Processes and Process-Orientation in Foreign Language Teaching and Learning /

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

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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, research...

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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
Online Access:
Physical Description:1 online resource (387 p.)
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Table of Contents:
  • 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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