UID:
almafu_9960119296402883
Umfang:
1 online resource (155 pages) :
,
digital, PDF file(s).
Ausgabe:
Wydanie 1.
ISBN:
83-233-8039-2
Inhalt:
Dialogue in foreign language education is a collection of studies that explore topics important in contemporary foreign language education, such as: academic discourse, intercultural communication, the use of information technology, critical reading, the development of communicative skills, anxiety in foreign language learning. Researchers from Poland and abroad discuss the interplay between various factors influencing foreign language learning and teaching. The publication consists of eleven chapters, each followed by comments in which their authors dialogue with the opinions expressed in the chapters.
Anmerkung:
Title from publisher's bibliographic system (viewed on 31 May 2016).
,
Contents; Preface; Foreign language teachers in dialogue; Introduction; Diversity as a strength and as a weakness; An analysis of academic discourse in the 2006 PNS conference papers; Roles played by the authors; Authors as researchers; Dialogue with readers in conference papers; Background knowledge and language of communication; Conclusion; Speaker's roles and responsibilities in academic discourse; Dialogue between "academic tribes" and "territories"; Intracultural dialogue during intercultural activities; Intercultural and intracultural; Daily living: "What did you have for breakfast?"
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Modes of behavior: visits at home Mundane or symbolic: taking off shoes; Socially un/acceptable: kissing in public; Non-verbal behavior: eye contact; Intracultural points of view: "Seven ways to annoy the Scots"; Values: fate and destiny; Literary quotes: stereotypes and perceptions; Conclusion: relating to one's own culture; What culture and whose culture should we teach?; An intracultural approach to building intercultural communication skills: The description of a case study; How strange!; The philosophical foundations for developing Intercultural Communicative Competence: The role of dialogue
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The commitment to theory: Searching for the theoretical foundations of intercultural communicative competence Some doubts about "spurring students to action"; The importance of theoretical foundations for successful intercultural communication; Dasein's Temporal Horizon; Parent-child dyads: Fostering or inhibiting second language learning?; The role of parent-child dyads in L1 acquisition; The role of parent-child dyads in L2 acquisition; Forms of a dialogue in L2 instruction; Conclusion; The role of language acquisition theories in EFL instruction; Situated identities and interaction learning
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Introduction Conversation analysis and language socialization used to evaluate FL learners' communicative competence; Situated identities and foreign language learning; Research and data analysis; Conclusion; Are we ourselves in L2 conversations?; Learning through interaction - a question of identity?; The role of critical reading in promoting dialogic interaction; Introduction; The essence of critical reading in a foreign language classroom; Different checklists of critical reading strategies; Questionnaire study and course book evaluation; Critical reading activities; Conclusion
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Rewriting the canon as a form of dialoguing with the classics The dialogic nature of the think aloud study investigating reading; Introduction; The concept of reading in think aloud studies; The think aloud study investigating reading in Polish and English; Goal of the study; Subjects of the study; Texts used in the study; Tasks the subjects completed; The process of analyzing the protocols of the study- an interplay between theory and research; Analysis of actions (strategies) students applied; Problem/solution analysis; Analysis of students' propositions; Conclusion
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Development of reading strategy awareness
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English
Weitere Ausg.:
ISBN 83-233-2622-3
Sprache:
Englisch
URL:
Volltext
(lizenzpflichtig)
URL:
http://www.cambridge.org/core/product/identifier/9788323380399/type/BOOK
