The Concept of Progression in the Teaching and Learning of Foreign Languages

Contents: Theo Harden/Arnd Witte: Introduction - Theo Harden: Progression in Foreign Language Learning: Subjective Experience and Objective Demands - Hans Barkowski: Grammatical Competence and the Concept of Progression in the Light of Research on Language Acquisition and the Working Brain - Elke Hentschel: Progression by Regression - Barbara Schmenk: CALL, Self-access and Learner Autonomy: A Linear Process from Heteronomy to Autonomy? - Nigel B. R. Reeves: 'Pathways to Proficiency'. Language Proficiency Scales and Progression in Language Learning: Help or Hindrance? - Muiris O Laoire: 13-16 Years Learning Irish as an L2 - A Challenge for a Linear Concept of Progression - Ruth Pilkington: Progression when Learning Languages: The Contribution Made by Portfolios - Heidemarie Sarter: Multilingualism and the Foreign Language Lesson: Progression in Learner Autonomy through General Language Work - Marianne Zappen-Thomson: Is the Journey from A to B in the Context of Foreign Language Teaching in Namibia a Linear one? - Lothar Bredella: The Concept of Progression in Understanding Literary Texts - Arnd Witte: Cultural Progression in Teaching and Learning Foreign Languages - Anne Marie Lysaght: The Progression of Cultural Education in the Irish Second Level German Language Classroom - Dirk Kohler: Toward Facilitating Socio-pragmatic Competence in Foreign Language Teaching and Learning - Harald Weydt: Progression in Polyglots' Language Learning - Dietmar Rosler: Transgressing Progression through E-Learning? - John Morley/Sandra Truscott: Fluency Development in Advanced Language Learners - Sorin Gadeanu: What Progression Level Can Buy High Proficiency Second Language Acquisition? A Case Study on Language Choice in a Multilingual Minority Shelter Programme - Martin Howard: Progression in Second Language Learning: The Case of the Acquisition of Sociolinguistic Variation - Heidi Zojer: Progression: Michel Thomas' Way.