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Abstract
Many future non-native teachers of English around the world, and
specifically in Argentina, express a strong desire to meet one of
their most pressing needs: improve their command of English so that
they can perform with greater confidence in their classrooms. The
purpose of this paper is to critically analyse the effectiveness
of the implementation of a pre-service language development course
which included a methodology component, for student teachers attending
a teacher training course at the Universidad Nacional de Mar del
Plata (UNMDP), Argentina. In the light of the findings obtained,
some possible avenues for future improvements and continuing professional
development will be suggested.
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