Vor Ort
Merkzettel Warenkorb
Produktbild: Teaching and Learning English in the Digital Age

Teaching and Learning English in the Digital Age

0

32,80 €

inkl. gesetzl. MwSt., Versandkostenfrei

Beschreibung

Produktdetails

Einband

Taschenbuch

Erscheinungsdatum

23.04.2018

Abbildungen

10 schwarz-weiße Abbildungen

Verlag

Utb GmbH

Seitenzahl

340

Maße (L/B/H)

21,6/15,4/2,2 cm

Gewicht

520 g

Auflage

1

Sprache

Englisch

ISBN

978-3-8252-4954-0

Beschreibung

Produktdetails

Einband

Taschenbuch

Erscheinungsdatum

23.04.2018

Abbildungen

10 schwarz-weiße Abbildungen

Verlag

Utb GmbH

Seitenzahl

340

Maße (L/B/H)

21,6/15,4/2,2 cm

Gewicht

520 g

Auflage

1

Sprache

Englisch

ISBN

978-3-8252-4954-0

Herstelleradresse

Waxmann Verlag GmbH
Steinfurter Stra. 555
48159 Münster
DE
info@waxmann.com

Noch keine Bewertungen vorhanden

Verfassen Sie die erste Bewertung zu diesem Artikel

Helfen Sie anderen Kundinnen und Kunden durch Ihre Meinung.

Kundinnen und Kunden meinen

Bewertungen (0)

Weitere Artikel finden Sie in
  • Produktbild: Teaching and Learning English in the Digital Age
  • Introductory remarks 9
    Part 1: Basic issues of TEFL
    1. Introduction:
    Fremdsprachendidaktik and Foreign Language Pedagogy 11
    1.1 The aims of Fremdsprachendidaktik 12
    1.2 The contributions of Sprachlehrforschung to Foreign Language Teaching 16
    2 Scientific disciplines related to Foreign Language Teaching
    (Bezugswissenschaften) 20
    2.1 General remarks: Allgemeine Didaktik 21
    2.2 Processes of learning EFL 23
    2.3 Processes of teaching EFL 27
    2.4 Contributions to content aspects of TEFL 32
    3. Research methods 42
    3.1 Research design and research methodology 43
    3.2 A conventional differentiation: qualitative and quantitative research methods 45
    3.3 Further approaches: descriptive and explanatory research 48
    3.4 Evidence-based research and meta-analyses 53
    4 Communicative Competence and Communicative Language Teaching (CLT) 61
    4.1 The occurrence of CLT 62
    4.2 The development of CLT in Germany 62
    4.3 The development of CLT in the English-speaking countries 64
    4.4 Further influences of CLT 66
    4.5 Trivializations and misunderstandings 67
    5 Implementing CLT: issues of methodology 73
    5.1 Approach, strategy/method and technique 74
    5.2 Implementing CLT in TEFL classrooms 77
    6 Official recommendations: Council of Europe and European Centre for Modern Languages 98
    6.1 Relevant aims of the Council of Europe (CoE) and the European Centre for Modern Languages (ECML) 99
    6.2 Threshold Level, Common European Framework of Reference and the Companion Volume with New Descriptors 101
    6.3 The European Language Portfolio 109
    7 Official studies and guidelines: Standing Conference (KMK) and affiliated institutions 118
    7.1 From PISA to DESI 119
    7.2 KMK-Standards and the Institute for Quality Development in Education (IQB) 126
    7.3 KMK Strategy-Paper: Education in the digital world 137
    Part 2: Learners and teachers in the context of digitization
    8 Successful learners 143
    8.1 Learning styles 144
    8.2 Learning models 147
    8.3 Motivation and interest 153
    8.4 Digital natives and computer competence 157
    9 Being a better teacher 163
    9.1 Teaching styles and subjective theories 164
    9.2 Fundamental preconditions: classroom management and classroom climate 170
    9.3 A major challenge: inclusion and heterogeneity 175
    10 Teacher education in the digital age 180
    10.1 Digital immigrants 181
    10.2 Pre- and in-service training 187
    10.3 KMK requirements for teaching in the digital world 193
    Part 3: Practical issues of TEFL
    11 Th e interplay between reliable methods and digital media 197
    11.1 Computer, Internet, and digitization: a brief overview 198
    11.2 Th e integration of digital tools into TEFL classrooms 201
    11.3 Th e interdependence between analogical and digital knowledge, skills and attitudes 228
    12 From language to literature: Intercultural Discourse Competence 230
    12.1 Plea for an integrated view 231
    12.2 From Communicative Competence to Intercultural Discourse Competence 232
    12.3 ICD: the power of language 241
    12.4 ICD: the power of cultures 243
    12.5 ICD: the power of literature 245
    13 A teaching model as starting point 250
    13.1 The MET – a science-oriented teaching model 251
    13.2 Planning and starting the lesson 255
    13.3 Presenting knowledge and skills – assertive questioning 259
    13.4 Guided and independent practice 262
    13.5 Cooperative and project-based learning 268
    14 Feedback: formative assessment 275
    14.1 Newer research into feedback 276
    14.2 Formative feedback given by teachers to students 282
    14.3 Formative peer feedback 288
    14.4 Feedback given by students to teachers 290
    15 Feedback: summative assessment 296
    15.1 Formative and summative assessment: common features of feedback 297
    15.2 Summative assessment: general traits 298
    15.3 Guidelines, regulations and laws 299
    15.4 Suggestions for meaningful summative assessment 304
    Conclusion: simple, unexpected, concrete, credible, emotional and narrative 310
    References 311
    Glossary 329