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001-es BibID:	BIBFORM110308
Első szerző:	Csépes Ildikó (alkalmazott nyelvész)
Cím:	Researching Oral Feedback in the Foreign Language Classroom / Ildikó Csépes
Dátum:	2016
ISSN:	2062-9605 2064-2199
Megjegyzések:	Oral feedback to learners in foreign language learning has been in the focus of attention of researchers for a long time. While research in second language acquisition (SLA) has classified various types of oral corrective feedback and explored their perceptions by learners (e.g. Ellis & Sheen, 2006) as well as their effectiveness (e.g. Lyster & Ranta, 1997; Lyster & Saito, 2010), the role of oral feedback has also been discussed in the context of general pedagogy, where it has been promoted as an integral part of formative assessment, or assessment for learning (Black & Wiliam, 1998; Boud & Falchikov, 2006; Carless, 2006, 2007). According to the latter view, oral feedback is regarded as a form of assessment of learner performance, which can be characterised by a collaborative and interaction-based approach and is expected to be meaningful, constructive and motivating for learners. In this paper, an attempt is made to relate the SLA findings to general pedagogy in order to make recommendations for the use of oral corrective feedback in the foreign language classroom.
Tárgyszavak:	Bölcsészettudományok Neveléstudományok idegen nyelvű folyóiratközlemény hazai lapban folyóiratcikk feedback prompts foreign language oral corrective feedback assessment feedback recasts
Megjelenés:	Hungarian educational research journal (HERJ). - 6 : 3 (2016), p. 95-106. -
Internet cím:	DOI Intézményi repozitóriumban (DEA) tárolt változat
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001-es BibID:	BIBFORM105209
Első szerző:	Szabó Fruzsina (nyelvpedagógus)
Cím:	Constructivism in language pedagogy / Szabó Fruzsina, Csépes Ildikó
Dátum:	2022
ISSN:	2062-9605 2064-2199
Megjegyzések:	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.
Tárgyszavak:	Bölcsészettudományok Neveléstudományok idegen nyelvű folyóiratközlemény hazai lapban folyóiratcikk constructivism knowledge transfer classroom environment
Megjelenés:	Hungarian educational research journal (HERJ). - Epub (2022), p. 1-13. -
További szerzők:	Csépes Ildikó (1966-) (alkalmazott nyelvész)
Internet cím:	Szerző által megadott URL DOI Intézményi repozitóriumban (DEA) tárolt változat
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