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The Interactive Approach
http://hdl.handle.net/10742/1978
http://hdl.handle.net/10742/1978129255c6-20ad-480e-a16f-259cfa943802
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
JB-97-157.pdf (6.0 MB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
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| 公開日 | 2015-05-25 | |||||
| タイトル | ||||||
| タイトル | The Interactive Approach | |||||
| 言語 | en | |||||
| 言語 | ||||||
| 言語 | eng | |||||
| 資源タイプ | ||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
| 資源タイプ | departmental bulletin paper | |||||
| 著者 |
Nicolai, J.
× Nicolai, J.× Sato, K. J. M.× Cotter, M. J. |
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| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | The dual task of teaching and learning a second language is a challenging enterprise; a challenge that is compounded by the need to choose from numerous teaching methodologies all vying for centre stage in the classroom. Although each methodology has its own unique vision of how learning should take place in the EFL classroom, they are all, in varying degrees, restrictive. The following paper will explore the interactive approach to language learning and argue that it offers possibilities that more prescriptive methodologies do not. It is an approach that is governed by tenets not steadfast rules; one that views the learner as an active participant in the classroom not as a passive learner; one that maintains that language should not only be an object of study, but rather an interactive experience in which learners willingly engage with each other and communicate using the second language. | |||||
| 言語 | en | |||||
| 内容記述 | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | 研究ノート | |||||
| 言語 | ja | |||||
| 内容記述 | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | Research Note | |||||
| 言語 | en | |||||
| 書誌情報 |
ja : 札幌学院大学人文学会紀要 en : Journal of the Society of Humanities 号 97, p. 157-163, 発行日 2015-02-01 |
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| ISSN | ||||||
| 収録物識別子タイプ | PISSN | |||||
| 収録物識別子 | 0916-3166 | |||||
| 出版者 | ||||||
| 出版者 | 札幌学院大学総合研究所 | |||||
| 言語 | ja | |||||
| 資源タイプ | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | Bulletin | |||||
| 言語 | en | |||||
