By Borje Holmberg, Monica Shelley, Cynthia J. White
This edited ebook is the 1st selection of reports to be released dealing in particular with the educating of languages at a distance. It comprises contributions from language instructing pros operating worldwide, and covers numerous languages. in keeping with sensible event and learn, it contains paintings on learner autonomy and aid, the advance of intercultural competence, technique and path layout, studying environments and language instructor schooling.
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Extra info for Distance Education And Languages: Evolution And Change (New Perspectives on Language and Education)
They were able to describe how they approached their learning and were aware of what helped them to learn. For example, students described the importance of personal relevance or context, their need to write out examples or to have visual images, their preferred learning strategies, and their fears and ways of avoiding difficulty as well as the experiences they found inspiring. Critical analysis However, the user group appeared to show greater evidence of ‘critical analysis’ (Schön, 1983) in the way they were able to identify specific priorities and changes to their approach to study during the course.
One-to-one e-mail tandem learning, set up at Sheffield University UK in the mid-90s, following successful pilots in face-to-face tandem learning, is now an integral part of the modern languages programme. There are today many such schemes worldwide (Kötter, 2002) and the International E-Mail Tandem Network is now well established. The potential advantages lie in ‘its combination of immediacy with asynchronicity [ . . , 1996: 113). It ‘can offer genuine interpersonal and intercultural communication’ and is ‘an ideal tool for the autonomous learner’ (1996: 117) in that the medium encourages learners to take control over their own learning.
1978) Mind in Society: The Development of Higher Psychological Processes. Boston: Harvard University Press. P. (1990) Distance learning: What we don’t know can hurt us. Foreign Language Annals 23 (2), 131. Warschauer, M. (1997) Computer-mediated collaborative learning: Theory and practice. Modern Language Journal 81 (4), 470–81. Wenden, A. (1991) Learner Strategies for Learner Autonomy. Hemel Hempstead: Prentice Hall Europe. Wenden, A. (1999) An introduction to metacognitive knowledge and beliefs in language learning: Beyond the basics.
Distance Education And Languages: Evolution And Change (New Perspectives on Language and Education) by Borje Holmberg, Monica Shelley, Cynthia J. White