This item is printed on demand - it takes 3-4 days longer - Neuware -The emergence of new learning environments, technological and institutional, implies a need for language understanding and autonomous learning. What do they mean Why are they necessary How do they interrelate This book looks at these questions. The authors consider mother tongue and second/foreign language education in relation to 'language understanding', which includes formal knowledge and an ability to use language communicatively, and should cover the 'new' literacies. Autonomous language learning has been interpreted in various ways, and setting language understanding as a goal allows some of these (such as 'training' models) to be challenged and others endorsed. Some implications of the information society for education are considered. Learning increasingly takes place outside educational establishments, and the authors examine changes from face-to-face teacher-student interaction to mixed-mode and distance learning. The new environments create new possibilities, such as knowledge construction through computer-mediated interaction and learner autonomy in online networks, and these are explored. Throughout the book, the centrality of the teacher's role is affirmed, as educator and guide on autonomous second/foreign language programmes, and as a moderator of online discussions and a designer of online materials. 292 pp. Englisch.

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T�tulo: Language, Autonomy and the New Learning Environments
Editor: Peter Lang Ltd. International Academic Publishers Apr 2007
Fecha de publicaci�n: 2007
Idioma: Ingl�s
ISBN 10: 3039105671
ISBN 13: 9783039105670
Encuadernaci�n: Taschenbuch
Estado: Neu

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Sinopsis

The emergence of new learning environments, technological and institutional, implies a need for language understanding and autonomous learning. What do they mean ? Why are they necessary ? How do they interrelate ? This book looks at these questions. The authors consider mother tongue and second/foreign language education in relation to ‘language understanding', which includes formal knowledge and an ability to use language communicatively, and should cover the ‘new' literacies. Autonomous language learning has been interpreted in various ways, and setting language understanding as a goal allows some of these (such as ‘training' models) to be challenged and others endorsed. Some implications of the information society for education are considered. Learning increasingly takes place outside educational establishments, and the authors examine changes from face-to-face teacher-student interaction to mixed-mode and distance learning. The new environments create new possibilities, such as knowledge construction through computer-mediated interaction and learner autonomy in online networks, and these are explored. Throughout the book, the centrality of the teacher's role is affirmed, as educator and guide on autonomous second/foreign language programmes, and as a moderator of online discussions and a designer of online materials.

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The Authors: Douglas Allford was formerly a Lecturer in Modern Languages at the Institute of Education, University of London, and is now an independent languages consultant. His research interests include autonomous language learning; literature and language teaching; grammar and discourse analysis; and aspects of language and cognition. He is joint editor, together with Norbert Pachler, of the Language Learning Journal.
Norbert Pachler is a Reader in Education at the Institute of Education, University of London. His research interests include foreign language pedagogy, teacher education and development, and new technologies in education. He is the editor of Reflecting Education and associate editor of the London Review of Education.

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