Processes and process-orientation in foreign language teaching and learning /

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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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Detalles Bibliográficos
Clasificación:Libro Electrónico
Otros Autores: Chan, Wai Meng, 1962-
Formato: Electrónico eBook
Idioma:Inglés
Publicado: Boston : De Gruyter Mouton, 2011.
Colección:Studies in second and foreign language education ; 4.
Temas:
Language and languages > Study and teaching.
Second language acquisition.
Langage et langues > Étude et enseignement.
Langue seconde > Acquisition.
FOREIGN LANGUAGE STUDY > General.
Language and languages > Study and teaching
Second language acquisition
Acceso en línea:Texto completo
Tabla de Contenidos:
  • 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.

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