Screen LibraryProcesses and process-orientation in foreign language teaching and learning /
There can be no products without processes. Though a generalization, this statement encapsulates the importance of process-oriented approaches in language teaching and learning. In recent decades, researchers and practitioners alike are increasingly focusing their attention on: 1) the learner as the...
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| Corporate Authors: | |
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| Group Author: | ; ; ; |
| Published: |
De Gruyter Mouton,
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| Publisher Address: | Berlin ;Boston : |
| Publication Dates: |
[2011] ©2011 |
| Literature type: | eBook |
| Language: | English |
| Series: |
Studies in second and foreign language education [ssfle] ; 4 |
| Subjects: | |
| Online Access: |
http://dx.doi.org/10.1515/9781614510185 http://www.degruyter.com/doc/cover/9781614510185.jpg |
| Summary: |
There can be no products without processes. Though a generalization, this statement encapsulates the importance of process-oriented approaches in language teaching and learning. In recent decades, researchers and practitioners alike are increasingly focusing their attention on: 1) the learner as the active subject and the internal processes that constitute his/her learning leading to communicative competence; 2) teaching approaches that reflect this view of language learning; and 3) factors such as the sociocultural context, social interactions and discourse, and individual learner characteristics and differences. This book examines and reflects these recent paradigm shifts. |
| Carrier Form: | 1 online resource (397pages). |
| ISBN: | 9781614510185 |
| Index Number: | P53 |
| CLC: | H09 |
| Contents: |
Frontmatter -- TABLE OF CONTENTS -- PREFACE -- Chapter 1. PROCESSES AND PROCESS-ORIENTATION IN FOREIGN LANGUAGE TEACHING AND LEARNING: AN INTRODUCTION -- PART 1: MACRO-LEVEL PROCESSES -- Chapter 2. PROCESS-ORIENTATION IN FOREIGN LANGUAGE TEACHING: WHAT ARE THE PROCESSES AND WHERE ARE THE PRODUCTS? -- Chapter 3. POSTMODERNISM IN TEFL: AN OVERVIEW -- Chapter 4. PRAGMATIC FRAMEWORK AND ITS ROLE IN LANGUAGE LEARNING: WITH SPECIAL REFERENCE TO CHINESE -- Chapter 5. TWO TYPES OF COMMUNICATION A NEW NOTION FOR TEACHING GRAMMAR IN SECOND/FOREIGN LANGUAGE EDUCATION -- Chapter 6. CREATION, MAINTENANCE, FEEDBACK AND MODIFICATION: SUCCESSFUL EFL CURRICULUM DESIGN AT THE UNIVERSITY LEVEL -- Chapter 7. USING COMPUTER AND INTERNET TO ENHANCE INTERCULTURAL LEARNING -- Chapter 8. THE SREO PLAN FOR DESIGNING WEB-BASED INSTRUCTION FOR TEACHING REMEDIAL ENGLISH TO THAI STUDENTS -- Chapter 9. LANGUAGE IMMERSION PROGRAMME AS AN AVENUE TO NURTURE CULTURAL AWARENESS AND ACCELERATE STUDENTS LANGUAGE PROFICIENCY -- Chapter 10. AN ONLINE PEER OBSERVATION PLATFORM FOR ENGLISH LANGUAGE TEACHERS IN HONG KONG -- PART 2: MICRO-LEVEL PROCESSES -- Chapter 11. A COGNITIVE-NEUROBIOLOGICAL MODEL OF LANGUAGE ACQUISITION -- Chapter 12. AN EXPLORATION INTO FACTORS AFFECTING LISTENING PERFORMANCE IN DIFFERENT TEST FORMATS -- Chapter 13. IMPLEMENTING LANGUAGE LEARNING STRATEGY TRAINING: ON STUDENTS ENGLISH PERFORMANCE -- Chapter 14. LEARNER INITIATION IN THE EFL CLASSROOM -- Chapter 15. HOW PARTICIPANTS MANAGE THEIR UNDERSTANDING IN CONVERSATION? A CASE STUDY OF CONVERSATION BETWEEN L1 AND L2 USERS OF JAPANESE -- Chapter 16. EXPLORING THE PROCESS OF SECOND-LANGUAGE SOCIALIZATION -- Chapter 17. WHAT DO STUDENTS LEARN IN A PROCESS-ORIENTED JAPANESE PEDAGOGY COURSE? -- Chapter 18. MOTIVATION OF MALAY STUDENTS TOWARDS LEARNING MANDARIN AS A THIRD LANGUAGE -- AUTHORS AND THEIR AFFILIATIONS -- Index |