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English Medium Instruction as a Local Practice [[electronic resource] ] : Language, culture and pedagogy / / by Jinghe Han
English Medium Instruction as a Local Practice [[electronic resource] ] : Language, culture and pedagogy / / by Jinghe Han
Autore Han Jinghe
Edizione [1st ed. 2023.]
Pubbl/distr/stampa Cham : , : Springer International Publishing : , : Imprint : Springer, , 2023
Descrizione fisica 1 online resource (XV, 126 p. 1 illus.)
Disciplina 370.711
Collana SpringerBriefs in Education
Soggetto topico Teachers - Training of
Language and languages - Study and teaching
Education - Curricula
International education
Comparative education
Teaching and Teacher Education
Language Education
Curriculum Studies
International and Comparative Education
Anglès
Ensenyament de llengües estrangeres
Professors de llengua
Soggetto genere / forma Llibres electrònics
ISBN 3-031-19904-9
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Chapter 1: English Medium Instruction: Expanding Notions of English Hegemony and Colonization -- Chapter 2: Conceptualization of English Medium Instruction -- Chapter 3: Pedagogical Position and Instructional Practice in EMI Teaching -- Chapter 4: Chinese EMI Lecturers’ Engagement Strategies -- Chapter 5: Cross-linguistic Influence: Bilingual EMI Lecturers’ English and Chinese Entwined -- Chapter 6: Pragmatic Transfer: Reflecting on the Use of EMI Lecturers’ Pragmatic Markers -- Chapter 7: When Structuralism and Post-structuralism Collide: EMI lecturers’ Monolingual Ideology and Translanguaging Practice -- Chapter 8: The Research on English Medium Instruction and a Proposed Constructivist EMI Teaching Framework.
Record Nr. UNINA-9910632467503321
Han Jinghe  
Cham : , : Springer International Publishing : , : Imprint : Springer, , 2023
Materiale a stampa
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui
English Medium Instruction Practices in Vietnamese Universities [[electronic resource] ] : Institutional, Practitioner and Student Perspectives / / edited by Min Pham, Jenny Barnett
English Medium Instruction Practices in Vietnamese Universities [[electronic resource] ] : Institutional, Practitioner and Student Perspectives / / edited by Min Pham, Jenny Barnett
Autore Pham Min
Edizione [1st ed. 2022.]
Pubbl/distr/stampa Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2022
Descrizione fisica 1 online resource (259 pages)
Disciplina 378
Collana Education in the Asia-Pacific Region: Issues, Concerns and Prospects
Soggetto topico Language and languages - Study and teaching
Education, Higher
Professional education
Vocational education
Education - Curricula
Education and state
Language Education
Higher Education
Professional and Vocational Education
Curriculum Studies
Educational Policy and Politics
Anglès
Ensenyament de llengües estrangeres
Educació superior
Soggetto genere / forma Llibres electrònics
ISBN 981-19-2169-5
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Part 1: Institutional Perspectives on EMI Practices in Vietnamese Universities -- Chapter 1. Perspectives on English Medium Instruction Practices in Vietnamese Universities: Introduction -- Chapter 2. Road-Mapping English Medium Instruction in Vietnamese Universities: The Divergence of Agency -- Chapter 3. Faculty-Level Enhancement of English Medium Instruction at A Vietnamese University: Combining Non-Curricular, Curricular and Extra-Curricular Approaches -- Chapter 4. Mediating Job Satisfaction Among English Medium Instruction Teachers in Vietnamese Universities -- Part 2: Practitioner Perspectives on EMI Practices in Vietnamese Universities -- Chapter 5. English Medium Classroom Practices in Action: Facilitating Student Learning and Engagement in A Vietnamese University -- Chapter 6. Content and Language Integrated Learning (CLIL) Perspectives in A Vietnamese Undergraduate Electrical Engineering Course -- Chapter 7. Lecturers’ Perspectives on the Use of L1 In Vietnamese Undergraduate English Medium Courses: An Uneasy Acquiescence -- Chapter 8. Translanguaging in English Medium Instruction: Teacher Practices at A Vietnamese University -- Chapter 9. University Assessment Practices in English Medium Education in Vietnam: Maintaining Learning Engagement and Encouraging Student Enrolment -- Part 3: Student Perspectives on EMI Practices in Vietnamese Universities -- Chapter 10. Student Experiences of Institutional and Practitioner Decision Making in Vietnamese Undergraduate English Medium Programs: Agency at the Intersection Of Policy, Curriculum and Pedagogy -- Chapter 11. English as Medium of Instruction in Vietnamese Teacher Education: Students’ Learning Experiences -- Chapter 12. Student Strategies in an Undergraduate English Medium Business Course: A Vietnamese Case Study -- Chapter 13. From English Medium Instruction to English Medium Education: A Forward Direction for Vietnamese Universities.
