Sammelband: Foreign Language Learning and Teaching: Current State of Practice and Research
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Foreign Language Learning and Teaching: Current State of Practice and Research

LINGUA – Fremdsprachenunterricht in Forschung und Praxis, Band 60

Hamburg , 268 Seiten

ISBN 978-3-339-12764-8 (Print)
ISBN 978-3-339-12765-5 (eBook)

Zum Inhalt

The volume Foreign Language Learning and Teaching: Current State of Practice and Research is a new contribution to the discussion about FL education. The articles, by both EFL and GFL teachers, describe recent practices and research implemented in this area. The book is divided into two parts: the first presents articles in English, and the second, in German. The contributors to these parts and the notions which they deal with in their texts are as follows:

PART 1:

  • Tomasz Róg – in search of an interface between general human learning mechanisms and second language acquisition;
  • Astrid Ebenberger, Vera Sainitzer – English language teaching in selected European countries and the impact of European mobility programmes on the creation of international networks and the development of specific topics in education;
  • Agnieszka Borowiak – the effectiveness of vocabulary teaching in a CLIL setting;
  • Inmaculada Pineda – an ELF pedagogical perspective and its benefits for CLIL teachers;
  • Mary Griffith – bilingualism understood as a process and exemplified by young learners and their developmental language;
  • Marek Krawiec, Małgorzata Bieszczanin – relevance of songs to an English philology grammar course;
  • Rosa Muñoz-Luna, Caroline Zuckerman – coherence strategies in academic writing in English as a second language.

PART 2:

  • Sławomira Kołsut – a task-based approach to foreign language learning from a constructivist perspective;
  • Katarzyna Trojan – learners’ feedback in foreign language online lessons with digital tools;
  • Anna Jaroszewska, Piotr Milewski, Katarzyna Posiadała – correlation between personality variables and memory strategies in foreign language vocabulary learning;
  • Joanna Kic-Drgas – the influence of language processes on the current state and development trends in teaching language for specific purposes;
  • Grażyna Strzelecka – teaching LSP in the context of German Studies and their marketing and advertising language courses.

Due to the variety of aspects discussed here, the book provides a useful resource for those who show an interest in foreign language learning and teaching and for whom current practices and research in this field play a significant role.

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