Process and Experience in the Language Classroom

With the interactive potential of the language classroom we have defined the reservoir of communicative action — as ... about experiences with and reflections upon the process of learning; (4) verbalizing and communicating one's ...

Author: Michael Legutke

Publisher: Routledge

ISBN: 9781317901617

Category: Language Arts & Disciplines

Page: 350

View: 471


Process and Experience in the Language Classroom argues the case for communicative language teaching as an experiential and task driven learning process. The authors raise important questions regarding the theoretical discussion of communicative competence and current classroom practice. They propose ways in which Communicative Language Teaching should develop within an educational model of theory and practice, incorporating traditions of experimental and practical learning and illustrated from a wide range of international sources. Building on a critical review of recent language teaching principles and practice, they provide selection criteria for classroom activities based on a typology of communicative tasks drawn from classroom experience. The authors also discuss practical attempts to utilise project tasks both as a means of realising task based language learning and of redefining the roles of teacher and learner within a jointly constructed curriculum.

Processes and Process Orientation in Foreign Language Teaching and Learning

Culture and the language classroom (ELT Documents 132). London: Macmillan. ... The unspoken curriculum – or how language teaching carries cultural and ideological messages. ... Process and experience in the language classroom.

Author: Wai Meng Chan

Publisher: Walter de Gruyter

ISBN: 9781614510185

Category: Language Arts & Disciplines

Page: 397

View: 604


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.

Writing Texts Processes and Practices

RONALD CARTER and MICHAEL McCARTHY The Classroom and the Language Learner Ethnography and second-language classroom ... Second Language Acquisition Research DIANE LARSEN-FREEMAN and MICHAEL H. LONG Process and Experience in the Language ...

Author: Christopher N. Candlin

Publisher: Routledge

ISBN: 9781317882732

Category: Language Arts & Disciplines

Page: 344

View: 486


Writing: Texts, Processes and Practices offers an innovative and multidisciplinary approach to writing in a variety of academic and professional settings. The book is composed of a series of original research-based accounts by leading authorities from a range of disciplines. The papers are linked through a unifying perspective which emphasises the role of cultural and institutional practices in the construction and interpretation of written texts. This important new book integrates different approaches to text analysis, different perspectives on writing processes, and the different methodologies used to research written texts. Throughout,an explicit link is made between research and practice illustrated with reference to a number of case studies drawn from professional and classroom contexts. The book will be of considerable interest to those concerned with professional or academic writing and will be of particular value to students and lecturers in applied linguistics, communication studies, discourse analysis, and professional communications training. The contributors to this volume are: Robert J. Barrett Vijay K. Bhatia Christopher N. Candlin Yu-Ying Chang Sandra Gollin Ken Hyland Roz Ivanic Mary R. Lea Ian G. Malcolm John Milton Greg Myers Guenter A. Plum Brian Street John M. Swales Sue Weldon Patricia Wright

The language of international communication

The Process Syllabus in The Language Classroom . In Brumfit ( ed . ) . ... Putting a Process Syllabus into Practice . In Nunan ( ed . ) . ... Renaming Experience / Reconstructing Practice : Developing a New Understanding of Teaching .


Publisher: Edicions Universitat Barcelona

ISBN: 8447526070


Page: 376

View: 931


The Administrator s Guide to Whole Language

that youngsters acquire language rather than learn through direct teaching; that language learning is ... Integration In whole language classrooms students experience the complex language process as they engage in real language events ...

Author: Gail Heald-Taylor

Publisher: Richard C Owen Pub

ISBN: UOM:49015002137017

Category: English language

Page: 189

View: 953


Interactive Language Teaching

Yet it is a process, and we need experience in the process. Controversies that arise in the language-teaching profession are interesting, even exciting, as ideas and proposals are thrashed out in journals and workshops.

Author: Wilga M. Rivers

Publisher: Cambridge University Press

ISBN: 9780521322164

Category: Foreign Language Study

Page: 228

View: 400


In this collection of essays, a distinguished group of innovative teachers and writers describe the approaches and techniques they have incorporated into their own teaching. The articles are designed to help classroom teachers make language classes more participatory and communication oriented. Successive articles deal with the structure of interaction in large and small groups: imaginative activities for listening, speaking, reading, writing, and testing; the use of poetry, song, and drama; how to perform grammar rules rather than recite them; the special contribution of authentic materials; using audio and video as well as computer software to enhance learning, tapping the community as a resource; learning to interact in different cultural styles; and preparing the student for real-life professional use of language. Teachers of any language and teachers in training will find in this volume a wealth of original and practical ideas for the classroom.

