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E-raamat: Experiential Learning in Foreign Language Education [Taylor & Francis e-raamat]

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Experiential Learning in Foreign Language EducationSuurem pilt
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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.



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.
General Editor's Preface xi
Introduction
1(7)
Towards experiential foreign language education
8(53)
Why experiential foreign language education?
8(14)
Society developments
8(3)
Paradigm shifts in curriculum, teaching and learning
11(9)
Implications for experiential foreign language education
20(2)
What is experiential learning?
22(13)
Role of experience in learning
22(2)
Foundations of experiential learning
24(3)
Basic model of experiential learning
27(4)
Directions and settings in experiential learning
31(1)
Reflection and motivation in experiential learning
32(3)
Awareness, autonomy, authenticity and coherence in experiential foreign language education
35(21)
Framework of experiential language education in context
36(14)
Developments in evaluation: authentic assessment
50(4)
Coherence in language learning through teacher development
54(2)
Coherence through collegial school culture
56(1)
References
56(5)
Intercultural learning through foreign language education
61(45)
Towards intercultural foreign language learning
61(7)
Linguistics and foreign language teaching
61(1)
The intercultural and the holistic approach
62(2)
The shell of the native language and culture
64(2)
Intercultural competence
66(2)
Diversity and otherness - the basic concepts of intercultural learning
68(11)
The need for intercultural learning
68(5)
Encountering foreignness: what makes foreign foreign?
73(6)
Culture and language
79(8)
The concept of culture
79(3)
Widening the concept of language
82(2)
Intercultural learning and foreign language education
84(3)
Toward culture-based experiential foreign language education
87(13)
Curriculum development through teaching experiments
87(1)
Research project: `Culture and foreign language education
88(2)
Intercultural learning from the student's point of view
90(2)
Intercultural learning: learning materials and methods in foreign language education
92(3)
Intercultural learning: the site visit and student exchange in foreign language education
95(2)
Intercultural learning: reflections on student experiences
97(3)
Conclusion
100(2)
References
102(4)
Autobiographical knowledge in foreign language education and teacher development
106(35)
Autobiographical experiential knowledge in foreign language teaching and learning
106(19)
Concepts
106(4)
Goals of teaching and learning a foreign language
110(3)
Nature of the process of teaching and learning a foreign language
113(1)
Autobiographical content in teaching and learning a foreign language
114(5)
Description of some guiding principles and activities in a language course for specific purposes
119(6)
The knowledge of learners, the knowledge of learning
125(4)
The importance of sharing experiences in learning
125(1)
Significant learning experiences
126(3)
Autobiographical experiential knowledge in teacher education and teacher development
129(8)
Autobiographical knowledge in teacher education, and teacher development
129(6)
Autobiographical knowledge - reminisced experience
135(2)
References
137(4)
What is it - (FL) teaching?
141(36)
Approaching the questions of (FL) teaching
141(10)
What is the context of our questions about (FL) teaching?
151(5)
A philosophically well-grounded conception of man as a necessary basis for (FL) education
156(4)
The underpinnings of a (FL) teacher's beliefs and actions
156(3)
A conception of man - the outcome of an ontological and an epistemological analysis of man
159(1)
Implications for (FL) education emerging from a holistic conception of man
160(7)
Education - practising of good living
160(1)
Learning
161(3)
Language
164(3)
Language learning as learning the art of open dialogue
167(6)
The essence of the art of open dialogue
167(3)
Learning and practising the art of open dialogue
170(3)
Conclusion
173(2)
References
175(2)
Index 177
Viljo Kohonen , Riitta Jaatinen , Pauli Kaikkonen , Jorma Lehtovaara
Püsilink: https://www.kriso.ee/db/9781315840505_pe.html
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