Processed-Centered Teaching and Its Implications in English Teaching in China

Autor/in	Li, Boli
Titel	Processed-Centered Teaching and Its Implications in English Teaching in China
Quelle	In: English Language Teaching, 2 (2009) 1, S.24-30 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Foreign Countries; English (Second Language); Second Language Instruction; Second Language Learning; English Teachers; Teaching Methods; College Students; College Faculty; China + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Collegestudent; Fakultät
Abstract	Process-centered teaching, as a contrary to product-centered teaching, is a paradigm which emphasizes the way in which a language, syllabus, or curriculum is taught and learnt from the point of view of the learner, and how the language becomes directly relevant to the lives of the learners. This paper, based on an analysis of process-centeredness, proposes some implications in English teaching in China. It desires to enable English teachers more awaken to the process of teaching instead of just simply paying heeds to learners' performances in examinations. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01