Record Nr.

UNINA9910629400603321

Titolo

Ab Initio Language Teaching in British Higher Education : The Case of German / / edited by Ulrike Bavendiek [and three others]

Pubbl/distr/stampa


London : , : UCL Press, , 2022

ISBN

1-78735-926-3

Descrizione fisica

1 online resource (244 pages)

Collana

Advances in language education

Disciplina

438.0071

Soggetti

German language - Study and teaching

Lingua di pubblicazione

Inglese

Formato

Materiale a stampa

Livello bibliografico

Monografia

Nota di contenuto

Foreword by Martin DurrellEditors' introductionSECTION 1: TRENDS AND DEVELOPMENTS1 Beginners German: Ja, bitte! Development and status quo of German ab initio education in degree programmes and language centres at UK universitiesMartina Wallner and Elisabeth Wielander 2 German ab initio in Languages for All programmes: Student profiles and course design Sabina Barczyk-Wozniak3 Preparing Generation Z students for a world of volatility, uncertainty, complexity, and ambiguity (VUCA) through language learningKasia Łanucha and Alexander BleisteinSECTION 2: PEDAGOGY AND TEACHING METHODS4 Reading literature in the ab initio classroomDaniela Dora and Katharina Forster5 Using music in ab initio courses Kirsten Mericka6 Grammar teaching and learning in the German ab initio classroomBirgit Smith7 Selecting the right resources for beginners level: A textbook evaluationChristian Mossmann8 Intercultural awareness in the teaching and learning of German: The case of ab initio - Eva Gossner and Dagmar Paulus SECTION 3: INNOVATIVE APPROACHES9 The 'flipped classroom' approach in the German beginner contextMandy Poetzsch10 New approaches to feedback in ab initio language classes: a case

studyRuth Winter11 Two for the price of one: Using a cognitive theory of metaphors for vocabulary teaching and learning Silke Mentchen12 Effective vocabulary learning apps: What should they look like? An evaluation with a particular view to German language acquisitionAnnemarie Künzl-Snodgrass, Theresa Lentfort and Maren de Vincent-Humphreys SECTION 4: LEARNER FOCUS 13 Developing learner autonomy in German ab initio programmesThomas Jochum-Critchley14 Individual Differences in ab initio language learning: Working with learners' strengthsUlrike Bavendiek List of figures and tablesList of contributors Glossary and list of abbreviations Foreword by Martin Durrell Acknowledgements Editors' introduction Ulrike Bavendiek, Silke Mentchen, Christian Mossmann and Dagmar Paulus Part I Trends and Developments 1 Beginners' GermanJa, bitte! Development and status quo of German ab initio education in degree programmes and language centres at UK universities Martina Wallner and Elisabeth Wielander 2 German ab initio in Languages for All programmes: student profiles and course design Sabina Barczyk-Wozniak 3 Preparing Generation Z students for a world of volatility, uncertainty, complexity, and ambiguity (VUCA) through language learning Kasia Łanucha and Alexander Bleistein Part II Pedagogy and teaching methods 4 Reading literature in the ab initio classroom Daniela Dora and Katharina Forster 5 Using music in ab initio courses Kirsten Mericka 6 Grammar teaching and learning in the German ab initio classroom Birgit Smith 7 Selecting the right resources for beginners' level: a textbook evaluation Christian Mossmann 8 Intercultural awareness in the teaching and learning of German: The case of ab initioEva Gossner and Dagmar Paulus 9 The 'flipped classroom' approach in the German beginner context Mandy Poetzsch 10 New approaches to feedback in ab initio language classes: a case study Ruth R. Winter 11 Two for the price of one: Using a cognitive theory of metaphors for vocabulary teaching and learning Silke Mentchen 12 Effective vocabulary learning apps: what should they look like? An evaluation with a particular view to German language acquisition Annemarie Künzl-Snodgrass, Theresa Lentfort and Maren de Vincent-Humphreys Part IV Learner Focus 13 Developing learner autonomy in German ab initio programmes Thomas Jochum-Critchley 14 Individual differences in ab initio language learning: working with learners' strengths Ulrike Bavendiek Index.

Sommario/riassunto

Drawing extensively on the expertise of teachers of German in universities across the UK, this volume offers an overview of recent trends, new pedagogical approaches and practical guidance for teaching at beginners level in the higher education classroom. At a time when entries for UK school exams in modern foreign languages are decreasing, this book serves the urgent need for research and guidance on ab initio learning and teaching in HE. Using the example of teaching German, it offers theoretical reflections on teaching ab initio and practice-oriented approaches that will be useful for teachers of both German and other languages in higher education. The first chapters assess the role of ab initio provision within the wider context of

modern languages departments and language centres. They are followed by sections on teaching methods and innovative approaches in the ab initio classroom that include chapters on the use of music, textbook evaluation, the effective use of a flipped classroom and the contribution of language apps. Finally, the book focuses on the learner in the ab initio context and explores issues around autonomy and learner strengths. The whole builds into a theoretically grounded guide that sketches out perspectives for teaching and learning ab initio languages that will benefit current and future generations of students.

Record Nr.

UNICAMPANIAVAN00263429

Autore

Cargill, Thomas F

Titolo

Il processo di trasformazione dei sistemi finanziari : le esperienze giapponese e statunitense a confronto / Thomas F. Cargill, Shōichi Rōyama ; presentazione di Stefano Preda

Pubbl/distr/stampa


Milano, : Cariplo, 1991

Descrizione fisica

XI, 249 p. ; 25 cm

Altri autori (Persone)

Rōyama, Shōichi