Record Nr. UNINA-9910574864703321
Pham Min  
Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2022
Materiale a stampa
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui
English-medium instruction translanguaging practices in Asia : theories, frameworks and implementation in higher education / / edited by Wenli Tsou and Will Baker
English-medium instruction translanguaging practices in Asia : theories, frameworks and implementation in higher education / / edited by Wenli Tsou and Will Baker
Pubbl/distr/stampa Singapore : , : Springer, , [2021]
Descrizione fisica 1 online resource (196 pages)
Disciplina 370.1540952
Soggetto topico Translanguaging (Linguistics)
English-medium instruction - Asia
Anglès
Ensenyament multilingüe
Soggetto genere / forma Llibres electrònics
ISBN 981-16-3001-1
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Intro -- Foreword -- Acknowledgments -- Contents -- Editors and Contributors -- Part I Introduction -- 1 Translanguaging as a Glocalized Strategy for EMI in Asia -- 1 Introduction -- 2 CBI, CLIL, EMI and ICLHE -- 3 EMI and ELF -- 4 Opportunities and Challenges of EMI in Asia -- 5 Glocalization and English Education -- 6 Translanguaging as a Glocalizing Strategy -- 7 Overview of the Chapters -- References -- Part II Theory, Research and Policy -- 2 English as a Lingua Franca, Translanguaging, and EMI in Asian Higher Education: Implications for Pedagogy -- 1 Introduction -- 2 ELF, Translanguaging and EMI -- 2.1 ELF in Asia -- 2.2 ELF and Translanguaging, Transmodality, and Transcultural Communication -- 2.3 EMI, ELF and Translanguaging in Asia -- 3 Implications for Pedagogy in EME Classrooms -- 3.1 ELF and Pedagogy -- 3.2 Translanguaging and Pedagogy -- 3.3 EMI/EME and Pedagogy -- 4 Conclusion -- References -- 3 Translanguaging and English-Within-Multilingualism in the Japanese EMI Context -- 1 Introduction -- 2 Reconceptualizing the "E" and "M" in EMI -- 2.1 EMF and the "E" in EMI -- 2.2 EMF and the "M" in EMI -- 2.3 EMF and Translanguaging -- 3 Revitalizing the "I" in EMI at Japanese Universities -- 3.1 Ideological Language Policy -- 3.2 EMF Awareness as the "I" in EMI -- 3.3 EMF Awareness: L1-Shared EMI Cases -- 3.4 EMF Awareness: An International EMI Case -- 4 Discussion and Conclusion -- References -- 4 Translanguaging and Language Policy in Thai Higher Education EMI Programs -- 1 Introduction -- 2 Translanguaging, Pedagogy, and Policy -- 3 English in Language Education Policy, Higher Education, and EMI in Thailand -- 4 Investigating Current Policies -- 5 Findings from Current Policies -- 5.1 Recent Government Language Policy Documents on Higher Education -- 5.2 University Websites -- 6 Discussion -- 6.1 Government Policy.