Contemporary Task Based Language Teaching in Asia

The self-discovery part of the position search process, for example, encourages students to reflect on their experience, skills and talents, life goals and values, and to understand the value of creating a personal brand which they can ...

Author: Michael Thomas

Publisher: Bloomsbury Publishing

ISBN: 9781472572233

Category: Language Arts & Disciplines

Page: 368

View: 172


Over the last decade task-based approaches to language learning and teaching (TBLT) have become a global focus of increased levels of research. Governments around the world have turned to TBLT as a potential solution for curricula that lack authentic and meaningful engagement with language learning and are failing to motivate students as a result. This book focuses on Asia, where this shift has been particularly in evidence. TBLT has often been implemented in top-down approaches to curriculum development, which presents a huge range of challenges at the cultural as well as the pedagogic level. Contemporary Task Based Language Teaching in Asia looks at the drivers, stakeholders and obstacles across the region. Some countries have adapted TBLT to deal with the local constraints, others have found it hard to apply and many are still in the process of investigating its implementation in their specific contexts. This collection is important to all involved in language development, from curriculum reform to materials development. It assists from programme evaluation to the setting of assessment standards. The chapters cover all aspects of language education across Asia, from primary to tertiary, private and public education, as well as innovations at local, regional and national levels.

Teacher Learning in Language Teaching

The collection thus helps establish a research base for this newly developing field. This book introduces a field of educational research called 'teacher learning' as it applied to the teaching of second language.

Author: Freeman Donald

Publisher: Cambridge University Press

ISBN: 0521559073

Category: Education

Page: 388

View: 998


This book introduces a new field of educational research called teacher learning, as it applies to the teaching of languages. Up until recently, the study of second language teacher education has focused mainly on the knowledge base and specific skills needed for effective teaching. This book invites us to look at teacher education from a fresh point of view, through an exploration of the thinking and learning processes of individuals as they learn to teach. Seventeen original articles, based on studies done in North America, Europe, Asia, and Australia, provide examples of pioneering research into the ways that individuals learn to teach languages, and the roles that previous experience, social context, and professional training play in the process. The collection thus helps establish a research base for this newly developing field.

Teaching and Researching Autonomy in Language Learning

Treated as the basis for action in the classroom, tasks provide both the focus for authentic com- munication and the occasion for language learning as learners experience and process unpredictable language input in the course of ...

Author: Phil Benson

Publisher: Routledge

ISBN: 9781317862857

Category: Language Arts & Disciplines

Page: 296

View: 562


Autonomy has become a keyword of language policy in education systems around the world, as the importance of independent learning and new technologies has grown. Now in a fully revised and updated second edition, Teaching and Researching Autonomy provides an accessible and comprehensive critical account of the theory and practice of autonomy. Examining the history of the concept, it addresses important questions of how we can identify autonomy in language learning behaviours and how we can evaluate the wide variety of educational practices that have been designed to foster autonomy in learning. Topics new to this edition include: - Autonomy and new technologies - Teacher autonomy - The sociocultural implications of autonomy With over three hundred new references and five new case studies of research on autonomy providing practical advice on research methods and topics in the field, Teaching and Researching Autonomy will be an essential introduction for teachers and students to a subject at the cutting edge of language teaching and research.

Emotions in Second Language Teaching

In these cases, language teacher education succeeds in offering compensatory experiences that cause student teachers ... In other words, if teaching is a relational and emotional process, we need to understand how beliefs and emotions ...

Author: Juan de Dios Martínez Agudo

Publisher: Springer

ISBN: 9783319754383

Category: Education

Page: 449

View: 183


This edited volume explores the multifaceted nature of teacher emotions, presenting current research from different approaches and perspectives, focused towards the second language classroom. Twenty three chapters by well-known scholars from the applied linguistics, TESOL and educational psychology fields provide the reader with a holistic picture of teacher emotions, making this collection a significant contribution to the field of second language teaching. Given the emotional nature of teaching, the book explores a number of key issues or dimensions of L2 teachers’ emotions that were until now rarely considered. The contributions present the views of a select group of applied linguistic researchers and L2 teacher educators from around the world. This international perspective makes the book essential reading for both L2 teachers and teacher educators.