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Developing advanced English language competence : a research-informed approach at tertiary level / / edited by Armin Berger [and four others]
| Developing advanced English language competence : a research-informed approach at tertiary level / / edited by Armin Berger [and four others] |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2022] |
| Descrizione fisica | 1 online resource (368 pages) |
| Disciplina | 428.00711 |
| Collana | English Language Education |
| Soggetto topico |
English language - Study and teaching (Higher) - Foreign speakers
Education - Curricula Anglès Ensenyament de llengües estrangeres Competència i actuació (Lingüística) Formació del professorat |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-79241-2 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910522565903321 |
| Cham, Switzerland : , : Springer, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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English and students with limited or interrupted formal education : global perspectives on teacher preparation and classroom practices / / Luis Javier Pentón Herrera, editor
| English and students with limited or interrupted formal education : global perspectives on teacher preparation and classroom practices / / Luis Javier Pentón Herrera, editor |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2022] |
| Descrizione fisica | 1 online resource (359 pages) |
| Disciplina | 428.0071 |
| Collana | Educational Linguistics |
| Soggetto topico |
Adult education
English language - Study and teaching - Foreign speakers Inclusive education Educació d'adults Anglès Ensenyament de llengües estrangeres Educació inclusiva |
| Soggetto genere / forma | Llibres electrònics |
| ISBN |
9783030869632
9783030869625 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Introduction: Students with limited or interrupted formal education in K-12 and adult education -- Part I: Setting the foundation: how we want to frame our conversations about students with limited or interrupted formal education -- Advancing the conversation: humanizing and problematizing the conversation about the students we call SLIFE -- Part II: Overview of students with limited or interrupted formal education -- Students with limited or interrupted formal education in primary and secondary classrooms in the U.S., Australia, Canada, and the UK -- Adult English learners with limited or interrupted formal education in diverse learning settings -- Why, how, and where to advocate for English learners with limited or interrupted formal education -- Fear not the trauma story: a trauma-informed perspective to supporting war-affected refugees in schools and classrooms -- Part III: Pre- and in-service teacher preparation -- Preparing pre-service and in-services teachers to work with students with limited or interrupted formal education -- Making space for students with limited or interrupted formal education in teacher education -- Transforming ESL pedagogies: a teacher's journey from subject-centered to student-centered pedagogy when teaching print literacy to SLIFE -- Best practices in meeting the literacy and postsecondary needs of adolescent students with limited or interrupted formal education -- Part IV: Effective support for students with limited or interrupted formal education in K-12 learning environments -- Fostering the resilience and cultural wealth of students with limited or interrupted formal education -- Supporting queer SLIFE youth: initial queer considerations -- Supporting elementary-age ELs with limited or interrupted formal education: literacy events for families using wordless books -- The promise of problem-based service-learning and SLIFE: building a future in the middle school, high school, and GED classrooms today -- Part V: Effective support for students with limited or interrupted formal education in adult learning environments -- Our book: creating a scroll-based curriculum to serve adult SLIFE -- The case for explicit instruction for adult SLIFE -- Toward participatory digital visual methods (PDVMs) to support LESLLA learners: theoretical and practical considerations for practitioner-researchers -- Why and how grammar matters for post-puberty immigrants with limited formal schooling -- "We should learn English to solve our problems": strategies to support adult ESL learners with emergent literacy. |