6.2 University Websites -- 7 Conclusion -- References -- Part III Classrooms and Lectures' Practices and Perspectives -- 5 Translanguaging Strategies for EMI Instruction in Taiwanese Higher Education -- 1 Introduction: EMI in Asia and the Motivation of the Study -- 2 Literature Review -- 2.1 Ideology Shift of Translanguaging -- 2.2 Educational Functions of Translanguaging -- 3 Methodology -- 3.1 Setting and Participants -- 3.2 Data and Analytical Procedures -- 4 Results and Discussion -- 4.1 Interactional Strategies -- 4.2 Discussion on Interactional Strategies -- 4.3 Instructional Strategies -- 4.4 Discussion on Instructional Strategies -- 4.5 Distribution of Different Types of Translingual Strategies -- 4.6 Discussion of Teacher Interviews and Field Notes -- 5 Conclusion -- References -- 6 Strategic Use of L1 in Chinese EMI Classrooms: A Translanguaging Perspective -- 1 Introduction -- 2 National and Local Policy Documents Relating to EMI -- 3 Literature Review -- 4 The Study -- 4.1 Research Setting -- 4.2 Participants and Data Collection -- 4.3 Data Analysis -- 5 Findings -- 5.1 Types of L1 Use in an EMI Context -- 5.2 Adopting L1 for Domain-Specific Knowledge -- 5.3 Complementing English with L1 -- 5.4 L1 Recast -- 6 Conclusion: Using L1 via a Translanguaging Perspective -- References -- Part IV Classrooms and Students' Practices and Perspectives -- 7 Translanguaging Practices in EMI Settings from the Perspective of Student Agency: An Example from Vietnamese Higher Education -- 1 Introduction -- 2 Literature Review -- 2.1 The Implementation of EMI Policy in Vietnamese Higher Education -- 2.2 The ROAD-MAPPING Framework and Student Agency -- 2.3 A Brief Overview of Translanguaging Practices in Bi/Multilingual Classrooms -- 3 Methodology -- 3.1 Research Context -- 3.2 Data Collection -- 3.3 Data Analysis -- 4 Findings.
4.1 Students' Translanguaging Practices During Group Presentations -- 4.2 Students' Translanguaging Practices During Individual Presentations -- 5 Discussion and Conclusion -- References -- 8 "I Forgot the Language:" Japanese Students' Actual Multilingual Selves and Translanguaging Challenges as English Majors in Taiwan -- 1 Introduction -- 1.1 Japan's Communicative English Policy Versus Yakudoku Reality -- 1.2 Language Policy at FFLS -- 1.3 The Dual Language SA Programme in Taiwan -- 2 Literature Review -- 2.1 Monolingual Bias in Second Language Acquisition Motivation Research -- 2.2 English Shadow -- 2.3 Nuanced Relationship with English in Asia -- 3 Theoretical Framework -- 3.1 Multilingual Selves -- 3.2 Translanguaging -- 4 Data Collection and Analysis -- 5 Case Study 1: Oji -- 5.1 Pre-Taiwan Motivation -- 5.2 Translanguaging Patterns in Taiwan -- 5.3 Multilingual Motivation -- 6 Case Study 2: Naoki -- 6.1 Pre-Taiwan Motivation -- 6.2 Translanguaging Patterns in Taiwan -- 6.3 Multilingual Motivation -- 7 Discussion -- 7.1 Pedagogical Implications -- 8 Conclusions -- References -- 9 Translanguaging in EMI Higher Education in Taiwan: Learner Perception and Agency -- 1 Introduction -- 2 Internationalization of Higher Education in Taiwan -- 3 Translanguaging as a Meaning-Making Process -- 4 Translanguaging as Embodiment of Learner Agency -- 5 The Qualitative Case Study -- 6 Results -- 6.1 The Use of Native Languages in Lectures -- 6.2 The Use of Native Languages in Group Work -- 7 Discussion -- 8 Conclusion -- References -- Part V Conclusion -- 10 EMI and Translanguaging in Asia Through the ROAD-MAPPING Lens -- 1 Introduction -- 2 The ROAD-MAPPING Framework -- 3 Applying ROAD-MAPPING -- 4 Conclusion -- References.
