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Processed-Centered Teaching and Its Implications in English Teaching in China
| Content Provider | Semantic Scholar |
|---|---|
| Author | Li, Boli |
| Copyright Year | 2009 |
| Abstract | Process-centered teaching, as a contrary to product-centered teaching, is a paradigm which emphasizes the way in which a language, syllabus, or curriculum is taught and learnt from the point of view of the learner, and how the language becomes directly relevant to the lives of the learners. This paper, based on an analysis of process-centeredness, proposes some implications in English teaching in China. It desires to enable English teachers more awaken to the process of teaching instead of just simply paying heeds to learners’ performances in examinations. |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | http://ccsenet.org/journal/index.php/elt/article/viewFile/331/293/ |
| Language | English |
| Access Restriction | Open |
| Subject Keyword | AI winter Alien Auditory Perception Autonomous robot Cognition Disorders Federal Government Language Development McGurk effect Performance Physiologic warmth Programming paradigm Requirement Scientific Publication Speaking (activity) Subject matter expert Turing test |
| Content Type | Text |
| Resource Type | Article |