CALL FOR PAPERS
International Conference
on
The Concept of Progression in Teaching and Learning Foreign Languages
Dublin
26 - 28 February 2004
The notion of progression in foreign language learning and teaching is
based on the concept of linearity. This applies to the overall learning
process, even though in recent time the notion of short-term foreign
language loss has led to the inclusion of 'platforms' in a number of course
books. Linearity is not only reflected in the design of curricula, but is
also a factor of great psychological relevance to the learner. The feeling
of 'getting somewhere' is certainly one of the key elements with regard to
motivation, attitude and achievement.
Such progression in foreign language learning and teaching is, however,
increasingly less tangible at intermediary and advanced stages: the lack of
rewarding feelings frequently leads to reduced levels of motivation. This
manifests itself in higher drop-out rates which in turn affect the wider
perception of the language itself. Where students have the choice, they
tend to move away from the allegedly 'difficult' languages in favour of
supposedly 'easier' subjects. This trend is particularly noticeable in
anglophone countries. Facing this trend, it might be asked whether the
concept of a predominantly linear progression is counter-productive, and
whether a different perception of progress might have a more beneficial
impact on the classroom practice of teaching and learning foreign
languages.
The conference will consequently focus on the following issues:
-Is the above notion of progression conducive to language learning?
-Are quantitative instruments of measuring progression misleading?
-Do curricular goals reflect the specific properties peculiar to the
language learning/teaching process?
-Are there any alternatives? And if so, what kind of alternatives?
-Has there been significant progress in research on teaching and learning
languages?
-What is the relationship between theory and practice in foreign language
teaching and learning?
-What kind of progression is reflected in the structure of teaching
materials?
Abstracts (approx. 300 words) should be sent to one of the following
addresses
by
15 September 2003
Dr. Theo Harden, Dept. of German, University College Dublin, Belfield,
Dublin 4, Ireland (e-mail:[log in to unmask])
Dr. Arnd Witte, Dept. of German, NUI Maynooth, Maynooth, Co. Kildare,
Ireland (e-mail: [log in to unmask])
Mr. Dirk Kohler (MA), National College of Ireland, IFSC, Mayor Street,
Dublin 1, Ireland (e-mail: [log in to unmask])
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