Az angol tanítás innovációi és legújabb módszerei a tanítóképzésben ’e-learning’ segítségével

- Innovations in pre-service education for teaching English through e-learning
- Leírás
- Tartalomjegyzék
- Abstract
- 1. Introduction
- 2. The theories and practices of teaching languages in early childhood in the British culture
  - 2.1 The reality of Globalization within teaching English
    - 2.1.1 New global perspectives
  - 2.2 Methods supporting teaching and learning
    - 2.2.1 E-Learning
  - 2.3 Teaching languages to young learners in the British culture
- 3. Exploring our current understanding and practice
  - 3.1 Motivating young learners
    - Task 1
    - Task 2
    - Task 3
    - Task 4
    - Task 5
    - Task 6
    - Task 7
    - Task 8
    - Task 9
    - Task 10
    - Task 11
    - Task 12
    - Task 13
- 4. Communication-, interactive-centred and problem-, experience-based learning and teaching
  - 4.1 Learning to learn
    - Task 1
    - Task 2
    - Task 3
    - Task 4
    - Task 5
    - Task 6
    - Task 7
- 5. The roles of questions: what, when and how to ask to be able to develop children’s practical and thinking skills
  - Task 1
  - Task 2
  - Task 3
  - Task 4
  - Task 5
  - Task 6
  - Task 7
  - Task 8
  - Task 9
  - Task 10
  - Task 11
  - Task 12
  - Task 13
  - Task 14
  - Task 15
- 6. Strategies of planning to be able to equip children with competences enabling them to think critically and work creatively in the „Life Long Learning” process
  - Task 1
  - Task 2
  - Task 3
  - Task 4
  - Task 5
  - Task 6
  - Task 7
  - Task 8
  - Task 9
  - Task 10
  - Task 11
  - Task 12
- 7. Designing learning activities on the basis of teacher’s and children’s experience, problems and questions
  - Task 1
  - Task 2
  - Task 3
  - Task 4
  - Task 5
  - Task 6
  - Task 7
  - Task 8
  - Task 9
  - Task 10
  - Task 11
  - Task 12
  - Task 13
- 8. Learning about the latest toolkits supporting learning
  - Task 1
  - Task 2
  - Task 3
  - Task 4
- 9. Designing toolkits, for example, case study toolkit, cooperative and peer review toolkit
  - Task 1
  - Task 2
  - Task 3
  - Task 4
  - Task 5
  - Task 6
  - Task 7
  - Task 8
- 10. Selecting an aspect of cooperative learning resources to explore
  - Task 1
  - Task 2
  - Task 3
  - Task 4
- 11. Recording the outcomes and reflect on what should be done differently next time
  - Task 1
  - Task 2
  - Task 3
  - Task 4
  - Task 5
  - Task 6
- 12. Test questions
- 13. Glossary
  - A-D
  - E-I
  - J-S
  - T-V
- 14. References
- Téma

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# 14. References

L. Andresen, Boud and Choen Unwin (2000) . Publishers, in Foley, G., Understanding Adult Education and Training, second edition, p. 225-239

Canale, M. (1983). From communicative competence to language pedagogy. In J.C. Richards & R. Schmidt (Eds.), Language and communication. London: Longman.

Elder, L., & Paul, R. (1994). Critical thinking: Why we must transform our teaching, Journal of Developmental Education, 18(1), 34-35.

Dörnyei, Z. (1994). Motivation and Motivating in the Foreign Language Classroom. The Modern Language Journal. 78/3, pp. 273-284

Gardner, H. (1983). Frames of Mind. Basic Books.

Gosling and Mintzberg. (2003) The five minds of a manager.

http://www.tree4health.org/distancelearning/sites/www.tree4health.org.distancelearning/files/readings/The%20Five%20Minds%20of%20a%20Manager_0.pdf

Graddol, David (2005). Global English. English Department,

The Open Universityhttp://www.open.edu/openlearn/history-the-arts/culture/english-language/global-english

Hardy, C., Lawrence, T. B., & Grant, D. (2005). Discourse and collaboration: The role of conversations and collective identity. Academy of Management Review, 30(1), 58-77.

Hofstede, G. (1980). Motivation, leadership, and organization: Do American theories apply abroad. Organizational Dynamics, 9 (1), 42-63.

Johnson, D. W., & Johnson, R. T. (1987) Learning Together and Alone: Cooperative, Competitive, and Individualistic Learning. USA: Prince-Hall, Inc. p.67.

Koster Raph (2003) 'A Theory of Fun,' Keynote Address to the Austin Game Conference

Li, D. F. (1998). ‘It’s always more difficult than you plan and imagine’: Teachers’ perceived difficulties in introducing the communicative approach in South Korea. TESOL Quarterly, 32(4), 677−703.

Michaelsen Larry K., Arletta Bauman Knight, and L. Dee Fink, ed. (2002). Team-based learning: a transformative use of small groups. New York: Praeger

Michaelsen L, Richards B (2005). "Drawing conclusions from the team-learning literature in health-sciences education: a commentary". Teaching and learning in medicine 17 (1): 85–88.

Nunan http://www.pearson.pl/ourdiscoveryisland/download/Art_What%20is%20wrong.pdf

Oxford, R. (1990a p. 10.). Language Learning Strategies: What Every Teacher Should Know. New York: Newbury House

Richards, J., & Nunan, D. (Eds.) (1990). Second language teacher education. Cambridge: Cambridge University Press.

Sternberg, R. J. (1990). Practical Intelligence for Success in School, Educational Leadership, 48(1), 35-39.

Uden, L., & Beaumont, C. (2006). Technology and Problem-Based Learning. London: Information Science Publishing.

Wadhaugh, Ronald (1987). Languages in Competition: Dominance, Diversity, and Decline. Oxford, UK: B. Blackwell.

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