1887
Australian Applied Language Studies
  • ISSN 0155-0640
  • E-ISSN: 1833-7139
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Abstract

This paper explores the differences and common ground in the process writing approach and the procedural or process approaches to language teaching put forward by various British applied linguists. Although some important differences exist between the two “process approaches”, particularly in the role of research data as a basis for proposing teaching methods, they have a common view of teaching and learning. This paper argues that, despite giving some useful insights, these approaches devalue, in varying degrees, teaching, meaning and group relations. It is concluded that Australian educators would do well to be less dependent on proposals emanating from overseas and to take their own and others’ theorizing and practices more seriously.

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/content/journals/10.1075/aral.10.2.09moo
1987-01-01
2019-10-20
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