Record Nr. UNINA-9910495172403321
Singapore : , : Springer, , [2021]
Materiale a stampa
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui
Essential English grammar and communication strategies : intermediate level / / Adrian Wallwork
Essential English grammar and communication strategies : intermediate level / / Adrian Wallwork
Autore Wallwork Adrian
Pubbl/distr/stampa Cham, Switzerland : , : Springer International Publishing, , [2022]
Descrizione fisica 1 online resource (183 pages)
Disciplina 428.2
Collana English for Academic Research
Soggetto topico English language - Grammar
English language
Anglès
Ensenyament de la llengua
Gramàtica
Soggetto genere / forma Llibres electrònics
ISBN 9783030956127
9783030956110
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Record Nr. UNINA-9910580158803321
Wallwork Adrian  
Cham, Switzerland : , : Springer International Publishing, , [2022]
Materiale a stampa
Lo trovi qui: Univ. Federico II
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From Critical Literacy to Critical Pedagogy in English Language Teaching [[electronic resource] ] : Using Teacher-made Materials in Difficult Contexts / / edited by Melina Porto
From Critical Literacy to Critical Pedagogy in English Language Teaching [[electronic resource] ] : Using Teacher-made Materials in Difficult Contexts / / edited by Melina Porto
Edizione [1st ed. 2022.]
Pubbl/distr/stampa Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2022
Descrizione fisica 1 online resource (220 pages)
Disciplina 428.0071
Collana English Language Education
Soggetto topico Language and languages - Study and teaching
Teachers - Training of
Critical Thinking
Language Education
Teaching and Teacher Education
Anglès
Ensenyament de llengües estrangeres
Material didàctic
Soggetto genere / forma Llibres electrònics
ISBN 9789811657801
9789811657795
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Introduction -- Part I: Awareness-raising on the Importance of Critical Thinking in ESOL Classrooms -- Chapter One English Language Teaching in Schools that Teach Children to Think Critically -- Part II: Booklets for the Primary and Secondary English Classrooms -- Chapter Two Providing Critical Answers to ESOL Teachers’ Questions in Times of Educational Change -- Part III: Lessons from Four Argentinean Classrooms -- Chapter Three Developing Critical Thinking Skills through Language, Art and Reflection in a Fourth Form English Language Classroom in Argentina -- Chapter Four Critical Thinkers in the Making: 5th Form Argentinian Children Start Thinking Critically as they Explore Different Ways of Interpreting the World and Enhance Human Relationships -- Chapter Five Developing Critical Thinking Skills in a Multi-Grade Classroom in a Rural Primary School in the City of Verónica in Argentina -- Chapter Six A School Visit to the Ecological and Cultural Park William Henry Hudson in Florencio Varela: Developing Critical Thinking in the English Class in a Disadvantaged Secondary School Context in Argentina -- Part IV: A Proposal for Critical Teacher Education -- Chapter Seven Teacher Education for Critical Practice in ESOL -- Chapter Eight Critical Literacy: Integrating the Imaginative, Moral, Ethical and Citizenship Dimensions in the Foreign Language Classroom.