| Record Nr. | UNINA-9910548181803321 |
| Cham, Switzerland : , : Springer, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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English As an International Language Education : Critical Intercultural Literacy Perspectives / / Ahmed Sahlane and Rosalind Pritchard, editors
| English As an International Language Education : Critical Intercultural Literacy Perspectives / / Ahmed Sahlane and Rosalind Pritchard, editors |
| Edizione | [First edition.] |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer Nature Switzerland AG, , [2023] |
| Descrizione fisica | 1 online resource (538 pages) |
| Disciplina | 428.0071 |
| Collana | English Language Education Series |
| Soggetto topico |
English language - Study and teaching
English language - Globalization Anglès Ensenyament de llengües estrangeres Globalització |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-031-34702-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Foreword -- References -- Acknowledgements -- Contents -- About the Editors -- Abbreviations -- List of Boxes -- List of Figures -- (De)Coloniality, Indigeneity and the Cultural Politics of English as an International Language: A Quest for the 'Third Space' -- 1 The De-territorialisation of English as an International Language -- 2 Global Coloniality and the Colonial Power Matrix -- 3 Decoloniality as Epistemic Interculturality -- 4 Decoloniality, Interculturality and Teacher Education -- 5 Barriers to Intercultural Dialogue: Essentialism, Othering & -- Eurocentrism -- 6 The Scope of the Present Volume -- References -- Part I: Intercultural Literacy in EIL Education: Towards a Post-Native-Speakerist Approach -- Reference -- Critical Intercultural Language Teaching: Moving from Beliefs to Instructional Practices in EFL Classrooms -- 1 Introduction -- 1.1 Critical Intercultural Competence -- 1.2 Critical Intercultural Pedagogy (CIP) -- 2 An Empirical Study -- 2.1 Method -- 2.1.1 Participants and Setting -- 2.1.2 Data Collection and Analysis -- 2.2 Findings -- 2.2.1 Teachers' Beliefs Regarding CICLT -- 2.2.2 Teachers' Practices of CICLT -- 2.3 Discussion -- 3 Implications for Interculturally Oriented Teacher Education -- 4 Conclusion and Directions for Further Research -- References -- Promoting Intercultural Critical Literacy among Moroccan University Students Through Online International Collaborative Education -- 1 Introduction -- 2 A Theoretical Framework -- 2.1 Background of Technology-Mediated TBL -- 2.2 Technology-Mediated TBL and Intercultural Learning -- 3 Method -- 3.1 The Research Context -- 3.2 Sampling Technique -- 3.3 Data Gathering and Analysis Method -- 3.3.1 The Sampled Data -- 4 Discussion -- 5 Conclusion -- References -- The Transformation of an English User into an Intercultural English User -- 1 Introduction.
2 Theoretical Framework -- 3 Critical Analysis -- 3.1 Intellectual Work -- 3.2 Engagement Strategies -- 3.3 Student Talk -- 4 Discussion -- 5 Conclusion -- References -- Part II: Fostering a Culturally Responsive Pedagogy in Teacher Education -- (En)Countering the 'White' Gaze: Native-Speakerist Rhetorics and the Raciolinguistics of Hegemony -- 1 Introduction -- 2 Critical Autoethnographic Narrative as a Decolonial Research Method -- 3 Teacher Education in a Post-truth and Reconciliation Canada -- 3.1 White Settler Colonialism and the Legacy of Residential Schooling -- 3.2 Highway of Tears: Missing and Murdered Indigenous Women and Girls -- 3.3 (Re)politicising Pedagogy and Decolonial Learning -- 4 Racialisation and Hierarchical Positioning of Foreign-Trained Educators -- 5 Discursive (Re)Construction of Self Through Storied Transformative Agency -- 5.1 Critical Media Pedagogy and Decolonial Learning -- 5.2 Creating Educational Spaces for Inclusive Pedagogy -- 6 Conclusion -- References -- "I Wasn't Good Enough Through Their Eyes": White Dominance and Conceptions of the "Good Teacher" in Teacher Education in Canada -- 1 Introduction -- 2 Methodological Note -- 3 Findings -- 3.1 "You Have to be More Enthusiastic": The Cultural Specificity of Teaching Dispositions -- 3.2 "Parents Sacrifice … for Their Kids so They can get a Good Life": Neoliberal Influences on Education -- 3.3 "There's no Place to Share": The Devaluation of International and Intercultural Experience -- 3.4 "How Many Hoops do I Have to Jump Through?" Barriers to the Diversification of the Teaching Profession -- 4 Concluding Thoughts -- References -- Sensitising Teachers to Prejudices in Representations of Indigenous Peoples in EFL Textbooks -- 1 Introduction -- 2 Theoretical Background -- 2.1 Intercultural Competence, Pluriculturalism and Inclusion of Diversities. 