| Description |
1 online resource (201 pages) |
| Series |
Applied Linguistics and Language Study |
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Applied linguistics and language study.
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| Contents |
Cover -- Half Title -- Title Page -- Copyright Page -- Table of Contents -- General Editor's Preface -- 1. Introduction -- 2. Towards experiential foreign language education -- 2.1 Why experiential foreign language education? -- 2.1.1 Society developments -- 2.1.2 Paradigm shifts in curriculum, teaching and learning -- 2.1.3 Implications for experiential foreign language education -- 2.2 What is experiential learning? -- 2.2.1 Role of experience in learning -- 2.2.2 Foundations of experiential learning -- 2.2.3 Basic model of experiential learning -- 2.2.4 Directions and settings in experiential learning -- 2.2.5 Reflection and motivation in experiential learning -- 2.3 Awareness, autonomy, authenticity and coherence in experiential foreign language education -- 2.3.1 Framework of experiential language education in context -- 2.3.2 Developments in evaluation: authentic assessment -- 2.3.3 Coherence in language learning through teacher development -- 2.3.4 Coherence through collegial school culture -- 2.4 References -- 3. Intercultural learning through foreign language education -- 3.1 Towards intercultural foreign language learning -- 3.1.1 Linguistics and foreign language teaching -- 3.1.2 The intercultural and the holistic approach -- 3.1.3 The shell of the native language and culture -- 3.1.4 Intercultural competence -- 3.2 Diversity and otherness -- the basic concepts of intercultural learning -- 3.2.1 The need for intercultural learning -- 3.2.2 Encountering foreignness: what makes foreign foreign? -- 3.3 Culture and language -- 3.3.1 The concept of culture -- 3.3.2 Widening the concept of language -- 3.3.3 Intercultural learning and foreign language education -- 3.4 Toward culture-based experiential foreign language education -- 3.4.1 Curriculum development through teaching experiments |
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3.4.2 Research project: 'Culture and foreign language education' -- 3.4.3 Intercultural learning from the student's point of view -- 3.4.4 Intercultural learning: learning materials and methods in foreign language education -- 3.4.5 Intercultural learning: the site visit and student exchange in foreign language education -- 3.4.6 Intercultural learning: reflections on student experiences -- 3.5 Conclusion -- 3.6 References -- 4. Autobiographical knowledge in foreign language education and teacher development -- 4.1 Autobiographical experiential knowledge in foreign language teaching and learning -- 4.1.1 Concepts -- 4.1.2 Goals of teaching and learning a foreign language -- 4.1.3 Nature of the process of teaching and learning a foreign language -- 4.1.4 Autobiographical content in teaching and learning a foreign language -- 4.1.5 Description of some guiding principles and activities in a language course for specific purposes -- 4.2. The knowledge of learners, the knowledge of learning -- 4.2.1 The importance of sharing experiences in learning -- 4.2.2 Significant learning experiences -- 4.3 Autobiographical experiential knowledge in teacher education and teacher development -- 4.3.1 Autobiographical knowledge in teacher education and teacher development -- 4.3.2 Autobiographical knowledge -- reminisced experience -- 4.4 References -- 5. What is it -- (FL) teaching? -- 5.1 Approaching the questions of (FL) teaching -- 5.2 What is the context of our questions about (FL) teaching? -- 5.3 A philosophically well-grounded conception of man as a necessary basis for (FL) education -- 5.3.1 The underpinnings of a (FL) teacher's beliefs and actions -- 5.3.2 A conception of man -- the outcome of an ontological and an epistemological analysis of man -- 5.4 Implications for (FL) education emerging from a holistic conception of man |
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5.4.1 Education -- practising of good living -- 5.4.2 Learning -- 5.4.3 Language -- 5.5 Language learning as learning the art of open dialogue -- 5.5.1 The essence of the art of open dialogue -- 5.5.2 Learning and practising the art of open dialogue -- 5.6. Conclusion -- 5.7 References -- Index |
| Summary |
The goal of foreign language teaching is expanding from communicative competence towards an intercultural action competence. Essential in the new orientation is the shift towards a more balanced emphasis between the external factors in the learning environment and the personal capacity, conceptions, beliefs and assumptions inside the learner's mind. As part of the changes, assessment is seen as an important means of enhancing the elearning processes, emphasising the role of refelctive self-assessment. The text explores and integrates the necessary knowledge base and practices in foreign language education in terms of the basic concepts of experiential learning, intercultural learning, autobiographical knowledge and teacher development, together with the philosophical underpinnings of foreign language education |
| Notes |
4.3.1 Autobiographical knowledge in teacher education and teacher development |
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Publisher supplied metadata and other sources |
| Subject |
Second language acquisition.
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Language and languages -- Study and teaching.
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Language and languages -- Study and teaching
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Second language acquisition
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| Form |
Electronic book
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| Author |
Jaatinen, Riitta
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Kaikkonen, Pauli
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Lehtovaara, Jorma
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Kohonen, Viljo, author
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| ISBN |
9781317883074 |
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1317883071 |
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