Community Language Learning: Findings Based on Three Years of Research in Japan (1971-1974).

Autor/in	La Forge, Paul G.
Titel	Community Language Learning: Findings Based on Three Years of Research in Japan (1971-1974).
Quelle	(1974), (20 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Affective Behavior; Counseling; Educational Environment; English (Second Language); Extracurricular Activities; Group Dynamics; Higher Education; Humanistic Education; Instructional Innovation; Japanese; Language Instruction; Learning Activities; Learning Motivation; Learning Processes; Learning Theories; Psycholinguistics; Second Language Learning; Teaching Methods + Suchen Sie Ihr Suchwort? Affective disturbance; Active behaviour; Affektive Störung; Counselling; Beratung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; English as second language; English; Second Language; Englisch als Zweitsprache; Außerunterrichtliche Aktivität; Gruppendynamik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Humanistische Bildung; Educational Innovation; Bildungsinnovation; Japaner; Japanisch; Lernaktivität; Motivation for studies; Lernmotivation; Learning process; Lernprozess; Learning theory; Lerntheorie; Psycholinguistik; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Charles A. Curran has developed a radically different type of language learning by dealing with the learners as a group rather than as a class. The social learning relationships of a class differ from a group in the contract, the social milieu, in the relationships between the teacher and students, and among the students themselves. Curran called this approach "Community Language Learning" (CLL). CLL is student-centered language learning which takes place in supportive group experience and reflection. This method was used to teach English to students in a Japanese educational situation both in the classroom and in extracurricular activities over a three-year period (1971-1974). The major finding was that CLL is adaptable to Japanese culture. Three reasons are given: (1) if affective problems connected with language learning are handled and solved, the cognitive aspects of language are more easily dealt with; (2) CLL group activity fits into the educational and cultural traditions of Japan; and (3) CLL language learning relies upon reflection, part of the cultural heritage of Japan. (Author/CFM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC