Abstract
Since the end of the 1960s, research in foreign language teaching has undergone a remarkable shift and expansion of focus ‘from teaching to learning’, from the dominance of subject-matter, linguistics-oriented research (what is to be learned?) to a rising interest in the process of individual learning (how do we learn?) and an analysis of the features that define specific groups of learners and their situation of learning and communicating (anthropological, cultural, social, institutional aspects: who learns?).
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© 1992 Palgrave Macmillan, a division of Macmillan Publishers Limited
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Neuner, G. (1992). The Role of Experience in a Content- and Comprehension-Oriented Approach to Learning a Foreign Language. In: Arnaud, P.J.L., Béjoint, H. (eds) Vocabulary and Applied Linguistics. Palgrave Macmillan, London. https://doi.org/10.1007/978-1-349-12396-4_15
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DOI: https://doi.org/10.1007/978-1-349-12396-4_15
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