Fig. 7.8 Overall view of sessions and their objectives in the Oaxaca/97 project
7.2 BELIEFS RELATED TO TASK
In section 4.2, р.78, I put forward a cognitive model of self-directed learning.
My intention in this section is to relate the learners’ beliefs that underlie their reports on
their learning process with the model that was presented in that section. As the reader
will remember, the model deals with alertness and orientation as essential elements of
the initial part of the cognitive process. Noticing, or detection, structuring, renoticing
and restructuring, and practice were identified as the main stages of the cognitive
process of learning a language (see p. 91 and discussion in section 4.2.4, p. 84) In the
following sections I will deal with each one of these elements. Finally, awareness, as the
207
More intriguing information
1. Do imputed education histories provide satisfactory results in fertility analysis in the Western German context?2. Biological Control of Giant Reed (Arundo donax): Economic Aspects
3. The name is absent
4. Tax Increment Financing for Optimal Open Space Preservation: an Economic Inquiry
5. Fiscal Rules, Fiscal Institutions, and Fiscal Performance
6. On the Integration of Digital Technologies into Mathematics Classrooms
7. Business Cycle Dynamics of a New Keynesian Overlapping Generations Model with Progressive Income Taxation
8. The name is absent
9. Thresholds for Employment and Unemployment - a Spatial Analysis of German Regional Labour Markets 1992-2000
10. Who is missing from higher education?