Learner Centredness in Vocabulary Learning
Vocabulary learning has, to a great extent, been left to the students to cope with, possibly because teachers, in general, prefer to dedícate time and effort to more complex teaching matters. But, although vocabulary acquisition is still a neglected aspect of language learning, it is rapidly changin...
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2000 |
| País: | España |
| Institución: | Universidad de Alcalá (UAH) |
| Repositorio: | e_Buah Biblioteca Digital Universidad de Alcalá |
| Idioma: | inglés |
| OAI Identifier: | oai:ebuah.uah.es:10017/947 |
| Acceso en línea: | http://hdl.handle.net/10017/947 |
| Access Level: | acceso abierto |
| Palabra clave: | Humanidades Humanities Filología hispánica Spanish philology |
| Sumario: | Vocabulary learning has, to a great extent, been left to the students to cope with, possibly because teachers, in general, prefer to dedícate time and effort to more complex teaching matters. But, although vocabulary acquisition is still a neglected aspect of language learning, it is rapidly changing status and becoming an área of growing research and publication. Current second language methodology has drawn attention to the shift in who is at the helm -now it is the student; the teacher merely supervises- and ways to foster the learners' acceptance of their responsibility for how and what they leam. The most in-depth section in this paper deals with «how» this learner training should be implemented. |
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