Please use this identifier to cite or link to this item: https://hdl.handle.net/10593/14939
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dc.contributor.authorHadaś, Justyna-
dc.date.accessioned2016-09-26T10:36:30Z-
dc.date.available2016-09-26T10:36:30Z-
dc.date.issued2016-
dc.identifier.issn2306-5532-
dc.identifier.urihttp://hdl.handle.net/10593/14939-
dc.description.abstractThe author carries out a pedagogical reflection on how the technology driven distance learning repeatedly neglects the scientific achievements of Second Language Acquisition and Language Pedagogy. Seeing communicative competence as a major goal of a language classroom, she presents the main challenges that the communicative approach poses to distance learning. To this end, a general distance learning theory by Moore is adapted to the needs of language education, through a distinction between three aspects of learner interaction – with the teacher, with other learners and with content. In this three-dimensional paradigm the learner is seen as the main actor of the process, the teacher as a facilitator, the text as a main source of communicative data and the learner autonomy as the fundament of the process.pl_PL
dc.language.isopolpl_PL
dc.rightsinfo:eu-repo/semantics/openAccesspl_PL
dc.subjectdistance language learningpl_PL
dc.subjectcommunicative approachpl_PL
dc.subjectcommunicative competencepl_PL
dc.subjectinteraction, e-learningpl_PL
dc.subjecttechnology-based learningpl_PL
dc.subjectlearner autonomypl_PL
dc.subjecttransactional distance theorypl_PL
dc.subjectinteraction with textpl_PL
dc.subjectteacher-learner collaborationpl_PL
dc.titleThe interaction factor as a challenge for foreign language learning in the technology based education: a pedagogical reflectionpl_PL
dc.typeArtykułpl_PL
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