Constructivism in Language Pedagogy

Autor/inn/en	Szabó, Fruzsina; Csépes, Ildikó
Titel	Constructivism in Language Pedagogy
Quelle	In: Hungarian Educational Research Journal, 13 (2023) 3, S.405-417 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Szabó, Fruzsina) ORCID (Csépes, Ildikó)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Constructivism (Learning); Second Language Learning; Second Language Instruction; Teaching Methods; Learning Processes; Transfer of Training; Educational Theories; Blended Learning; Technology Uses in Education; Task Analysis; Computer Assisted Instruction; Telecommunications; Handheld Devices; Problem Based Learning + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Training; Transfer; Ausbildung; Educational theory; Theory of education; Bildungstheorie; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Aufgabenanalyse; Computer based training; Computerunterstützter Unterricht; Telekommunikationstechnik; Problem-based learning; Problemorientiertes Lernen
Abstract	This paper highlights the concept of constructivism that underpins the theory and practice of foreign language teaching. The dominance of this pedagogical movement in the second half of the 20th century and the beginning of the 21st century has been particularly important for the study and understanding of digitally supported forms of learning. Constructivism can provide a response to the analysis and practice of new forms of learning: it is based on the premise that knowledge transfer and the role of the teacher are undergoing intense change. Its implications in the classroom define and influence the pedagogical models and traditions of our time. The paper traces the emergence and dimensions of constructivism in today's digitally infused education, providing a theoretical and literature overview. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01