The interaction factor as a challenge for foreign language learning in the technology based education: a pedagogical reflection
| dc.contributor.author | Hadaś, Justyna | |
| dc.date.accessioned | 2016-09-26T10:36:30Z | |
| dc.date.available | 2016-09-26T10:36:30Z | |
| dc.date.issued | 2016 | |
| dc.description.abstract | The 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.identifier.issn | 2306-5532 | |
| dc.identifier.uri | http://hdl.handle.net/10593/14939 | |
| dc.language.iso | pol | pl_PL |
| dc.rights | info:eu-repo/semantics/openAccess | pl_PL |
| dc.subject | distance language learning | pl_PL |
| dc.subject | communicative approach | pl_PL |
| dc.subject | communicative competence | pl_PL |
| dc.subject | interaction, e-learning | pl_PL |
| dc.subject | technology-based learning | pl_PL |
| dc.subject | learner autonomy | pl_PL |
| dc.subject | transactional distance theory | pl_PL |
| dc.subject | interaction with text | pl_PL |
| dc.subject | teacher-learner collaboration | pl_PL |
| dc.title | The interaction factor as a challenge for foreign language learning in the technology based education: a pedagogical reflection | pl_PL |
| dc.type | Artykuł | pl_PL |
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