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Chapter 2. PROCESS-ORIENTATION IN FOREIGN LANGUAGE TEACHING: WHAT ARE THE PROCESSES AND WHERE ARE THE PRODUCTS?

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Processes and Process-Orientation in Foreign Language Teaching and Learning
This chapter is in the book Processes and Process-Orientation in Foreign Language Teaching and Learning

Chapters in this book

  1. Frontmatter I
  2. TABLE OF CONTENTS V
  3. PREFACE IX
  4. Chapter 1. PROCESSES AND PROCESS-ORIENTATION IN FOREIGN LANGUAGE TEACHING AND LEARNING: AN INTRODUCTION 1
  5. PART 1: MACRO-LEVEL PROCESSES
  6. Chapter 2. PROCESS-ORIENTATION IN FOREIGN LANGUAGE TEACHING: WHAT ARE THE PROCESSES AND WHERE ARE THE PRODUCTS? 21
  7. Chapter 3. POSTMODERNISM IN TEFL: AN OVERVIEW 41
  8. Chapter 4. PRAGMATIC FRAMEWORK AND ITS ROLE IN LANGUAGE LEARNING: WITH SPECIAL REFERENCE TO CHINESE 65
  9. Chapter 5. TWO TYPES OF “COMMUNICATION” – A NEW NOTION FOR TEACHING GRAMMAR IN SECOND/FOREIGN LANGUAGE EDUCATION 91
  10. Chapter 6. CREATION, MAINTENANCE, FEEDBACK AND MODIFICATION: SUCCESSFUL EFL CURRICULUM DESIGN AT THE UNIVERSITY LEVEL 101
  11. Chapter 7. USING COMPUTER AND INTERNET TO ENHANCE INTERCULTURAL LEARNING 119
  12. Chapter 8. THE SREO PLAN FOR DESIGNING WEB-BASED INSTRUCTION FOR TEACHING REMEDIAL ENGLISH TO THAI STUDENTS 139
  13. Chapter 9. LANGUAGE IMMERSION PROGRAMME AS AN AVENUE TO NURTURE CULTURAL AWARENESS AND ACCELERATE STUDENTS’ LANGUAGE PROFICIENCY 173
  14. Chapter 10. AN ONLINE PEER OBSERVATION PLATFORM FOR ENGLISH LANGUAGE TEACHERS IN HONG KONG 193
  15. PART 2: MICRO-LEVEL PROCESSES
  16. Chapter 11. A COGNITIVE-NEUROBIOLOGICAL MODEL OF LANGUAGE ACQUISITION 213
  17. Chapter 12. AN EXPLORATION INTO FACTORS AFFECTING LISTENING PERFORMANCE IN DIFFERENT TEST FORMATS 235
  18. Chapter 13. IMPLEMENTING LANGUAGE LEARNING STRATEGY TRAINING: ON STUDENTS’ ENGLISH PERFORMANCE 257
  19. Chapter 14. LEARNER INITIATION IN THE EFL CLASSROOM 277
  20. Chapter 15. HOW PARTICIPANTS MANAGE THEIR UNDERSTANDING IN CONVERSATION? A CASE STUDY OF CONVERSATION BETWEEN L1 AND L2 USERS OF JAPANESE 303
  21. Chapter 16. EXPLORING THE PROCESS OF SECOND-LANGUAGE SOCIALIZATION 319
  22. Chapter 17. WHAT DO STUDENTS LEARN IN A PROCESS-ORIENTED JAPANESE PEDAGOGY COURSE? 335
  23. Chapter 18. MOTIVATION OF MALAY STUDENTS TOWARDS LEARNING MANDARIN AS A THIRD LANGUAGE 353
  24. AUTHORS AND THEIR AFFILIATIONS 373
  25. Index 377
https://doi.org/10.1515/9781614510185.21

Chapters in this book

  1. Frontmatter I
  2. TABLE OF CONTENTS V
  3. PREFACE IX
  4. Chapter 1. PROCESSES AND PROCESS-ORIENTATION IN FOREIGN LANGUAGE TEACHING AND LEARNING: AN INTRODUCTION 1
  5. PART 1: MACRO-LEVEL PROCESSES
  6. Chapter 2. PROCESS-ORIENTATION IN FOREIGN LANGUAGE TEACHING: WHAT ARE THE PROCESSES AND WHERE ARE THE PRODUCTS? 21
  7. Chapter 3. POSTMODERNISM IN TEFL: AN OVERVIEW 41
  8. Chapter 4. PRAGMATIC FRAMEWORK AND ITS ROLE IN LANGUAGE LEARNING: WITH SPECIAL REFERENCE TO CHINESE 65
  9. Chapter 5. TWO TYPES OF “COMMUNICATION” – A NEW NOTION FOR TEACHING GRAMMAR IN SECOND/FOREIGN LANGUAGE EDUCATION 91
  10. Chapter 6. CREATION, MAINTENANCE, FEEDBACK AND MODIFICATION: SUCCESSFUL EFL CURRICULUM DESIGN AT THE UNIVERSITY LEVEL 101
  11. Chapter 7. USING COMPUTER AND INTERNET TO ENHANCE INTERCULTURAL LEARNING 119
  12. Chapter 8. THE SREO PLAN FOR DESIGNING WEB-BASED INSTRUCTION FOR TEACHING REMEDIAL ENGLISH TO THAI STUDENTS 139
  13. Chapter 9. LANGUAGE IMMERSION PROGRAMME AS AN AVENUE TO NURTURE CULTURAL AWARENESS AND ACCELERATE STUDENTS’ LANGUAGE PROFICIENCY 173
  14. Chapter 10. AN ONLINE PEER OBSERVATION PLATFORM FOR ENGLISH LANGUAGE TEACHERS IN HONG KONG 193
  15. PART 2: MICRO-LEVEL PROCESSES
  16. Chapter 11. A COGNITIVE-NEUROBIOLOGICAL MODEL OF LANGUAGE ACQUISITION 213
  17. Chapter 12. AN EXPLORATION INTO FACTORS AFFECTING LISTENING PERFORMANCE IN DIFFERENT TEST FORMATS 235
  18. Chapter 13. IMPLEMENTING LANGUAGE LEARNING STRATEGY TRAINING: ON STUDENTS’ ENGLISH PERFORMANCE 257
  19. Chapter 14. LEARNER INITIATION IN THE EFL CLASSROOM 277
  20. Chapter 15. HOW PARTICIPANTS MANAGE THEIR UNDERSTANDING IN CONVERSATION? A CASE STUDY OF CONVERSATION BETWEEN L1 AND L2 USERS OF JAPANESE 303
  21. Chapter 16. EXPLORING THE PROCESS OF SECOND-LANGUAGE SOCIALIZATION 319
  22. Chapter 17. WHAT DO STUDENTS LEARN IN A PROCESS-ORIENTED JAPANESE PEDAGOGY COURSE? 335
  23. Chapter 18. MOTIVATION OF MALAY STUDENTS TOWARDS LEARNING MANDARIN AS A THIRD LANGUAGE 353
  24. AUTHORS AND THEIR AFFILIATIONS 373
  25. Index 377
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