Contents
Preface
Chapter 1
The Effect of a Problem-Based Learning Approach to Teaching Listening on Listening Comprehension Ability and Metacognitive Strategy Use
Abstract
Introduction
Literature Review
The Definition of Listening Comprehension
Metacognitive Strategy Instruction Fostering L2 Listening
The Definitions of Metacognition
The Role of Metacognition in L2 Learning
Metacognitive Strategy Instruction
PBL and L2 Learning
Methods
Participants
Instruments
English Listening Comprehension (LC) Pre- and Post-Tests
English Listening Follow-Up Test
The Metacognitive Awareness Listening Questionnaire (MALQ)
Research Materials
Treatments
Experimental Group with the PBL Instruction
Control Group with the Non-PBL Instruction
Data Analysis
Results and Discussion
The PBL and Non-PBL Groups’ Listening Comprehension Performance
The PBL and Non-PBL Groups’ Metacognitive Strategy Use
PBL and Non-PBL Groups’ Use of Individual Strategies of the MALQ
Conclusion
Acknowledgments
References
Chapter 2
Early Childhood Education in English? Not in the Present Conditions …
Abstract
Introduction
Vygotsky’s Theories and Their Salience in Early Childhood Education In English
Very Young EFL Learners – What They Need and How They Behave When Discovering the External World
On the Currently Observed State of Affairs
Cross-Checking: What Has Been Found and How to Mend It
It’s High Time to Conclude
Notes
References
Chapter 3
Exploring the Impact of Study Level and Specialization Area on What English Studies Majors in Poland Think about Their Target Language Cultural Education
Abstract
Introduction
Cultural Education in English as the TL Contexts
The Study
Participants
Data Collection Instrument and Procedure
Results
Students’ Conception of Culture
Students’ Beliefs about and Expectations of Learning TL Culture
Students’ Preferences for Learning about Selected TL Cultural Elements
Students’ Preferences for Ways of Learning TL Culture
Discussion
Conclusion
Limitations
References
Chapter 4
Applying Thich Nhat Hanh’s Philosophy to Educational Contexts: Mindful Teaching and Learning in English as a Second Language Classrooms
Abstract
Introduction
Literature Review
Thich Nhat Hanh’s Philosophy of Mindfulness
Mindful Teaching and Learning
Applying Thich Nhat Hanh’s Philosophy to Teaching and Learning ESL
Mindfulness-Based Teaching ESL
“Order of Interbeing”
Mindfulness-Based Teaching Strategies
Mindfulness-Based Learning ESL
Active Learning
Experiential Learning
Mindfulness-Based SLA
Phase 1: Present Moment, Language Demands
Bell of Mindfulness
The Body as Practice
Breathing
Phase 2: Sensitive to Context, Self-Reflection
Sitting Meditation
Walking Meditation
Noble Silence
Resting
Phase 3: Open to Multiple Perspectives and Interactive Communication
Dharma Sharing
Sangha Body
Sangha Building
Phase 4: A New and Flexible Language Proficiency
Solitude
Gathas
Beginning Anew
Going Home
Mindfulness-Based Curriculum Deployed in the Context of Vietnamese Education
Application of Curriculum Theory
On Some Current Issues of ESL Teaching and Learning in Vietnam
Mindfulness-Based Curriculum Project: Context, Assessment Tools, and Reflection and Implications
Context
Assessment Tools
Reflection and Implications for Curriculum Units of ESL
Conclusion
References
About the Editor
About the Contributors
Index
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