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Learner characteristics have been at the center of second language
acquisition and foreign language education research in response to
the puzzling questions: Why are there often large differences in
second language (L2) learning achievement and why do many learners,
though proficient first language speakers, not succeed in learning
a L2? The papers in this book explore and challenge the three key
factors in individual difference research: language aptitude,
language learning strategies and motivation.
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.
While educators and educational psychologists debate the influence
of media on learning, there can be little doubt that media is now
an integral constituent of any educational context. In particular,
computer and internet media, with their immense processing power
and multimedia capabilities, can have significant bearing on
learning processes and outcomes in today's learning environment.
Such media, which are increasingly designed to be highly
interactive and adaptable, can enable reflective, productive and
communicative activities and have much potential for foreign
language learning. The book contains 16 papers which look at
different forms of media and explore how these affect or can be
used effectively in foreign language education. The first of three
parts focuses on important theoretical and pedagogical issues in
selecting and using media. In the second part, insightful empirical
research findings are presented on the contributions of different
forms of media in language teaching and learning, including their
effect on learners' learning motivation. The third and concluding
part of the book provides in-depth accounts of how media can be
harnessed to drive innovative curricular practice as well as
students' evaluations of these curricular projects.
This book, comprising two parts, is concerned with both the science
and the art of foreign language teaching, with a particular, but
not exclusive, focus on Asia. Under the theme of "Theoretical
foundation and research", Part 1 of this book informs the readers
about recent efforts in theoretical and empirical research which
have had an impact on foreign language teaching or promise to yield
results that will shape its future. These studies, not just from
the domain of foreign language teaching but also its primary feeder
disciplines of linguistics and second language acquisition, offer
the necessary theoretical and conceptual foundation for both
current and future research and practice. As its theme "Classroom
practice and evaluation studies" suggests, Part 2 focuses on new
and innovative developments in curricular and classroom practice,
all built upon insights from research in the above-mentioned
disciplines and poised to become standard practices. These projects
include qualitative and quantitative evaluation studies which have
yielded insightful data for the refinement and continued
development of the projects and their underlying theoretical
concepts.
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