Focus on Learning Rather than Teaching: Why and How? Papers from the International Association of Teachers of English as a Foreign Language (IATEFL) Conference (Krakow, Poland, May 14-16, 1998).

Sonst. Personen	Little, David (Hrsg.); Dam, Leni (Hrsg.); Timmer, Jenny (Hrsg.)
Institution	Dublin Univ. Trinity Coll. (Ireland). Centre for Language and Communication Studies.
Titel	Focus on Learning Rather than Teaching: Why and How? Papers from the International Association of Teachers of English as a Foreign Language (IATEFL) Conference (Krakow, Poland, May 14-16, 1998).
Quelle	(2000), (253 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-9508150-6-3
Schlagwörter	Tagungsbericht; Classroom Techniques; Cognitive Style; Elementary Secondary Education; English (Second Language); Higher Education; Learner Controlled Instruction; Learning Strategies; Limited English Speaking; Personal Autonomy; Second Language Instruction; Second Language Learning; Teacher Education; Teacher Education Programs; Teaching Methods + Suchen Sie Ihr Suchwort? Klassenführung; Cognitive styles; Kognitiver Stil; English as second language; English; Second Language; Englisch als Zweitsprache; Hochschulbildung; Hochschulsystem; Hochschulwesen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Individuelle Autonomie; Fremdsprachenunterricht; Zweitsprachenerwerb; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The chapters in this edited volume cover a wide range of topics in theory, practice, and research and may be of interest to anyone concerned with the promotion of autonomy in language learning. There are 16 chapters divided into 5 parts. Part 1, "Setting the Agenda: Theory, Practice and Research," has 3 chapters: "Why Focus on Learning Rather than Teaching?" (David Little); "Why Focus on Learning Rather than Teaching? From Theory to Practice" (Leni Dam); and "Focus on Learning Rather than Teaching--With What Results?" (Lienhard Legenhausen). Part 2, "Some Examples of Practice," has 5 chapters: "Involving Learners in Their Own Learning--How to Get Started" (Tinne Seeman and Connie Tavares); "Learners' Favoured Activities in the Autonomous Classroom" (Hanne Thomsen); "Between a Rock and a Hard Place: The Interdependent Classroom" (Russell Whitehead); "Interdependence Can Help Independence" (Marion Geddes); and "Changing Attitudes Towards Treatment of Mistakes" (Leslie Bobb Wolff). Part 3, "Investigating Learners and Learning," has 4 chapters: "Learning Language Processes: Finding the Key to Learning Effectiveness and Learner Autonomy?" (Jane Nolan); "Towards Learner Autonomy in University Classrooms: The Role of Learners' Goals" (Jennifer Ridley); "Do They Mean What They Say? Learners Representations of Needs and Objectives" (Felicity Kjisik and Joan Nordlund); and "Self-Direction in Language Learning: What Does It Mean To Become Aware?" (Maria de los Angeles Clemente) Part 4, "Teachers and Teacher Training," has 3 chapters: "The Importance of Using the Target Language in the Classroom" (Lucie Betakova); "Focus on Interaction and Dialogue" (Jette Lentz) and "Developing Autonomy in Pre-Service Teacher Training Programme: A Case Study." (Jose Luis Vera-Batista). Part 5, "The Curriculum," consists of 1 chapter: "A Workshop to Develop Learner Autonomy" (Maria Candelaria Torres Diaz). Illustrations, tables, charts, and figures appear throughout the chapters. Each chapter contains references. (KFT)
Anmerkungen	Centre for Language and Communication Studies, Trinity College, Dublin 2, Ireland.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01