Language, Autonomy and the New Learning Environments

Norbert Pachler

ISBN 10: 3039105671 / ISBN 13: 9783039105670

Editore: Peter Lang, Peter Lang Apr 2007, 2007

Riguardo questo articolo

This item is printed on demand - Print on Demand Titel. Neuware -The emergence of new learning environments, technological and institutional, implies a need for language understanding and autonomous learning. What do they mean Why are they necessary How do they interrelate This book looks at these questions. The authors consider mother tongue and second/foreign language education in relation to 'language understanding', which includes formal knowledge and an ability to use language communicatively, and should cover the 'new' literacies. Autonomous language learning has been interpreted in various ways, and setting language understanding as a goal allows some of these (such as 'training' models) to be challenged and others endorsed. Some implications of the information society for education are considered. Learning increasingly takes place outside educational establishments, and the authors examine changes from face-to-face teacher-student interaction to mixed-mode and distance learning. The new environments create new possibilities, such as knowledge construction through computer-mediated interaction and learner autonomy in online networks, and these are explored. Throughout the book, the centrality of the teacher's role is affirmed, as educator and guide on autonomous second/foreign language programmes, and as a moderator of online discussions and a designer of online materials. 294 pp. Englisch.

Codice articolo 9783039105670

Dati bibliografici

• Titolo: Language, Autonomy and the New Learning Environments
• Editore: Peter Lang, Peter Lang Apr 2007
• Data di pubblicazione: 2007
• Lingua: Inglese
• ISBN 10: 3039105671
• ISBN 13: 9783039105670
• Rilegatura: Taschenbuch
• Condizione: Neu
• Dimensioni: 220 L x 150 A x 17 P (millimetri) 220 millimetri di larghezza per 150 millimetri di altezza per 17 millimetri di profondità
• Peso: 407 grammi

Descrizione articolo

Riassunto

The emergence of new learning environments, technological and institutional, implies a need for language understanding and autonomous learning. What do they mean? Why are they necessary? How do they interrelate? This book looks at these questions. The authors consider mother tongue and second/foreign language education in relation to ‘language understanding’, which includes formal knowledge and an ability to use language communicatively, and should cover the ‘new’ literacies. Autonomous language learning has been interpreted in various ways, and setting language understanding as a goal allows some of these (such as ‘training’ models) to be challenged and others endorsed. Some implications of the information society for education are considered. Learning increasingly takes place outside educational establishments, and the authors examine changes from face-to-face teacher-student interaction to mixed-mode and distance learning. The new environments create new possibilities, such as knowledge construction through computer-mediated interaction and learner autonomy in online networks, and these are explored. Throughout the book, the centrality of the teacher’s role is affirmed, as educator and guide on autonomous second/foreign language programmes, and as a moderator of online discussions and a designer of online materials.

Informazioni sull'autore

The Authors : Douglas Allford was formerly a Lecturer in Modern Languages at the Institute of Education, University of London, and is now an independent languages consultant. His research interests include autonomous language learning ; literature and language teaching ; grammar and discourse analysis ; and aspects of language and cognition. He is joint editor, together with Norbert Pachler, of the Language Learning Journal. Norbert Pachler is a Reader in Education at the Institute of Education, University of London. His research interests include foreign language pedagogy, teacher education and development, and new technologies in education. He is the editor of Reflecting Education and associate editor of the London Review of Education.