2.2 Textbook Representations of Indigenous Peoples -- 2.3 Approaches to Teaching about Indigenous Peoples -- 3 Methodology -- 4 Analysis and Discussion -- 4.1 Analysis and Discussion of Texts -- 4.2 Analysis and Discussion of Tasks -- 5 Implications for Teacher Education Programmes -- 6 Conclusion -- References -- Building on and Sustaining Multilingual Children's Cultural and Linguistic Assets in Superdiverse Early Childhood Education -- 1 Introduction -- 1.1 Super-Linguistic Diversity -- 1.2 Super-Diversity and Equity -- 1.3 Deficit Theories and Assumptions About Children from Super-Diverse Backgrounds -- 2 Theoretical Frameworks -- 2.1 Critical Interculturalism -- 2.2 Cultural Literacy -- 2.3 Critical Intercultural Literacies -- 3 Methodological Approach of Study 1 and Study 2 -- 4 Study 1: Diversity and Difference in the Lives of Children and Families -- 4.1 Findings and Discussion -- 4.2 Persistence of Deficit and White Australia Narratives -- 4.3 They Didn't Feel That They Connected -- 4.4 Deficit Discourses Applied to CALD Families in Their Approach to (Dis)ability -- 5 Study 2: Supporting and Extending Children's Home Languages -- 5.1 Findings and Discussion -- 5.2 Supporting Multilingual Families in Raising Multilingual Children -- 5.3 The Role of Multilingual Educators in Pedagogies of Cultural and Linguistic Responsiveness -- 6 Conclusion -- References -- Challenging Invisibility in a Privileged Discourse Space: Culturally and Linguistically Inclusive University Teaching -- 1 Introduction -- 2 Interculturality, Linguistic Privileging and Internationalization -- 2.1 Interculturality -- 2.2 Linguistic Privileging -- 2.3 Internationalisation -- 3 Pedagogical Response: Valuing and Recognising Cultures and Languages on Campus -- 4 Ensuring a Culturally and Linguistically Inclusive Approach at Course Level. 5 Adopting Approaches that Are Inclusive of Culture and Language at Unit of Study Level -- 5.1 Workshop Level -- 5.2 Inclusivity as Storytelling -- 5.3 Inclusivity: Re-imagining Students as 'Partners' -- 5.4 Inclusivity as Message Abundancy -- 6 Concluding Remarks -- References -- Teacher - Culture - Pluri: An International Initiative to Develop Open Educational Resources for Pluralistic Teaching in FL Teacher Education -- 1 Introduction -- 2 Plurilingualism and Pluriculturalism as Educational Goals: Pluralistic Approaches -- 3 Plurilingualism and Pluriculturalism in Foreign Language Teacher Education: Demands and Challenges -- 4 Teacher - Culture - Pluri (TEACUP): An Attempt to Integrate Plurilingualism into Teacher Education -- 5 Testing TEACUP: Reception of the Materials -- 5.1 Description/Reporting -- 5.2 Relating -- 5.3 Feelings/Responding -- 5.4 Analysis/Evaluation -- 6 Conclusion and Discussion -- References -- Teachers' Perceptions of Cultural Otherness in Sri Lanka: Bridging the Gap in ELT Interculturality -- 1 Introduction -- 2 Research Context -- 2.1 The Sample -- 2.2 Research Design -- 2.3 Mixed Method Approach -- 2.4 Attitudinal -- 2.5 Observation -- 2.6 Student Diaries, Observer Field Notes and Researcher's Reflective Journal -- 2.7 Intervention -- 3 Data Analysis -- 3.1 The Analysis of Data from the Attitudinal Scale -- 3.2 Findings of the Attitudinal Scale -- 4 Analysis of Student Diaries, Observer Field Notes and Researcher's Reflective Journal -- 5 Findings of Student Diaries, Observer Field Notes and Researcher's Reflective Journal -- 6 Conclusion:(Re)defining 'Intercultural Competence' -- References -- Pre-service Teachers' Difficulty Understanding English as a Lingua Franca for Intercultural Awareness Development -- 1 Introduction: Communication in English as a Lingua Franca. 