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This edited book investigates the input provided by lecturers in
English-medium instruction (EMI) to reveal the characteristics of
both written and oral input in EMI settings and its pedagogical
implications. The book works on two assumptions: firstly, that
field exposure to input is the prime mover of the teaching-learning
process and secondly, that its quality is fundamental for the
development of discipline-specific knowledge with particular
reference to university settings. The volume is timely as it
contains original research addressing both theoretical reflections
and practical information on how content lecturers can enhance the
effectiveness of their teaching practice through English including
a relatively unexplored and increasingly relevant topic represented
by the synergy between spoken input and written and multimodal
materials. Moreover, it provides insight for EAP teachers and EMI
training professionals into how lecturer training programmes and
activities can be improved by focusing on communicative functions
and presentation strategies that can selectively address and
improve students' mastery of disciplinary discourse.
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