Record Nr. UNINA-9910595054303321
Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2022
Materiale a stampa
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui
Historical development of English learning motivation research : cases of Korea and its neighboring countries in East Asia / / Tae Young Kim
Historical development of English learning motivation research : cases of Korea and its neighboring countries in East Asia / / Tae Young Kim
Autore Kim Tae-yŏng
Pubbl/distr/stampa Singapore : , : Springer, , [2021]
Descrizione fisica 1 online resource (325 pages)
Disciplina 370.9
Collana English Language Education
Soggetto topico Education - History
Language and education
Anglès
Ensenyament de la llengua
Adquisició d'una segona llengua
Soggetto genere / forma Llibres electrònics
ISBN 981-16-2514-X
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Intro -- Preface -- Acknowledgments -- Contents -- Chapter 1: Introduction -- 1.1 Central Issues of This Book: Motivation Engraved in the Nation´s Collective History -- 1.2 Learning English in Korea: A Brief Historical Retrospection -- 1.3 Organization of the Book -- References -- Chapter 2: Historical Overview of English Learning in South Korea: The Nineteenth Century and Japanese Colonization -- 2.1 Background: The Nineteenth-Century Joseon Korea and the Western Influence -- 2.2 The Spread of English Language in the Late Nineteenth Century Korea -- 2.3 The Early Contribution of Protestant Missionary Schools to English Education -- 2.3.1 Paichai Hakdang () -- 2.3.2 Ewha Hakdang () -- 2.3.3 Kyeongsin School () -- 2.4 English Learning Motivation at the Turn of the Twentieth Century -- 2.4.1 Lee Ha-Young, Korean Deputy-Ambassador to the U.S. -- 2.4.2 Dr. Rhee Syngman, the First President of the Republic of Korea -- 2.4.3 Mr. Yun Chi-Ho: The Foreign Language ``Genius´´ in Korea -- 2.4.4 The Contributions of Early Pioneers of English Learning in Korea -- 2.4.5 Interim Summary: The Desire to Get Rank and Live Without Starvation -- 2.5 The Japanese Colonization Period -- 2.5.1 Suppression Period in English Education (1910-1919) -- 2.5.2 Revitalization of English Education (1920-1922) -- 2.5.3 Stagnation of English Education (1922-1937) -- 2.5.4 Abrogation of English Education (1938-1945) -- 2.6 Chapter Summary -- References -- Chapter 3: Historical Overview of English Learning in South Korea: The U.S. Military Government, Korean War, and Post-War Reco... -- 3.1 The U.S. Military Government Period from 1945 to 1948 -- 3.2 During the Korean War and English Education in South Korea: 1950-1953 -- 3.3 Post-War Reconstruction, Education, and English Education: 1954-1960 -- 3.4 English as a Tool for College Entrance in the 1960s.
3.5 The Yushin Regime by President Park and English Education in the 1970s -- 3.6 The Establishment of the Fifth Republic and English Education in the 1980s -- 3.7 The Origin of Hakbul and Its Implications for English Education in South Korea Until the 1980s -- 3.8 Chapter Summary -- References -- Chapter 4: Historical Overview of English Learning in South Korea: An Era of Economic and Cultural Prosperity from the 1990s t... -- 4.1 Fundamental Changes in the 1990s and Their Impact on English Education in South Korea -- 4.2 Changes in College Entrance Exams in 1993: The College Scholastic Ability Test -- 4.3 The TOEIC Fever and Its Negative Ramification in South Korea -- 4.4 Bok Geo-il´s Argument of English as an Official Language -- 4.5 The Nationwide Implementation of Elementary English Education in South Korea -- 4.6 The Invitation of Native English Teachers Through the EPIK -- 4.7 The Introduction of Teaching English in English (TEE) Certification -- 4.8 Study Abroad and the Goose Father Syndrome in South Korea -- 4.9 The Establishment of the English Village: Past and Present -- 4.10 The Debate on Implementing the National English Ability Test (NEAT) -- 4.11 The Establishment of the Jeju Global Education City (JGEC) -- 4.12 Controversies in Criterion-Referenced English Test: Negative Washback -- 4.13 Chapter Summary -- References -- Chapter 5: History of English Learning and Its Motivation in Other East Asian Countries -- 5.1 The Case of China -- 5.1.1 Historical Background: Keju, or the Imperial Examination -- 5.1.2 First Encounters with English Speakers -- 5.1.3 The Contributions of Missionary Schools in the Nineteenth Century in China -- 5.1.4 Establishment of Tongwen Guan in Beijing and Its Implications -- 5.1.5 Chaos at the Turn of the Twentieth Century -- 5.1.6 The Republican Era from 1911 to 1949.
