TY  - BOOK
AU  - Abe,Yuko
AU  - Chan,Wai Meng
AU  - Chang,Shanmao Frank
AU  - Cheng,Hsiao-fang
AU  - Chin,Kwee Nyet
AU  - Finch,Andrew Edward
AU  - Huang,Shenghui Cindy
AU  - Istanto,Johanna W.
AU  - Kawaguchi,Yoshikazu
AU  - Laskar,Benjamin
AU  - Li,Chen-Ying
AU  - Littlewood,William
AU  - Nagami,Masanori
AU  - Ooi,Ae Kee
AU  - Rüschoff,Bernd
AU  - Sugiyama,Akiko
AU  - Suppasetseree,Suksan
AU  - Suthiwan,Titima
AU  - Sze,Paul M.M.
AU  - Tan,Teow Ghee
AU  - Vanniarajan,Swathi M.
AU  - Wu,Weiping
AU  - Yanagisawa,Miwako
TI  - Processes and Process-Orientation in Foreign Language Teaching and Learning
T2  - Studies in Second and Foreign Language Education [SSFLE] ,
SN  - 9781614510093
AV  - P53 .P734 2011
U1  - 418.0071 23
PY  - 2011///]
CY  - Berlin, Boston : 
PB  - De Gruyter Mouton, 
KW  - Language and languages
KW  - Study and teaching
KW  - Second language acquisition
KW  - Angewandte Linguistik
KW  - Fremdsprachendidaktik
KW  - Fremdsprachenerwerb
KW  - LANGUAGE ARTS & DISCIPLINES / Linguistics / General
KW  - bisacsh
KW  - Language Acquisition, Language Teaching, Language Education, Applied Linguistics
N1  - 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; restricted access; Issued also in print
N2  - 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
UR  - https://doi.org/10.1515/9781614510185
UR  - https://www.degruyter.com/isbn/9781614510185
UR  - https://www.degruyter.com/document/cover/isbn/9781614510185/original
ER  -