2 Background of the Intervention: Linguistic Diversity as Language Teacher Knowledge -- 3 ELT and Teacher Education in Japan -- 3.1 School English Education Reform -- 3.2 Teacher Education Reform -- 4 The Present Study -- 4.1 The Intervention -- 4.2 Research Participants and Data Collection -- 5 Findings -- 5.1 The Pre-intervention Questionnaire: Standard English Is the Target Language -- 5.2 Lectures 1 and 2: NESs and WE -- 5.2.1 Findings in Lectures 1 and 2: Diversity Should Be Celebrated -- 5.3 Lectures 3 and 4: ELF and ICC -- 5.3.1 Findings in Lectures 3 and 4: Positive Attitudes Can Solve Problems in ICC -- 6 Discussion and Conclusion -- References -- Re-envisioning EIL-Informed TESOL Teacher-Education Curriculum -- 1 Introduction -- 2 The EIL Paradigm -- 3 Implications of EIL for TESOL Teacher Education -- 4 Goals of an EIL-Informed TESOL Teacher-Education Curriculum -- 5 Re-envisioned Curriculum Content -- 5.1 Exploration of the Nature of Language Variation -- 5.2 The Global Expansion of the English Language -- 5.3 The Politics of Differences -- 6 Re-envisioned Curriculum: The Action Phase - "So What?" and "So How?" -- 6.1 The Planning Stage -- 6.2 The Implementing Stage -- 6.3 The Evaluating and Future Goal-Setting Stage -- 7 Conclusion -- References -- Part III: Intercultural Communication, EIL Education and Diversity Management -- Health Communication in Pakistan: Establishing Trust in Networked Multilingualism -- 1 Introduction -- 2 Theoretical Framework -- 2.1 Social Capital in Online Health Communities -- 2.2 Plurilingual or Translingual Norms in Online Communities -- 2.3 Discourse/discourse, Context, Language-in-Use -- 3 Methodological Framework -- 3.1 The Present Framework -- 3.2 Data -- 4 Analysis -- 4.1 Assumptions and Inferences in Alternate Language-in-Use Preferences -- 4.2 The Cognitive Dimension in Information Exchange. 4.2.1 Informational Posts. |
| Record Nr. | UNINA-9910746288403321 |
| Cham, Switzerland : , : Springer Nature Switzerland AG, , [2023] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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English bilingual project : exploring the pedagogical function of mentalese / / Mathew Varghese
| English bilingual project : exploring the pedagogical function of mentalese / / Mathew Varghese |
| Autore | Vargīs Mātyu |
| Pubbl/distr/stampa | Singapore : , : Springer, , [2022] |
| Descrizione fisica | 1 online resource (302 pages) |
| Disciplina | 428.0071 |
| Soggetto topico |
English language - Study and teaching - Foreign speakers
Anglès Ensenyament de llengües estrangeres |
| Soggetto genere / forma | Llibres electrònics |
| ISBN |
9789811947780
9789811947773 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910624310103321 |
Vargīs Mātyu
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| Singapore : , : Springer, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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English for Academic CVs, Resumes, and Online Profiles [[electronic resource] /] / by Adrian Wallwork
| English for Academic CVs, Resumes, and Online Profiles [[electronic resource] /] / by Adrian Wallwork |
| Autore | Wallwork Adrian |
| Edizione | [1st ed. 2019.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2019 |
| Descrizione fisica | 1 online resource (204 pages) |
| Disciplina | 808.06665 |
| Collana | English for Academic Research |
| Soggetto topico |
Germanic languages
Career education Career development Language and languages - Study and teaching Linguistics Germanic Languages Career Skills Careers in Business and Management Language Education Theoretical Linguistics / Grammar Anglès Curriculum vitae Estudiants estrangers Estudiants universitaris |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-11090-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Chapter 1: Preliminaries - thinking about the type of job you want -- Chapter 2: Templates and Recruiters -- Chapter 3: Personal Information -- Chapter 4: Objectives and Personal Profiles -- Chapter 5: Personal Statements, Bios, and Publications -- Chapter 6: Education -- Chapter 7: Work / Research Experience -- Chapter 8: Technical and Soft Skills -- Chapter 9: Personal Interests -- Chapter 10: References and Reference Letters -- Chapter 11: Cover Letters -- Chapter 12: Checking your English and more -- Appendix: Downloadable templates for CVs -- Key to What's the Buzz exercises -- Sources -- Index. |
| Record Nr. | UNINA-9910337714803321 |
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Wallwork Adrian
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| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2019 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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English for Academic Research: Grammar, Usage and Style [[electronic resource] /] / by Adrian Wallwork
