Processus cognitifs dans l'enseignement/apprentissage des langues. Actes du collogue sur la didactique des langues (Cognitive Processes in Language Teaching/Learning. Presentations from the Colloquium on Language Teaching) (4th, Sainte Foy, Quebec, October 20-22, 1983). [Report No.: ICRB-B-141

Sonst. Personen	Bouloffe, Jacqueline (Hrsg.); Huot, Diane (Hrsg.)
Institution	Laval Univ., Quebec (Quebec). International Center for Research on Bilingualism.
Titel	Processus cognitifs dans l'enseignement/apprentissage des langues. Actes du collogue sur la didactique des langues (Cognitive Processes in Language Teaching/Learning. Presentations from the Colloquium on Language Teaching) (4th, Sainte Foy, Quebec, October 20-22, 1983). [Report No.: ICRB-B-141
Quelle	(1984), (276 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	französisch; englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	2-89219-149-1
Schlagwörter	Tagungsbericht; Bilingualism; Children; Cognitive Processes; Cognitive Style; Educational Research; Foreign Countries; Interlanguage; Language Research; Learning Processes; Neurolinguistics; Neurological Organization; Phonology; Second Language Instruction; Second Language Learning; Teaching Methods + Suchen Sie Ihr Suchwort? Bilingualismus; Child; Kind; Kinder; Cognitive process; Kognitiver Prozess; Cognitive styles; Kognitiver Stil; Bildungsforschung; Pädagogische Forschung; Ausland; Zielsprache; Sprachforschung; Learning process; Lernprozess; Neurolinguistisches Programmieren; Fonologie; Fremdsprachenunterricht; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The proceedings of the fourth colloquium of the Groupe de recherche en didartique des langues (Language Teaching Research Group) include eleven papers and four synopses. The papers, three in English (E) and the rest in French (F), cover these topics: cognitive presence in language teaching/learning (F); interlanguage and metalanguage (F); interrelations between cognitive and affective dimensions in language learning (F); cerebral mechanisms and learning processes (F); neurolinguistic evidence on cognitive processes in language learning and teaching (E); the role of cognitive styles and manual preference in foreign language learning (E); cognitive development and the bilingual child (F); cognition and language: toward a dynamic conception of language (F); parameters in the acquisition of foreign languages (F); cognitive processes in learning the target language's phonological system (F); and the moment of reference to the known in the making of a new utterance (F). The synopses include summaries of pedagogical, metalinguistic, and neurolinguistic perspectives of the conference, and a summary of the conference in general. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01