5.1.6.1 English as the Tool for Enlightenment and the Reaction from the Conservatives -- 5.1.6.2 English as a Symbol of Affluence: Instrumental Motivation -- 5.1.7 Political Hegemony in English Education in the Reign of Mao Zedong: From 1949 to 1976 -- 5.1.8 Inauguration of Deng Xiaoping and the Open Door Policy from 1978 to the 1980s -- 5.1.9 The Liberation Policy in the 1990s -- 5.1.10 The Implementation of the College English Test (CET) in China -- 5.1.11 Newest Trends in English Learning in China -- 5.2 The Case of Japan -- 5.2.1 The Transition from Old Education System in Japan from 1858 to 1945 -- 5.2.2 Resistance to the English Boom in the Early Twentieth Century -- 5.2.3 The Twentieth Century Post-War Period in Japan -- 5.2.4 Japan´s Dynamic Change in English Education in the Early Twenty-First Century -- 5.3 The Case of North Korea -- 5.3.1 Background Information About the North Korean Society and Education -- 5.3.2 English Education in North Korea: Its History and the Juche Ideology -- 5.3.3 The Contents and Characteristics of English Textbooks in North Korea -- 5.3.4 The Arduous March of the 1990s and North Koreans´ Capitalistic Minds in the Twenty-First Century -- 5.3.5 Recent Changes in English Education in Kim Jong-un´s Reign (from December 2011) -- 5.3.6 English Learning Motivation in North Korea: Superficial Reasons -- 5.3.7 English Learning Motivation in North Korea: Urgent Need for Endocentric Consolidation -- 5.3.8 Summary and Future Directions of English Education in North Korea -- References -- Chapter 6: Recent Advances in EFL (De)Motivation Theory -- 6.1 A Brief History of Previous L2 Motivation Research -- 6.2 Recent Advances in L2 Motivation Research -- 6.2.1 Context-Specific L2 Learning Demotivation in Asia -- 6.2.2 L2 Teacher Motivation and Emotional Labor.
6.2.3 The Rise of Large-Scale, Cross-National Studies in L2 Motivation -- 6.3 Sociopolitical Impact on L2 Learning Motivation: Competitive Motivation in South Korea -- 6.4 The Emergence of Activity Theory in L2 Learning Motivation -- 6.4.1 Activity Theory and L2 Motivational Self-System -- 6.4.2 L2 Learning Motivation from an AT Perspective: Empirical Research -- 6.4.3 L2 Learning Demotivation and L2 Teaching Motivation from an AT Perspective -- 6.5 Motivational Languaging Activities: An Education-Friendly Intervention Method -- References -- Chapter 7: Sociohistorical Genesis of South Korean EFL Learners´ English Learning Motivation -- 7.1 The Motivation Toward Secular Success and the Expansion of Competitive Motivation -- 7.2 English Learning as an Insurance and Alter Ego Familism -- 7.3 English Learning as a ``Kitsch´´ -- 7.4 English Learning as Cultural Capital -- 7.5 The Paradox of Amotivated Students´ High English Test Scores -- 7.6 Chapter Summary -- References -- Chapter 8: Conclusion -- 8.1 Summary -- 8.2 Prospect of English Learning Motivation -- 8.2.1 Opposite Directions in the Motivation/Demotivation Continuum -- 8.2.2 The Influence of Information Technology at the Dawn of the Digital Age -- References.
Record Nr. UNINA-9910502637803321
Kim Tae-yŏng  
Singapore : , : Springer, , [2021]
Materiale a stampa
Lo trovi qui: Univ. Federico II
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The hitchhiker's guide to writing research : a festschrift for Steve Graham / / edited by Xinghua Liu, Michael Hebert, and Rui A. Alves
The hitchhiker's guide to writing research : a festschrift for Steve Graham / / edited by Xinghua Liu, Michael Hebert, and Rui A. Alves
Edizione [First edition.]