| English for Academic Research: Grammar, Usage and Style [[electronic resource] /] / by Adrian Wallwork |
| Autore | Wallwork Adrian |
| Edizione | [2nd ed. 2023.] |
| Pubbl/distr/stampa | Cham : , : Springer Nature Switzerland : , : Imprint : Springer, , 2023 |
| Descrizione fisica | 1 online resource (234 pages) |
| Disciplina | 428.24 |
| Collana | English for Academic Research |
| Soggetto topico |
Language and languages - Study and teaching
Linguistics Professional education Vocational education Grammar, Comparative and general - Syntax Language Education Theoretical Linguistics / Grammar Professional and Vocational Education Syntax Anglès Escrits acadèmics Redacció d'informes Retòrica |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-031-31517-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Introduction -- 1. Abbreviations, acronyms, and punctuation -- 2. Adverbs and prepositions -- 3 Articles: a / an / the / zero article -- 4. Genitive: the possessive form of nouns -- 5. Infinitive versus gerund (−ing form) -- 6. Link Words -- 7. Measurements and numbers, abbreviations, symbols, comparisons, use of articles -- 8. Modal verbs: can, may, could, should, must etc.. -- 9. Nouns: countable vs uncountable, plurals -- 10. Personal pronouns, names, titles -- 11. Proofreading tools: checking the correctness of your English -- 12. Quantifiers: any, some, much, many, much, each, every etc. -- 13. Readability -- 14. Tenses: present and past -- 15. Tenses: future, conditional, passive forms -- 16. Translating using AI -- 17. Word order -- 18. ChatGPT -- Acknowledgements -- Index. |
| Record Nr. | UNINA-9910746287703321 |
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Wallwork Adrian
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| Cham : , : Springer Nature Switzerland : , : Imprint : Springer, , 2023 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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English for Writing Research Papers
| English for Writing Research Papers |
| Autore | Wallwork Adrian |
| Edizione | [3rd ed.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing AG, , 2023 |
| Descrizione fisica | 1 online resource (347 pages) |
| Disciplina | 808.066 |
| Collana | English for Academic Research Series |
| Soggetto topico |
Anglès
Retòrica Redacció d'informes Anglès tècnic |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-031-31072-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Introduction -- Who is this book for? -- How is this book organized? How should I read it? -- What is different from the previous editions of this book? -- Contents -- Part I: Writing Skills -- Chapter 1: Planning and Preparation -- 1.1 Why should I publish? How do I know whether my research is worth publishing? -- 1.2 Should I write the initial draft in my own language rather than writing it directly in English? -- 1.3 Which journal should I choose? -- 1.4 How do I know what style and structure to use? -- 1.5 What preparation do I need to do? -- 1.6 How can I create a template? -- 1.7 Writing style: how do I keep the referees happy? -- 1.8 In what order should I write the various sections? -- 1.9 How can I highlight my key findings? -- 1.10 How can I improve the chances of my paper not only being published, but also being read, understood and cited? -- 1.11 I know that the recommendations in this book about writing simply and clearly will improve the readability of my paper, but my professor … -- 1.12 Summary -- Chapter 2: Word order and sentence length -- 2.1 Basic word order in English: subject + verb + object + indirect object -- 2.2 Place the subject before the verb -- 2.3 Keep the subject and verb close to each other -- 2.4 Avoid inserting parenthetical information between the subject and the verb -- 2.5 Don't separate the verb from its direct object -- 2.6 Put the direct object before the indirect object -- 2.7 Don't use a pronoun (it, they) before you introduce the noun that the pronoun refers to -- 2.8 Locate not before the main verb, but after auxiliary and modal verbs -- 2.9 Locate negations near the beginning of the sentence -- 2.10 Deciding where to locate an adverb -- 2.11 Put adjectives before the noun they describe -- 2.12 Deciding where to put new and old information within a sentence.
