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Wyszukujesz frazę "Walsh, Rupert" wg kryterium: Autor

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    Wyświetlanie 1-2 z 2
    Tytuł:
    SMARTPHONES AND CLT: THREAT OR OPPORTUNITY?
    Autorzy:
    Walsh, Rupert
    Powiązania:
    https://bibliotekanauki.pl/articles/955959.pdf
    Data publikacji:
    2019
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    MALL
    CLT
    classroom teaching
    language pedagogy
    Opis:
    Mobile Assisted Language Learning (MALL) is one of the fastest growing ELT sectors. To date, the teaching methods of MALL appear overly influenced by the desires of businesses, large institutions and technicians to produce easily measurable outcomes, rather than foundations built on upon pedagogical research that emphasises the importance of developing the communicative competence of learners. Findings from initial studies on MALL indicate not only the feasibility of using mobile devices for communicative purposes within classroom teaching, but also the opportunities they provide to implement a communicative approach more successfully than previously possible. Outworkings of this potential need to be established while the development of MALL remains at the “work in progress” stage.
    Źródło:
    Teaching English with Technology; 2019, 19, 2; 59-69
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Contextual factors, methodological principles and teacher cognition
    Autorzy:
    Walsh, Rupert
    Wyatt, Mark
    Powiązania:
    https://bibliotekanauki.pl/articles/780898.pdf
    Data publikacji:
    2014-12
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    Communicative Language Teaching
    teacher cognition
    methodological principles
    contextual factors
    othering
    Opis:
    Teachers in various contexts worldwide are sometimes unfairly criticized for not putting teaching methods developed for the well-resourced classrooms of Western countries into practice. Factors such as the teachers’ “misconceptualizations” of “imported” methods, including Communicative Language Teaching (CLT), are often blamed, though the challenges imposed by “contextual demands,” such as large class sizes, are sometimes recognised. Meanwhile, there is sometimes an assumption that in the West there is a happy congruence between policy supportive of CLT or Task-Based Language Teaching, teacher education and supervision, and curriculum design with teachers’ cognitions and their practices. Our case study of three EFL teachers at a UK adult education college is motivated by a wish to question this assumption. Findings from observational and interview data suggest the practices of two teachers were largely consistent with their methodological principles, relating to stronger and weaker forms of CLT respectively, as well as to more general educational principles, such as a concern for learners; the supportive environment seemed to help. The third teacher appeared to put “difficult” contextual factors, for example, tests, ahead of methodological principles without, however, obviously benefiting. Implications highlight the important role of teacher cognition research in challenging cultural assumptions.
    Źródło:
    Studies in Second Language Learning and Teaching; 2014, 4, 4; 693-718
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-2 z 2

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