi: 10.1016/j.system.2010.02.001

Feryok, A. (2012). Activity theory and language teacher agency. Modern Language Journal, 96(1), 95-107. doi: 10.1111/j.1540-4781.2012.01279.x

Feryok, A. (2009). Activity theory, imitation and their role in teacher development. Language Teaching Research, 13(3), 279-299. doi: 10.1177/1362168809104699

Feryok, A., & Oranje, J. (2015). Adopting a cultural portfolio project in teaching German as a foreign language: Language teacher cognition as a dynamic system. Modern Language Journal, 99(3), 546-564. doi: 10.1111/modl.12243

Moodie, I., & Feryok, A. (2015). Beyond cognition to commitment: English language teaching in South Korean primary schools. Modern Language Journal, 99(3), 450-469. doi: 10.1111/modl.12238

Journal - Research Article

Kubanyiova, M., & Feryok, A. (2015). Language teacher cognition in applied linguistics research: Revisiting the territory, redrawing the boundaries, reclaiming the relevance. Modern Language Journal, 99(3), 435-449. doi: 10.1111/modl.12239

Moodie, I., & Feryok, A. (2015). Beyond cognition to commitment: English language teaching in South Korean primary schools. Modern Language Journal, 99(3), 450-469. doi: 10.1111/modl.12238

Feryok, A., & Oranje, J. (2015). Adopting a cultural portfolio project in teaching German as a foreign language: Language teacher cognition as a dynamic system. Modern Language Journal, 99(3), 546-564. doi: 10.1111/modl.12243

Feryok, A. (2013). Multidimensional language performance in training teachers for secondary content instruction through English. System, 41(1), 15-24. doi: 10.1016/j.system.2013.01.001

Feryok, A. (2012). Activity theory and language teacher agency. Modern Language Journal, 96(1), 95-107. doi: 10.1111/j.1540-4781.2012.01279.x

Feryok, A., & Pryde, M. (2012). Images as orienting activity: Using theory to inform classroom practices. Teachers & Teaching, 18(4), 441-454. doi: 10.1080/13540602.2012.696045

Feryok, A. (2011). Narrative re-evaluation and second language teacher development. TESOLANZ Journal, 19, 15-23.

Feryok, A. (2010). Language teacher cognitions: Complex dynamic systems? System, 38(2), 272-279. doi: 10.1016/j.system.2010.02.001

Feryok, A. (2009). Activity theory, imitation and their role in teacher development. Language Teaching Research, 13(3), 279-299. doi: 10.1177/1362168809104699

Feryok, A. (2008). An Armenian English language teacher's practical theory of communicative language teaching. System, 36(2), 227-240. doi: 10.1016/j.system.2007.09.004

Feryok, A. (2008). The impact of TESOL on maths and science teachers. ELT Journal, 62(2), 123-130. doi: 10.1093/elt/ccl054

Barkhuizen, G., & Feryok, A. (2006). Pre-service teachers' perceptions of a short-term international experience programme. Asia-Pacific Journal of Teacher Education, 34(1), 115-134. doi: 10.1080/13598660500479904

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Conference Contribution - Published proceedings: Abstract

Feryok, A. (2011). Language teacher cognitions: The role of context. Proceedings of the 2nd Applied Linguistics Association of Australia and the Applied Linguistics Association of New Zealand (ALAA-ALANZ) Combined Conference. Retrieved from http://langfest.anu.edu.au/index.php/als/alaa-alanz/

Feryok, A. (2011). Teaching to the task of learning: Embracing unpredictability. Proceedings of the 4th Biennial International Conference on Task-Based Language Teaching (TBLT): Crossing Boundaries. Retrieved from https://sites.google.com/site/tblt2011/

Feryok, A. (2010). Affordances and activity theory: The teacher's role. Proceedings of the 12th National Conference for Community Languages and ESOL (CLESOL). Retrieved from http://www.clesol.org.nz/2010/programme.html

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Conference Contribution - Verbal presentation and other Conference outputs

Feryok, A. (2011, March). Narrative inquiry as dialogic orienting activity. Verbal presentation at the American Association for Applied Linguistics (AAAL) Annual Conference, Chicago, IL.

Feryok, A. (2007, September). Teaching task-based teaching. Verbal presentation at the 2nd International Conference on Task-based Language Teaching, Hawai'i, USA.

More publications...