A Theoretical Model of the Language Learning/Teaching Process. Working Papers on Bilingualism, No. 11.

Autor/in	Strevens, Peter
Institution	Ontario Inst. for Studies in Education, Toronto. Bilingual Education Project.
Titel	A Theoretical Model of the Language Learning/Teaching Process. Working Papers on Bilingualism, No. 11.
Quelle	(1976), (25 Seiten)Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Administration; Curriculum Guides; Educational Theories; Evaluation; Language Instruction; Language Learning Levels; Language Teachers; Learning Theories; Material Development; Second Language Learning; Teacher Education; Teaching; Teaching Methods; Teaching Models + Suchen Sie Ihr Suchwort? Verwaltung; Curriculare Materialien; Educational theory; Theory of education; Bildungstheorie; Evaluierung; Language teacher; Sprachunterricht; Learning theory; Lerntheorie; Lehrmaterialentwicklung; Zweitsprachenerwerb; Lehrerausbildung; Lehrerbildung; Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrmodell
Abstract	The aim of this paper is to outline one approach to the study of language teaching by proposing a theory of its minimum elements. This model takes as its focus all of the circumstances in which a learner learns and a professional teacher teaches. The language teaching profession deals with many types of learners, teaching/learning conditions, aims, etc. Yet in another sense the language learning/language teaching process (LL/LT) is concerned with a single individual teacher, and with a particular set of surrounding circumstances. A theoretical study must attempt to provide a comprehensive way of understanding both the complete range of features which at once address and distinguish all learners and teachers and the particular features possessed by any specific learner and teacher. The twelve essential elements of the LL/LT process which are discussed are: policy and aims; administration and organization; relevant professional disciplines; choice of LL/LT types; teacher training; approach; pedagogy, methodology, instruction, and teaching; syllabus design; materials construction; constraints on LL/LT achievement; the learner; and evaluation. (Author/CFM)
Anmerkungen	Bilingual Education Project, The Ontario Institute for Studies in Education, 252 Bloor St. West, Toronto, Ontario, Canada M5S 1V6 (as long as supply lasts)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01