Abstract
At the moment, in thousands of classrooms around the world, teachers are talking. They are teaching and their pupils are learning. But whether the learners are learning what the teachers are teaching and, still more, whether they are learning because they are being taught are questions that do not have self-evident answers — despite the assurance of some curriculum planners and educational administrators that careful scheduling of the input is the only way to ensure satisfactory output. But is it appropriate to talk in terms of input and output at all?
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Wells, G. (1986). Language, Learning and Teaching: Helping Learners to Make Knowledge Their Own. In: Lowenthal, F., Vandamme, F. (eds) Pragmatics and Education. Springer, Boston, MA. https://doi.org/10.1007/978-1-4757-1574-3_5
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DOI: https://doi.org/10.1007/978-1-4757-1574-3_5
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