2.13 Analyse why and how long sentences are created -- 2.14 Learn how to break up a long sentence -- 2.15 Summary -- Chapter 3: Structuring Paragraphs -- 3.1 Elegance vs Effectiveness -- 3.2 Choose the most relevant subject to put it at the beginning of a sentence that opens a new paragraph -- 3.3 First paragraph of a new section - begin with a mini summary plus an indication of the structure -- 3.4 Deciding where to put new and old information within a paragraph -- 3.5 Link each sentence by moving from general concepts to increasingly more specific concepts -- 3.6 Present and explain ideas in the same (logical) sequence -- 3.7 Break up long paragraphs -- 3.8 How to structure a paragraph: an example -- 3.9 Summary -- Chapter 4: Being Concise and Removing Redundancy -- 4.1 Being concise is not just an option -- 4.2 Write less and you will make fewer mistakes in English, and your key points will be clearer -- 4.3 Cut any unnecessary generic words -- 4.4 Consider deleting abstract words and phrases -- 4.5 Prefer verbs to nouns -- 4.6 Choose the shortest expressions -- 4.7 Cut redundant adjectives -- 4.8 Cut pointless introductory phrases and unnecessary link words -- 4.9 Be concise when referring to figures and tables -- 4.10 Consider reducing the length of your paper -- 4.11 Summary -- Chapter 5: Avoiding ambiguity, repetition, and vague language -- 5.1 Use a simple and accessible style -- 5.2 Beware that pronouns are probably the greatest source of ambiguity -- 5.3 Avoid replacing key words with synonyms and clarify ambiguity introduced by generic words -- 5.4 Restrict the use of synonyms to non-key words -- 5.5 Be as precise as possible -- 5.6 Choose the least generic word -- 5.7 Use punctuation to show how words and concepts are related to each other -- 5.8 Defining vs non defining clauses: that vs which / who. 5.9 Clarifying which noun you are referring to when which, that, who and the -ing form -- 5.10 -ing form vs. subject + verb -- 5.11 Avoiding ambiguity with the -ing form: use by and thus -- 5.12 Uncountable nouns -- 5.13 Definite and indefinite articles -- 5.14 Referring backwards: the dangers of the former, the latter -- 5.15 Referring backwards and forwards: the dangers of above, below, previously, earlier, later -- 5.16 Use of respectively to disambiguate -- 5.17 Distinguishing between both … and, and either … or -- 5.18 Talking about similarities: as, like, unlike -- 5.19 Differentiating between from and by -- 5.20 Be careful with Latin words -- 5.21 False friends -- 5.22 Be careful of typos -- 5.23 Summary -- Chapter 6: Clarifying and Highlighting -- 6.1 Why is it so important highlight and differentiate my findings in relation to the findings of other research groups? -- 6.2 Check your journal's style - first person or passive -- 6.3 How to form the passive and when to use it -- 6.4 Use the active form when the passive might be ambiguous -- 6.5 Consider starting a new paragraph to distinguish between your work and the literature -- 6.6 Ensure you use the right tenses to differentiate your work from others, particularly when your journal prohibits the use of we -- 6.7 For journals that allow personal forms, use we to distinguish yourself from other authors -- 6.8 Make good use of references -- 6.9 Avoid long blocks of text -- 6.10 When you have something really important to say, make your sentences shorter than normal -- 6.11 Other means of attracting the reader's eye and keeping their attention -- 6.12 Show your paper to a non-expert and get them to underline your key findings -- 6.13 Summary -- Chapter 7: Discussing your limitations -- 7.1 What are my limitations? Should I mention them? -- 7.2 Recognize the importance of 'bad data'. 7.3 How to avoid losing credibility -- 7.4 Be constructive in how you present your limitations -- 7.5 Clarify exactly what your limitations are -- 7.6 Anticipate alternative interpretations of your data -- 7.7 Refer to other authors who experienced similar problems -- 7.8 Tell the reader that with the current state-of-the-art this problem is not solvable -- 7.9 Explain why you did not study certain data -- 7.10 Don't end your paper by talking about your limitations -- 7.11 Summary -- Chapter 8: Readability -- 8.1 You are responsible for enabling your readers to understand what you have written -- 8.2 Basic rules of readability -- 8.3 Place the various elements in your sentence in the most logical order possible: don't force the reader to have to change their perspective -- 8.4 Don't force readers to hold a lot of preliminary information in their head before giving them the main information -- 8.5 Try to be as concrete as possible as soon as possible -- 8.6 When drawing the reader's attention to something use the least number of words possible -- 8.7 State your aim before giving the reasons for it -- 8.8 Be as specific as possible -- 8.9 Avoid creating strings of nouns that describe other nouns -- 8.10 Be careful how you use personal pronouns and avoid stereotyping -- 8.11 Summary -- Chapter 9: Chatbots -- 9.1 What are the key things I need to know about chatbots? -- 9.2 What prompts (instructions) can I use to get a chatbot to fulfill my request? -- 9.3 How can I see the changes that the bot has made? What can I learn from the list of changes generated? -- 9.4 What good corrections do chatbots make? -- 9.5 What can't GPT do? Is it a good idea to pre-edit my original text that I wrote in English? -- 9.6 What kinds of grammar mistakes does a bot currently fail to correct? -- 9.7 What kinds of errors will a bot probably never be able to correct?. 