On Target. Progression in Modern Foreign Language Teaching and Learning
Pupils do not automatically progress in their foreign language learning. It is a process that needs to be carefully oriented and scaffoided by the teacher. My concern in this article is to explore the nature of such scaffolding that I relate to the definition of very precise learning objectives and...
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2001 |
| País: | España |
| Institución: | Universidad de Alcalá (UAH) |
| Repositorio: | e_Buah Biblioteca Digital Universidad de Alcalá |
| Idioma: | inglés |
| OAI Identifier: | oai:ebuah.uah.es:10017/968 |
| Acceso en línea: | http://hdl.handle.net/10017/968 |
| Access Level: | acceso abierto |
| Palabra clave: | Humanidades Humanities Filología hispánica Spanish philology |
| Sumario: | Pupils do not automatically progress in their foreign language learning. It is a process that needs to be carefully oriented and scaffoided by the teacher. My concern in this article is to explore the nature of such scaffolding that I relate to the definition of very precise learning objectives and the concomitant establishment of pupil learning targets. I suggest that motivation is a crucial feature in such a framework of goal-oriented teaching and learning. |
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