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Article published In:
Australian Applied Language Studies
Edited by Tim F. McNamara
[Australian Review of Applied Linguistics 10:2] 1987
► pp. 128–162

Process, outcome and language education

A discussion

| La Trobe University
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.
Published online: 1 January 1987
DOI logo
https://doi.org/10.1075/aral.10.2.09moo
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Cited by (4)

Cited by four other publications

Marshall, Stewart
1991. A genre-based approach to the teaching of report-writing. English for Specific Purposes 10:1 ► pp. 3 ff. DOI logo
Moore, Helen
1991. Enchantments and Displacements: Multiculturalism, language policy and Dawkins‐speak. Melbourne Studies in Education 32:1 ► pp. 45 ff. DOI logo
Foley, Joseph A.
1990. Task‐based approaches to language learning from the learner's point of view. Language and Education 4:2 ► pp. 81 ff. DOI logo
Rado, Marta & Chris Reynolds
1989. Applied linguistics as a framework for selection in syllabus design and assessment. Australian Review of Applied Linguistics 12:1 ► pp. 138 ff. DOI logo

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