- ホーム
- > 洋書
- > ドイツ書
- > Social Sciences, Jurisprudence & Economy
- > Education Science / Pedagogic
- > didactics, methodics, school education
Full Description
This edited volume offers an insightful theoretical conceptualization of issues central to 21st century foreign language learning and teaching. Drawing on research results obtained in the fields of pedagogy, social psychology and sociology of education, this book provides a comprehensive practical exploration of issues experienced by researchers in Poland and in Europe, and which can easily find far-reaching implications in other educational contexts.
Part I, Focus on the Teacher, includes seven texts discussing topics relevant to teacher initial and in-service education, as well as the functioning of foreign language instructors in educational systems. The eight contributions included in Part II, Focus on the Learner, explore learner-internal and learner-external factors that affect the effectiveness of the language learning process.
The exploration of key contemporary topics and the wide range of methodologies applied make this book of high relevance to Second Language Acquisition scholars, teacher educators, teachers, and language education policy makers.
Contents
Chapter 1 : Introduction.- Part I: Focus on the teacher .- Chapter 2: Conflict prevention and management in language education.- Chapter 3: Reflexivity-Becoming: Lessons from reflective tasks.- Chapter 4: Verbal and nonverbal teacher affectivity in an EFL classroom: A pre-service teachers' perspective.- Chapter 5: Teacher identity (re)construction in the process of EFL teacher education.- Chapter 6: Teacher feedback to writing of secondary school learners of English in the Polish classroom context.- Chapter 7: Exploring teacher engagement on the example of Polish FL teachers.- Chapter 8: The challenge of implementing CLIL in the Polish EFL educational context.- Part II: Focus on the learner .- Chapter 9: Current issues in FL learning and teaching in the context of the visually impaired learners.- Chapter 10: Fostering learner autonomy and intercultural learning through face-to-face mobility and Virtual Exchange - PluriMobil resources.- Chapter 11: Investigating the link between L2 WtC, learner engagement and selected aspects of the classroom context.- Chapter 12: Dynamic relationships between lexical frequency levels in English L2 writing at secondary school - a learner corpus analysis.- Chapter 13: Empirical verification of the relationship between personality traits and EFL attainments.- Chapter 14: Language anxiety of older adults in an online and in-class EFL course: Results of a pilot study.- Chapter 15: Digital language learning strategies subject to change or not - post pandemic reflections.- Chapter 16: Lights and shadows of studying online: University students' perspective.s and self-perceived FL attainment.
