Processes and Process-Orientation in Foreign Language Teaching and Learning

✍ Scribed by Wai Meng Chan (editor); Kwee Nyet Chin (editor); Masanori Nagami (editor); Titima Suthiwan (editor)

• Publisher: De Gruyter Mouton
• Year: 2011
• Tongue: English
• Leaves: 400
• Series: Studies in Second and Foreign Language Education [SSFLE]; 4
• Category: Library

✦ Synopsis

There can be no products without processes. Though this statement may seem to be no more than an overused generalization, it encapsulates the undoubted importance of processes and process-oriented approaches in language teaching and learning. In foreign language education in recent decades, researchers and practitioners alike are increasingly focusing their attention on: 1) the learner as the active subject of learning and the internal processes that constitute his/her learning leading to the development of communicative competence; 2) teaching approaches, curricula and materials that reflect this view of language learning; and 3) other factors such as the sociocultural context, social interactions and discourse, and individual learner characteristics and differences. The theme of this book reflects this paradigm shift, and the papers included here from the disciplines of foreign language education and second language acquisition provide vital insights into processes in curriculum planning, teaching methodology, teacher education and professional development, language acquisition, language discourse, classroom instruction and interactions, the development of language skills and learning strategies, and language learning motivation.

✦ Table of Contents

Preface
Chapter 1 Processes and process-orientation in foreign language teaching and learning: An introduction
Part 1: Macro-level processes
Chapter 2 Process-orientation in foreign language teaching: What are the processes and where are the products?
Chapter 3 Postmodernism in TEFL: An overview
Chapter 4 Pragmatic framework and its role in language learning: With special reference to Chinese
Chapter 5 Two types of “communication” – A new notion for teaching grammar in second/foreign language education
Chapter 6 Creation, maintenance, feedback and modification: Successful EFL curriculum design at the university level
Chapter 7 Using computer and Internet to enhance intercultural learning
Chapter 8 The SREO plan for designing web-based instruction for teaching remedial English to Thai students
Chapter 9 Language immersion programme as an avenue to nurture cultural awareness and accelerate students’ language proficiency
Chapter 10 An online peer observation platform for English language teachers in Hong Kong
Part 2: Micro-level processes
Chapter 11 A cognitive-neurobiological model of language acquisition
Chapter 12 An exploration into factors affecting listening performance in different test formats
Chapter 13 Implementing language learning strategy training: On students’ English performance
Chapter 14 Learner initiation in the EFL classroom
Chapter 15 How participants manage their understanding in conversation? A case study of conversation between L1 and L2 users of Japanese
Chapter 16 Exploring the process of second language socialization
Chapter 17 What do students learn in a process-oriented Japanese pedagogy course?
Chapter 18 Motivation of Malay students towards learning Mandarin as a third language
Authors and their affiliations
Index