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How does foreign language learners' agency emerge at the micro-level of classroom activity during the enactment of digitally-enhanced tasks, and how do these learners exercise their agency digitally within and beyond the classroom? Drawing on research in task-based and computer-assisted language learning, this mixed-methods study uncovers key dimensions of "learner agency" - a newcomer to the field of language teaching methodology and applied linguistics. The analysis centers on three case studies of teenage students' perceptions and handling of digitally-enhanced language learning tasks.…mehr
How does foreign language learners' agency emerge at the micro-level of classroom activity during the enactment of digitally-enhanced tasks, and how do these learners exercise their agency digitally within and beyond the classroom? Drawing on research in task-based and computer-assisted language learning, this mixed-methods study uncovers key dimensions of "learner agency" - a newcomer to the field of language teaching methodology and applied linguistics. The analysis centers on three case studies of teenage students' perceptions and handling of digitally-enhanced language learning tasks. These are complemented with a Germany-wide questionnaire survey among participants in the U.S. Embassy School Election Project - an intercultural, blended language learning project that has drawn over 15,000 participants since 2012.
Joannis Kaliampos forscht im Bereich der transkulturellen und digital-gestützten Englischdidaktik und ist Mitbegründer und Senior Advisor beim internationalen Blended Learning-Projekt Teach About US. Als Lehrer für Geschichte und Englisch unterrichtet er an der IGS Winsen und leitet Fortbildungen zu interkulturellen und digitalen Aspekten des Englischunterrichts.
Inhaltsangabe
1Introduction 2Task-based language learning and teaching 3Tasks and task perception in CALL 4Research methodological framework 5Research context: The U.S. Embassy School Election Project 6Macro-perspective: quantitative participant surveys 7Micro-perspective: Critical case analysis 8Case 1: 'Find titles for the cartoons' 9Case 2: 'The candidates and their spouses' 10Case 3: 'The electoral system' 11Synthesis and implications References Appendix
1 Introduction2 Task-based language learning and teaching3 Tasks and task perception in CALL4 Research methodological framework5 Research context: The U.S. Embassy School Election Project6 Macro-perspective: quantitative participant surveys7 Micro-perspective: Critical case analysis8 Case 1: 'Find titles for the cartoons'9 Case 2: 'The candidates and their spouses'10 Case 3: 'The electoral system'11 Synthesis and implicationsReferencesAppendix
1Introduction 2Task-based language learning and teaching 3Tasks and task perception in CALL 4Research methodological framework 5Research context: The U.S. Embassy School Election Project 6Macro-perspective: quantitative participant surveys 7Micro-perspective: Critical case analysis 8Case 1: 'Find titles for the cartoons' 9Case 2: 'The candidates and their spouses' 10Case 3: 'The electoral system' 11Synthesis and implications References Appendix
1 Introduction2 Task-based language learning and teaching3 Tasks and task perception in CALL4 Research methodological framework5 Research context: The U.S. Embassy School Election Project6 Macro-perspective: quantitative participant surveys7 Micro-perspective: Critical case analysis8 Case 1: 'Find titles for the cartoons'9 Case 2: 'The candidates and their spouses'10 Case 3: 'The electoral system'11 Synthesis and implicationsReferencesAppendix
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