9.8 What the most dangerous errors that chatbots make when revising a text in English? -- 9.9 What are the dangers of modifying the chatbot's version? Is there a solution? -- 9.10 What decisions do I need to make before rejecting a change made by GPT? -- 9.11 Will a chatbot negatively affect my writing style? -- 9.12 How can I assess whether the bot's version is actually better than my original version? -- 9.13 Using AI to generate a rebuttal letter and other types of email -- 9.14 When not to use a bot to generate / correct an email -- 9.15 How easy is it to tell that a text has been generated by artificial intelligence? -- 9.16 Is using a chatbot an act of plagiarism? -- 9.17 Summary -- Chapter 10: Automatic translation -- 10.1 How does this chapter differ from the chapter on translation in the companion volume on Grammar, Usage and Style? -- 10.2 Should I use machine translation? Which application? -- 10.3 Pre-editing: how to improve the chances of getting an accurate automatic translation -- 10.4 Grammar and vocabulary areas where MT may be more accurate than you -- 10.5 Typical areas where automatic translators may make mistakes in English if your language is not a major language -- 10.6 Areas where machine translation will not help you even if your language is a major language -- 10.7 The dangers of using machine translation -- 10.8 How can I combine my use of machine translation with a chatbot? -- 10.9 Will I still improve my level of English if I use machine translators and chatbots? -- 10.10 Do NOT use an automatic translator to check your English -- 10.11 A note for EAP teachers -- 10.12 Summary -- Part II: Sections of a Paper -- Chapter 11: Titles -- 11.1 How important is my title? -- 11.2 How can I generate a title? -- 11.3 Should I try to include some verbs in my title? -- 11.4 How will prepositions help to make my title clearer?. 11.5 Are articles (a / an, the) necessary?. |
| Record Nr. | UNINA-9910746288003321 |
|
Wallwork Adrian
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| Cham : , : Springer International Publishing AG, , 2023 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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English Language Program Administration [[electronic resource] ] : Leadership and Management in the 21st Century / / edited by MaryAnn Christison, Fredricka L. Stoller
| English Language Program Administration [[electronic resource] ] : Leadership and Management in the 21st Century / / edited by MaryAnn Christison, Fredricka L. Stoller |
| Edizione | [1st ed. 2023.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2023 |
| Descrizione fisica | 1 online resource (305 pages) |
| Disciplina | 929.374 |
| Collana | Educational Linguistics |
| Soggetto topico |
Language and languages—Study and teaching
Applied linguistics School management and organization School administration Education and state Language Education Applied Linguistics Organization and Leadership Education Policy Anglès Ensenyament de la llengua Gestió |
| Soggetto genere / forma | Llibres electrònics |
| Soggetto non controllato |
English Language
Language Arts & Disciplines |
| ISBN | 3-031-28601-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | 1. Introduction -- Part I. Fundamentals of Language-Program Administration -- 2. Making the Transition: From Language Teacher to Program Administrator -- 3. Perceptions of Language Program Administrators’ Most Important Responsibilities -- 4. Language Programs in Diverse Contexts: Voices of Language-Program Administrators -- Part II. Leadership in Language Programs -- 5. Becoming Strategic -- 6. Taking the Lead to Promote Innovation -- 7. The Promoter of Quality -- 8. Leading Language Programs with Intercultural Competence -- 9. Making Decisions: Navigating Challenges and Managing Crises -- 10. Engaging, Energizing, and Empowering Faculty -- 11. Advocating for Students and Language Programs -- Part III. Management in Language Programs -- 12. Communication Strategies for Effective Language-Program Administration -- 13. Personnel Matters: Revisited -- 14. Managing Technology: Feet on the Ground, Head in the Cloud -- 15. Managing Resources and Financial Planning -- 16. Managing Time -- Part IV. Best Practices in Language-Program Administration -- 17. Best Practices Based on 360+ Years of Administrative Experience. |
