Teaching and learning situations are only super ficially described as transfer of knowledge. Beneath that surface complex processes of understanding influence the teacher-learner as well as the learner-learner interaction. Learners bring previous knowledge, experiences and attitudes into the classroom which may facilitate but also inhibit learning; they are not usually invited to express their beliefs, doubts and expectations and make them part of their individual learning prcoesses. The author…
The author starts out from a review of the relationship between language didactics and other fields of research giving inspiration to it (learning psychology, linguistics, second language acquisition research, anthropology), exploring whether constructivism might be one of these fields. He criticizes that in order to explain constructivist perspectives on learning, constructivists tend to use „instructionalism“ as a background against which to position their own ideas, „instructionalism“, howev…
The complete annual report is to be found at http://www.die-bonn.de/id/36995. A shortened version of the annual report in English is to be found at http://www.die-bonn.de/id/37095.
The complete annual report is to be found at http://www.die-bonn.de/id/36782. A shortened version of the annual report in English is to be found at http://www.die-bonn.de/id/36839.
The complete annual report in German is to be found at http://www.die-bonn.de/id/36995. The supplement to the annual report is to be found at http://www.die-bonn.de/id/36996.
