Context and culture in language teaching and learning
著者
書誌事項
Context and culture in language teaching and learning
(Languages for intercultural communication and education, 6)
Multilingual Matters, c2003
- : hbk
大学図書館所蔵 全74件
  青森
  岩手
  宮城
  秋田
  山形
  福島
  茨城
  栃木
  群馬
  埼玉
  千葉
  東京
  神奈川
  新潟
  富山
  石川
  福井
  山梨
  長野
  岐阜
  静岡
  愛知
  三重
  滋賀
  京都
  大阪
  兵庫
  奈良
  和歌山
  鳥取
  島根
  岡山
  広島
  山口
  徳島
  香川
  愛媛
  高知
  福岡
  佐賀
  長崎
  熊本
  大分
  宮崎
  鹿児島
  沖縄
  韓国
  中国
  タイ
  イギリス
  ドイツ
  スイス
  フランス
  ベルギー
  オランダ
  スウェーデン
  ノルウェー
  アメリカ
注記
Size of hbk.: 25 cm
Includes bibliographical references
内容説明・目次
内容説明
The now familiar forces of globalisation and internationalisation are influencing the role and significance of language teaching and learning in contemporary classrooms. This affects the ways in which English is taught and learnt in particular but is also an inevitable factor in all language teaching and learning. The authors of the chapters in this book all share a concern to explore the ways in which the contexts in which language teaching takes place impact on the aims and the methods of language teaching. Some do so by discussing the implications for what research we do and how we do it; Kramsch, for example, explains in detail how her own research evolves from issues which arise in the classroom. In other chapters the changing nature of the teaching of English is presented from empirical research; Decke-Cornill, for example, identifies different philosophies of language teaching among different kinds of English teacher in Germany. Other authors present studies of the ways in which what learners bring to the learning process from their own contexts and languages has to be taken into consideration if we are to understand language learning; Holme shows this from close analysis of the acquisition of metaphorical language, and Wendt argues for the importance of a social constructivist theory of language learning. Our common purpose is to take a fresh look at teaching and research through the perspective of the inevitable connections between contexts, cultures and classrooms.
目次
Mike Byram and Peter Grundy: Introduction: Context and Culture in Language Teaching and Learning
Claire Kramsch: From Practice to Theory and Back Again
Randal Holme: Carrying a Baby in the Back: Teaching with an Awareness of the Cultural Construction of Language
Christiane Facke: Autobiographical Contexts of Mono-Cultural and Bi-Cultural Students and their Significance in Foreign Language Literature Courses
Gisele Holtzer: Learning Culture by Communicating: Native-Non-Native Speaker Telephone Interactions
Ana Halbach: Exporting Methodologies: The Reflective Approach in Teacher Training
Helene Decke-Cornill: 'We Would Have to Invent the Language we are Supposed to Teach': The Issue of English as Lingua Franca in Language Education in Germany
Reinhold Wandel: Teaching India in the EFL-Classroom: A Cultural or an Intercultural Approach?
Stephan Breidbach: European Communicative Integration: The Function of Foreign Language Teaching for the Development of a European Public Sphere
Michael Wendt: Context, Culture and Construction: Research Implications of Theory Formation in Foreign Language Methodology
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