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Produktbild: The Concept of Progression in the Teaching and Learning of F

The Concept of Progression in the Teaching and Learning of F

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Beschreibung

Produktdetails

ISBN

978-3-03910-289-1

Erscheinungsdatum

15.05.2006

Unterrichtsfächer

Deutsch

Einband

Taschenbuch

Herausgeber

Theo Harden + weitere

Verlag

Peter Lang AG, Internationaler Verlag der Wissenschaften

Seitenzahl

400

Maße (L/B/H)

22,3/14,9/2,7 cm

Gewicht

560 g

Sprache

Englisch

Beschreibung

Portrait

The Editors: Dr. Theo Harden is Senior Lecturer in German at the National University of Ireland in Dublin. He has published widely in the field of applied and theoretical linguistics particularly on aspects of grammatical diversity and their impact on the learning process.

Dr. Arnd Witte is Senior Lecturer in German at the National University of Ireland in Maynooth. He has published widely in the field of foreign language teaching/learning methodologies with an emphasis on cultural influences on the learning process.

Dr. Dirk Köhler is Lecturer in German at the National University of Ireland in Maynooth. He has published widely in the field of pragmatics.

Produktdetails

ISBN

978-3-03910-289-1

Erscheinungsdatum

15.05.2006

Unterrichtsfächer

Deutsch

Einband

Taschenbuch

Herausgeber

Verlag

Peter Lang AG, Internationaler Verlag der Wissenschaften

Seitenzahl

400

Maße (L/B/H)

22,3/14,9/2,7 cm

Gewicht

560 g

Sprache

Englisch

EU-Ansprechpartner

Zeitfracht Medien GmbH
Ferdinand-Jühlke-Straße 7|99095|Erfurt|DE
produktsicherheit@zeitfracht.de

Herstelleradresse

Peter Lang
Avenue du Théâtre 7|1005|Lausanne|CH
orders@peterlang.com

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  • Produktbild: The Concept of Progression in the Teaching and Learning of F
  • Contents: Theo Harden/Arnd Witte: Introduction – Theo Harden: Progression in Foreign Language Learning: Subjective Experience and Objective Demands – Hans Barkowski: Grammatical Competence and the Concept of Progression in the Light of Research on Language Acquisition and the Working Brain – Elke Hentschel: Progression by Regression – Barbara Schmenk: CALL, Self-access and Learner Autonomy: A Linear Process from Heteronomy to Autonomy? – Nigel B. R. Reeves: ‘Pathways to Proficiency’. Language Proficiency Scales and Progression in Language Learning: Help or Hindrance? – Muiris Ó Laoire: 13-16 Years Learning Irish as an L2 - A Challenge for a Linear Concept of Progression – Ruth Pilkington: Progression when Learning Languages: The Contribution Made by Portfolios – Heidemarie Sarter: Multilingualism and the Foreign Language Lesson: Progression in Learner Autonomy through General Language Work – Marianne Zappen-Thomson: Is the Journey from A to B in the Context of Foreign Language Teaching in Namibia a Linear one? – Lothar Bredella: The Concept of Progression in Understanding Literary Texts – Arnd Witte: Cultural Progression in Teaching and Learning Foreign Languages – Anne Marie Lysaght: The Progression of Cultural Education in the Irish Second Level German Language Classroom – Dirk Köhler: Toward Facilitating Socio-pragmatic Competence in Foreign Language Teaching and Learning – Harald Weydt: Progression in Polyglots’ Language Learning – Dietmar Rösler: Transgressing Progression through E-Learning? – John Morley/Sandra Truscott: Fluency Development in Advanced Language Learners – Sorin Gadeanu: What Progression Level Can Buy High Proficiency Second Language Acquisition? A Case Study on Language Choice in a Multilingual Minority Shelter Programme – Martin Howard: Progression in Second Language Learning: The Case of the Acquisition of Sociolinguistic Variation – Heidi Zojer: Progression: Michel Thomas’ Way.