Processes and Process-Orientation in Foreign Language Teaching and Learning
Description
There can be no products without processes. Though this statement may seem to be no more than an overused generalization, it encapsulates the undoubted importance of processes and process-oriented approaches in language teaching and learning. In foreign language education in recent decades, researchers and practitioners alike are increasingly focusing their attention on: 1) the learner as the active subject of learning and the internal processes that constitute his/her learning leading to the development of communicative competence; 2) teaching approaches, curricula and materials that reflect this view of language learning; and 3) other factors such as the sociocultural context, social interactions and discourse, and individual learner characteristics and differences. The theme of this book reflects this paradigm shift, and the papers included here from the disciplines of foreign language education and second language acquisition provide vital insights into processes in curriculum planning, teaching methodology, teacher education and professional development, language acquisition, language discourse, classroom instruction and interactions, the development of language skills and learning strategies, and language learning motivation.
More details
Other editions
Additional editions
Persons
Content
2 - Chapter 1 Processes and process-orientation in foreign language teaching and learning: An introduction [Seite 11]
3 - Part 1: Macro-level processes [Seite 29]
3.1 - Chapter 2 Process-orientation in foreign language teaching: What are the processes and where are the products? [Seite 31]
3.2 - Chapter 3 Postmodernism in TEFL: An overview [Seite 51]
3.3 - Chapter 4 Pragmatic framework and its role in language learning: With special reference to Chinese [Seite 75]
3.4 - Chapter 5 Two types of "communication" - A new notion for teaching grammar in second/foreign language education [Seite 101]
3.5 - Chapter 6 Creation, maintenance, feedback and modification: Successful EFL curriculum design at the university level [Seite 111]
3.6 - Chapter 7 Using computer and Internet to enhance intercultural learning [Seite 129]
3.7 - Chapter 8 The SREO plan for designing web-based instruction for teaching remedial English to Thai students [Seite 149]
3.8 - Chapter 9 Language immersion programme as an avenue to nurture cultural awareness and accelerate students' language proficiency [Seite 183]
3.9 - Chapter 10 An online peer observation platform for English language teachers in Hong Kong [Seite 203]
4 - Part 2: Micro-level processes [Seite 221]
4.1 - Chapter 11 A cognitive-neurobiological model of language acquisition [Seite 223]
4.2 - Chapter 12 An exploration into factors affecting listening performance in different test formats [Seite 245]
4.3 - Chapter 13 Implementing language learning strategy training: On students' English performance [Seite 267]
4.4 - Chapter 14 Learner initiation in the EFL classroom [Seite 287]
4.5 - Chapter 15 How participants manage their understanding in conversation? A case study of conversation between L1 and L2 users of Japanese [Seite 313]
4.6 - Chapter 16 Exploring the process of second language socialization [Seite 329]
4.7 - Chapter 17 What do students learn in a process-oriented Japanese pedagogy course? [Seite 345]
4.8 - Chapter 18 Motivation of Malay students towards learning Mandarin as a third language [Seite 363]
5 - Authors and their affiliations [Seite 383]
6 - Index [Seite 387]
