EFL Teaching in Brazil: Emphasizing Conditions, Processes, or Product?

Autor/inn/en	Motta-Roth, Desiree; und weitere
Titel	EFL Teaching in Brazil: Emphasizing Conditions, Processes, or Product?
Quelle	(1995), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Classroom Environment; Classroom Research; Conference Proceedings; Educational Environment; Educational Research; Educational Strategies; Educational Trends; English (Second Language); Foreign Countries; Higher Education; Instructional Materials; Language Teachers; Learning Processes; Research Design; Research Projects; Second Language Instruction; Student Role; Teaching Methods; Trend Analysis; Brazil + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsforschung; Pädagogische Forschung; Lehrstrategie; Bildungsentwicklung; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Language teacher; Sprachunterricht; Learning process; Lernprozess; Forschungsdesign; Forschungsvorhaben; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Trendanalyse; Brasilien
Abstract	To investigate teaching practices for English as a foreign/second language (EFL) at the university level in Brazil, three researchers analyzed the research presented at the 1990 Brazilian National Conference of EFL University Teachers (ENPULI Conference). Focus of the analysis was on the main objective of the study and the emphasis placed on different variables: teaching methods; learner characteristics; context; learning processes; and outcomes. It was found that the prevailing tendency was to overemphasize teaching conditions while overlooking learner characteristics and aspects of context. Results suggest a strict view of teaching as a matter of methods and materials, which may lead to short-term solutions instead of more complex accounts of what constitutes the learning process. It is proposed that a global approach to EFL teaching and learning is necessary for successful results. Contains 16 references. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC