Processes and Process-Orientation in Foreign Language Teaching and Learning / / ed. by Wai Meng Chan, Kwee Nyet Chin, Masanori Nagami, Titima Suthiwan.

• Superior document: Title is part of eBook package: De Gruyter DGBA Backlist Complete English Language 2000-2014 PART1
• MitwirkendeR: Abe, Yuko,; Chan, Wai Meng,; Chang, Shanmao Frank,; Cheng, Hsiao-fang,; Chin, Kwee Nyet,; Finch, Andrew Edward,; Huang, Shenghui Cindy,; Istanto, Johanna W.,; Kawaguchi, Yoshikazu,; Laskar, Benjamin,; Li, Chen-Ying,; Littlewood, William,; Nagami, Masanori,; Ooi, Ae Kee,; Rüschoff, Bernd,; Sugiyama, Akiko,; Suppasetseree, Suksan,; Suthiwan, Titima,; Sze, Paul M. M.,; Tan, Teow Ghee,; Vanniarajan, Swathi M.,; Wu, Weiping,; Yanagisawa, Miwako,
• HerausgeberIn: Chan, Wai Meng,; Chin, Kwee Nyet,; Nagami, Masanori,; Suthiwan, Titima,
• Place / Publishing House: Berlin ;, Boston : : De Gruyter Mouton, , [2011]; ©2011
• Year of Publication: 2011
• Language: English
• Series: Studies in Second and Foreign Language Education [SSFLE] , 4
• Physical Description: 1 online resource (387 p.)
• Other title: 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
• Format: Mode of access: Internet via World Wide Web.
• ISBN: 9781614510185; 9783110238570; 9783110238457; 9783110636970; 9783110742961; 9783110261189; 9783110261233; 9783110261226; 9783110261240
• ISSN: 2192-0982
• DOI: 10.1515/9781614510185
• Access: restricted access
• Hierarchical level: Monograph
• Statement of Responsibility: ed. by Wai Meng Chan, Kwee Nyet Chin, Masanori Nagami, Titima Suthiwan.

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.