LEADER 06245nam 2200349 450 001 9910637744003321 005 20230609002435.0 035 $a(CKB)5710000000106169 035 $a(NjHacI)995710000000106169 035 $a(EXLCZ)995710000000106169 100 $a20230516d2022 uy 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aAb Initio Language Teaching in British Higher Education $eThe Case of German /$fUlrike Bavendiek [and three others] 210 1$aLondon :$cUCL Press,$d2022. 215 $a1 online resource (244 pages) 311 $a1-78735-930-1 327 $aForeword by Martin Durrell -- Editors' introduction -- SECTION 1: TRENDS AND DEVELOPMENTS -- 1 Beginners German: Ja, 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 ?anucha and Alexander Bleistein -- SECTION 2: 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 initio - Eva Gossner and Dagmar Paulus -- SECTION 3: INNOVATIVE APPROACHES -- 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 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 Ku?nzl-Snodgrass, Theresa Lentfort and Maren de Vincent-Humphreys -- SECTION 4: 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 -- List of figures and tables List 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' German Ja, 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 ?anucha 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 initio Eva 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 Ku?nzl-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. 330 $aDrawing 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. 606 $aLanguage and languages$xStudy and teaching 615 0$aLanguage and languages$xStudy and teaching. 676 $a418.0071 700 $aBavendiek$b Ulrike$01357175 801 0$bNjHacI 801 1$bNjHacl 906 $aBOOK 912 $a9910637744003321 996 $aAb Initio Language Teaching in British Higher Education$93362606 997 $aUNINA LEADER 04549nam 22007455 450 001 9910298209203321 005 20240627165148.0 010 $a9783319491547 010 $a3319491547 024 7 $a10.1007/978-3-319-49154-7 035 $a(CKB)4100000000881753 035 $a(DE-He213)978-3-319-49154-7 035 $a(MiAaPQ)EBC5096978 035 $a(PPN)222236256 035 $a(Perlego)3493831 035 $a(EXLCZ)994100000000881753 100 $a20171006d2018 u| 0 101 0 $aeng 135 $aurnn|008mamaa 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 12$aA Brain for Business - A Brain for Life $eHow insights from behavioural and brain science can change business and business practice for the better /$fby Shane O'Mara 205 $a1st ed. 2018. 210 1$aCham :$cSpringer International Publishing :$cImprint: Palgrave Macmillan,$d2018. 215 $a1 online resource (XI, 163 p. 1 illus.) 225 1 $aThe Neuroscience of Business,$x2946-2169 311 08$a9783319491530 311 08$a3319491539 320 $aIncludes bibliographical references and index. 327 $aChatper1.Setting the Scene -- Chapter2.Mindsets - what they are, how they are inscribed in the brain, how they have implications for organisations -- Chapter3.Brain Hygiene: Optimising performance -- Chapter4.Self-regulation and self-control: How we exercise control over our behaviour -- Chapter5.Resilience including lifestyle -- Chapter6.Positive Brain States: happiness & meaning; subjective well-being -- Chapter7.How our brains are wired for status -- Chapter8.De-biasing Groups; De-biasing Gender Roles. 330 $aBehaviour change is hard, but O'Mara shows that by adopting strategies that are well-founded in the science of brain and behaviour individuals and organisations can adapt to the demands of the modern world. The brain matters in business. The problem is that our brains have many biases, heuristics and predilections that can distort behaviour and decision making. The good news is that we know more about how these work than ever before. O'Mara's starting point is that, as our behaviour arises from the structure and function of our brains, careful examination of a series of brain-based ('neurocognitive') analyses of common aspects of human behaviour relevant to business and management practice reveals lessons that can be used at work. He begins by looking at neuroplasticity and how it is enables a shift from a restrictive 'fixed mindset' to an enabling 'growth mindset'. He shows how this changing mindset approach - where the focus is on task and improvements based on effort - is scalable within organisations. Next, as the brain is a living organ like the heart and lungs, O'Mara shows how to keep it physically in the best possible shape before examining how we exercise control over our behaviour, build resilience and create positive brain states. He also considers the implications for business of our brains wiring for status and illustrates how research shows that it is possible to de-bias assumptions about gender and race - and the impact that this has on performance. 410 0$aThe Neuroscience of Business,$x2946-2169 606 $aPersonnel management 606 $aPsychology, Industrial 606 $aMarketing research 606 $aBusiness intelligence 606 $aConsumer behavior 606 $aExecutives$xTraining of 606 $aExperimental economics 606 $aHuman Resource Development 606 $aWork and Organizational Psychology 606 $aMarket Research and Competitive Intelligence 606 $aConsumer Behavior 606 $aManagement Education 606 $aExperimental Economics 615 0$aPersonnel management. 615 0$aPsychology, Industrial. 615 0$aMarketing research. 615 0$aBusiness intelligence. 615 0$aConsumer behavior. 615 0$aExecutives$xTraining of. 615 0$aExperimental economics. 615 14$aHuman Resource Development. 615 24$aWork and Organizational Psychology. 615 24$aMarket Research and Competitive Intelligence. 615 24$aConsumer Behavior. 615 24$aManagement Education. 615 24$aExperimental Economics. 676 $a658.3 700 $aO'Mara$b Shane$4aut$4http://id.loc.gov/vocabulary/relators/aut$01061771 906 $aBOOK 912 $a9910298209203321 996 $aA Brain for Business ? A Brain for Life$92520028 997 $aUNINA