| Record Nr. | UNINA-9910728393303321 |
| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2023 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
English Language Teaching [[electronic resource] ] : Policy and Practice across the European Union / / edited by Lee McCallum
| English Language Teaching [[electronic resource] ] : Policy and Practice across the European Union / / edited by Lee McCallum |
| Edizione | [1st ed. 2022.] |
| Pubbl/distr/stampa | Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2022 |
| Descrizione fisica | 1 online resource (356 pages) |
| Disciplina | 428.0071 |
| Collana | English Language Teaching: Theory, Research and Pedagogy |
| Soggetto topico |
Language and languages - Study and teaching
Education and state Professional education Vocational education Language Education Educational Policy and Politics Professional and Vocational Education Anglès Ensenyament de llengües estrangeres |
| Soggetto genere / forma | Llibres electrònics |
| ISBN |
9789811921520
9789811921513 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | English Language Teaching in the EU: An introduction -- Teaching and Learning English in the European Union: A Research Review -- Current Perspectives in the Multilingual EFL Classroom: A Portuguese Case Study -- Language Planning, Linguistic Imperialism, and English Language Teacher Education in Post-Soviet Poland: A Literature Review -- Mother Tongue Support as a Scaffold to English Language Proficiency: An Ideological Analysis of a Belgian International School’s Language Policy -- “British English” or “American English”? Investigating Austrian English Language Students’ Choice of a Model Accent -- How Discourses Shape Teacher Identity: Evidence from EFL Teachers in Spain. Lee -- Benefits and Challenges of Learning and Teaching English: The Case of Student Teachers in France -- How Do ADHD-type Behaviours Affect Language Learning? Voices of In-service EFL Teachers in Poland -- Building Young Learners’ Plurilingual and Pluricultural Repertoire: An Analysis of EFL Textbooks’ Speaking Activities -- Supplementing Reading in EFL at Primary School Level in the Czech Republic. |
| Record Nr. | UNINA-9910586581503321 |
| Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2022 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
English Language Teaching in Pakistan [[electronic resource] /] / edited by Naziha Ali Raza, Christine Coombe
| English Language Teaching in Pakistan [[electronic resource] /] / edited by Naziha Ali Raza, Christine Coombe |
| Edizione | [1st ed. 2022.] |
| Pubbl/distr/stampa | Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2022 |
| Descrizione fisica | 1 online resource (369 pages) |
| Disciplina | 428.0071 |
| Collana | English Language Teaching: Theory, Research and Pedagogy |
| Soggetto topico |
Language and languages - Study and teaching
Education Language Education Anglès Ensenyament de llengües estrangeres |
| Soggetto genere / forma | Llibres electrònics |
| ISBN |
981-16-7826-X
981-16-7825-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Teacher Development through Outreach Programmes -- ELT, Teacher Education, and the EMI context in Pakistan -- Foreign Professional Development Programmes in Pakistan -- Identity Construction among Tertiary Teachers in Pakistan -- Non-Native Teacher Identity in Saudi Universities -- English in Pakistani Universities: An Analysis of Linguistic Features -- Pakistan’s English in Education Policy: A Study of Drawbacks -- Issues and Challenges in Legitimizing Localized English: A Critical Reappraisal of Native Speakerism in Pakistan -- English Language Curriculum Development in Pakistani Universities -- The Reality of Change: Teachers’ Perceptions about Curriculum Reform in Pakistan -- ESL Writing Courses: Perspectives of Pakistani Graduates at a University in the United States -- The Impact of Written Corrective Feedback on Second Language Composition in English. Prepositional Errors among Undergraduate ESL Learners in Pakistan -- Using Portfolios to Formatively Assess the Writing Skills of Undergraduate ESL/EFL Students -- English Language Learning Strategies in Higher Secondary Education -- Mediated Learning in an Exam-oriented Environment -- Improving ELT through Process Enneagram – A Design Research Project -- EFL Teaching and CALL in Higher Education in Pakistan -- The Eclectic Approach in Teaching English for Communication -- Language Pedagogy: An Evaluation of Oral Communication Skills Materials in Secondary School ELT Books in Pakistan. |
| Record Nr. | UNINA-9910743220403321 |
| Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2022 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
