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  • ...are the people we [[teach]] - or perhaps more correctly the people whose learning we facilitate. Of course, not all language students have a [[teacher]]: som ...rce/Framework_EN.pdf Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Chapter 6.3.5]</ref>
    2 KB (248 words) - 10:01, 22 November 2019
  • ...any conscious effort. In consequence no attention is paid to form or rule learning. ...d go on to "produce language and to initiate other, more abstract language processes" (Richards & Rodgers, 2001, p. 75). Thus, the movement of the students acti
    10 KB (1,630 words) - 18:52, 12 March 2015
  • ...learners' needs. They should match the aims and objectives of the language learning program. ...ount of students’ needs as learners and should facilitate their learning processes, without imposing a rigid method.
    5 KB (726 words) - 15:38, 8 December 2019
  • *Was your school more concerned about students learning things by heart or understanding them? What would the ideal school system ...their knowledge, and b) teachers act as facilitators to the students' own learning process. Which of them, in your experience, is the most effective?
    5 KB (794 words) - 02:34, 17 January 2019
  • '''Language acquisition''' refers to the processes through which learners acquire [[language]]. In principle, it refers to [[f ...ildren]] have innate, language-specific abilities that facilitate language learning.
    531 bytes (60 words) - 15:46, 2 December 2019
  • ...y techniques]], being aware of and coming to terms with limiting beliefs/[[learning block]]s, plus a whole series of non-academic issues. Teachers, as "experts" in the processes of learning and teaching, need to transmit to the [[student]]s their own wide-ranging k
    712 bytes (102 words) - 15:29, 22 November 2019
  • in some jurisdictions, it is effectively enshrined within the [[visa]] processes of others.
    573 bytes (81 words) - 14:36, 5 July 2019
  • ...them and adapt them to their particular [[teaching style]] or students' [[learning style]]. It also seems highly probable that something which works well for ...ative language teaching include the Natural Approach, Cooperative Language Learning, Content-based Teaching, and Task-based Teaching.&raquo;[[Communicative Lan
    15 KB (2,235 words) - 16:21, 25 September 2019
  • ...etency-Based Education (CBE) the focus is on the “outcomes or outputs of learning”. By the end of the 1970s Competency-Based Language Teaching was mostly u == Theory of Language and Learning ==
    13 KB (1,945 words) - 22:04, 29 October 2018
  • ...' is based on the pedagogic processes [[learners]] follow to reach their [[learning]] goals as per recent developments in [[applied linguistics]].<ref name=bri
    664 bytes (83 words) - 23:07, 26 February 2012
  • ...logy, but also into aspects such as [[reading]], [[education]], [[language learning]], [[speech]], [[listening|hearing]] and [[neurology]].
    515 bytes (57 words) - 03:39, 15 October 2019
  • ...d reflect upon, plan, develop and gather evidence of their own learning. A learning log is not just a diary or record of what they have done, but a record of ...sks they enjoy or don't enjoy and of their emotional and cognitive thought processes. The teacher as well as classmates may want to give feedback on the journa
    7 KB (1,135 words) - 13:40, 28 March 2013
  •, L., 1978. ''Mind and society: The development of higher psychological processes'', Cambridge: Harvard University Press. (cited<ref name=gold/>) ...progress from their current state of knowledge to reach a higher stage of learning.
    2 KB (353 words) - 08:27, 21 November 2019
  • ...particularly where the focus is on the processes of [[acquisition]] and [[learning]] rather than the outcome of trying to get your homework finished as soon a
    1 KB (169 words) - 06:27, 19 November 2019