Kategoria BISAC: Language Arts & Disciplines >> Study & Teaching

Most books on writing assume that the sole purpose of writing is communication. These manuals seldom go beyond teaching how to avoid the problems of punctuation, grammar, and style that at one time or another ensnare the best of writers. Few, if any, of these books explore writing as a way of shaping thought.

V.A. Howard and J.H. Barton, two Harvard researchers in education, take a radically different approach. While they agree with their predecessors that an important function of writing is the clear, direct expression of thought, they point out that many of our thoughts first come...

This volume focuses on how far the policies, principles and practices of foreign language teaching and learning are, or can be, informed by theoretical considerations and empirical findings from the linguistic disciplines. Part I deals with the nature of foreign language learning in general, while Part II explores issues arising from linguistic, socio-political, cultural and cognitive perspectives. Part III and IV then consider the different factors that have to be taken into account in designing the foreign language subject and the various approaches to pedagogy that have been proposed....

Media is now an integral constituent of any educational context. In particular, computer and internet media can have significant bearing on foreign language learning processes and outcomes. Such highly interactive and adaptable media can enable reflective, productive and communicative activities and have much potential for language learning.

The 16 papers in this book examine a range of media in use in foreign language education. The papers examine theoretical and pedagogical issues, empirical research findings, and innovative use of media in curricular practice, including students'...

There can be no products without processes. Though a generalization, this statement encapsulates the importance of process-oriented approaches in language teaching and learning. In recent decades, researchers and practitioners alike are increasingly focusing their attention on: 1) the learner as the active subject and the internal processes that constitute his/her learning leading to communicative competence; 2) teaching approaches that reflect this view of language learning; and 3) factors such as the sociocultural context, social interactions and discourse, and individual learner...