Les voies d'apprentissage en langue etrangere (Learning Processes in a Foreign Language). Working Papers on Bilingualism, No. 17.

Autor/inn/en	Frauenfelder, Uli; Porquier, Remy
Institution	Ontario Inst. for Studies in Education, Toronto. Bilingual Education Project.
Titel	Les voies d'apprentissage en langue etrangere (Learning Processes in a Foreign Language). Working Papers on Bilingualism, No. 17.
Quelle	(1979), (28 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	französisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Cognitive Processes; Cognitive Style; Communication Skills; Communicative Competence (Languages); Comprehension; Error Analysis (Language); Intellectual Development; Interference (Language); Interlanguage; Language Instruction; Language Processing; Language Proficiency; Language Research; Learning Processes; Learning Theories; Psycholinguistics; Second Language Learning; Speech Communication; Teaching Methods + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Cognitive styles; Kognitiver Stil; Kommunikationsstil; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Verstehen; Verständnis; Error analysis; Language; Fehleranalyse; Mental development; Geistige Entwicklung; Zielsprache; Sprachverarbeitung; Language skill; Language skills; Sprachkompetenz; Sprachforschung; Learning process; Lernprozess; Learning theory; Lerntheorie; Psycholinguistik; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	A general model for second language learning is proposed in this paper. First, this model aims to describe different components (input, intake, integration, output) of the learning process in terms of the information (explicit/implicit, linguistic/sociolinguistic) to which the learner is exposed. Secondly, the model serves to identify the stages, "learning pathways," which the learner follows to develop knowledge in the target language. These pathways, of course, vary according to individual factors and the learning setting. In the classroom, the type of input provided and the output required by the teaching method and teacher's strategies together with the learner's strategies determine the pathways taken. Thus the model should be useful in examining the pathways proposed or imposed by different teaching approaches, in identifying new ones not currently exploited, and in suggesting new directions for research on the learner. (Author)
Anmerkungen	Bilingual Education Project, The Ontario Institute for Studies in Education, 252 Bloor St. West, Toronto, Ontario, Canada M58 1V6 (as long as supply lasts).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01