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This book provides critical insights into the English-medium
instruction (EMI) experiences which have been implemented at a
number of universities in countries such as China, Finland, Israel,
the Netherlands, South Africa, Spain and the USA, which are
characterised by differing political, cultural and sociolinguistic
situations. In particular, it reflects on the consequences of
implementing EMI as an attempt to gain visibility and as a strategy
in response to the need to become competitive in both national and
international markets. The pitfalls and challenges specific to each
setting are analysed, and the pedagogical issues and methodological
implications that arise from the implementation of these programmes
are also discussed. This volume will serve to advance our awareness
about the strategies and tools needed to improve EMI at tertiary
level.
Motivation is a key aspect of second language learning. There is no
doubt that abstract models are basic to gain theoretical insights
into motivation; however, teachers and researchers demand
comprehensible explanations for motivation that can help them to
improve their everyday teaching and research. The aim of this book
is to provide both theoretical insights and practical suggestions
to improve motivation in the classroom. With this in mind, the book
is divided into two sections: the first part includes innovative
ideas regarding language learning motivation, whereas the second is
focused on the relationship between different approaches to foreign
language learning - such as EFL (English as a foreign language),
CLIL (Content and Language Integrated Learning) or immersion - and
motivation. Both sections have an emphasis on pedagogical
implications that are rooted in both theoretical and empirical
work.
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