Constructivism and Reflectivism as the Logical Counterparts in TESOL: Learning Theory versus Teaching Methodology

Autor/in	al Mahmud, Abdullah
Titel	Constructivism and Reflectivism as the Logical Counterparts in TESOL: Learning Theory versus Teaching Methodology
Quelle	In: TEFLIN Journal: A publication on the teaching and learning of English, 24 (2013) 2, S.237-257 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0215-773X
Schlagwörter	Constructivism (Learning); Reflection; Learning Theories; Second Language Instruction; Case Studies; Theory Practice Relationship; Teaching Methods; Educational Environment; Relevance (Education); Schemata (Cognition); Student Evaluation; Active Learning; Sequential Learning; Metalinguistics; Informal Education; Listening Skills; Writing Instruction; Instructional Materials; Reading Material Selection; Foreign Countries; Bangladesh + Suchen Sie Ihr Suchwort? Learning theory; Lerntheorie; Fremdsprachenunterricht; Case study; Fallstudie; Case Study; Theorie-Praxis-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Relevance; Relevanz; Cognition; Schema; Kognition; Schulnote; Studentische Bewertung; Aktives Lernen; Didaktische Sequenzierung; Lernsequenz; Metalanguage; Metasprache; Informelle Bildung; Nichtformale Bildung; Schreibunterricht; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Ausland; Bangladesch
Abstract	The gist of the entire constructivist learning theory is that learners are self-builders of their learning that occurs through a mental process in a social context or communication setting, and teachers as facilitators generate learning by creating the expected environment and/or utilizing the process. This article theoretically proves reflectivism as the logical counterpart of constructivism through establishing their complete interdependence and then suggests certain strategies of reflection to be used in language teaching for ensuring the best possible constructivist learning of language learners. In doing so, the basic tenets of constructivism and reflective thoughts are elaborated, examining their mutual connection thoroughly in terms of constructivist recommendations. The research also focuses on three case studies to depict how the theory of constructivist learning principles comes into practice through judicious reviews or reflective process. (As Provided).
Anmerkungen	Association for the Teaching of English as a Foreign Language in Indonesia (TEFLIN). Malang, East Java, 65145, Indonesia. TEFLIN Publication Division, Department of English, Faculty of Letters, Universitas Negeri Malang, Jalan Semarang 5, Tel: +62-341-570566; Fax: +62-341-567475; e-mail: journal@teflin.org; Web site: http://journal.teflin.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01