Pubbl/distr/stampa Cham, Switzerland : , : Springer, , [2023]
Descrizione fisica 1 online resource (440 pages) : illustrations (black and white, and color)
Disciplina 385
Collana Literacy Studies
Soggetto topico English language - Composition and exercises
English language - Rhetoric - Study and teaching
Report writing - Study and teaching
Anglès
Ensenyament de la llengua
Retòrica
Redacció d'informes
Investigació
Soggetto genere / forma Homenatges
Llibres electrònics
ISBN 3-031-36472-4
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Record Nr. UNINA-9910746978803321
Cham, Switzerland : , : Springer, , [2023]
Materiale a stampa
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui
ICT in English Language Education [[electronic resource] ] : Bridging the Teaching-Learning Divide in South Asia / / by Preet Hiradhar, Atanu Bhattacharya
ICT in English Language Education [[electronic resource] ] : Bridging the Teaching-Learning Divide in South Asia / / by Preet Hiradhar, Atanu Bhattacharya
Autore Hiradhar Preet
Edizione [1st ed. 2022.]
Pubbl/distr/stampa Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2022
Descrizione fisica 1 online resource (99 pages)
Disciplina 428.0078
Collana SpringerBriefs in Education
Soggetto topico Language and languages - Study and teaching
Science - Social aspects
Language Education
Science and Technology Studies
Anglès
Ensenyament de llengües estrangeres
Ensenyament assistit per ordinador
Soggetto genere / forma Llibres electrònics
ISBN 981-16-9005-7
981-16-9004-9
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Chapter 1. ICT and the World around Us -- Chapter 2. ICT, Communication, and the Curriculum -- Chapter 3. ICT in the Classroom: Active Listening and Reading -- Chapter 4. ICT in the Classroom: Speaking and Writing -- Chapter 5. ICT beyond the Classroom: New Media and Learning -- Chapter 6. Managing ICT: Administration, Evaluation, and Policy Making -- Chapter 7. Conclusion.
Record Nr. UNINA-9910743362203321
Hiradhar Preet  
Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2022
Materiale a stampa
Lo trovi qui: Univ. Federico II
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Individual and contextual factors in the English language classroom : theoretical, pedagogical, and empirical approaches / / edited by Rahma Al-Mahrooqi, Christopher J. Denman
Individual and contextual factors in the English language classroom : theoretical, pedagogical, and empirical approaches / / edited by Rahma Al-Mahrooqi, Christopher J. Denman
Pubbl/distr/stampa Cham, Switzerland : , : Springer, , [2022]
Descrizione fisica 1 online resource (393 pages)
Disciplina 428.0071
Collana English Language Education
Soggetto topico English language - Study and teaching - Foreign speakers
Anglès
Ensenyament de llengües estrangeres
Soggetto genere / forma Llibres electrònics
ISBN 3-030-91881-5
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Intro -- Foreword -- Contents -- About the Editors and Contributors -- Editors -- Contributors -- Introduction: Individual and Contextual Factors in the English Language Classroom: Theoretical, Pedagogical, and Empirical Approaches -- 1 Introduction -- References -- Part I: Theoretical & -- Pedagogical Approaches -- Psycholinguistic Competencies and Interculturality in ELT -- 1 Introduction: Managing Emotions and Cognition in the Context of Diversity -- 2 Pragmatics and Personal Dimensions of Language Learning/Teaching -- 3 The Dynamic ELT/ELL Personality Competencies -- 4 Conclusion -- References -- Reducing Learners' Cognitive Load and Emotional Challenges Created by Lexis: The Andragogical Approach to Enhance Adult Learners' Mental Lexicon -- 1 Introduction -- 2 The Mental Lexicon -- 3 Meaning of Being an Adult -- 4 Cognitive Load: Definition and Implications for Adult Language Learning -- 5 Characteristics of Adults as Learners -- 6 Andragogy -- 6.1 Andragogical Approach in Foreign Language Learning -- 6.2 Andragogical Approach to the Mental Lexicon -- 7 Conclusion -- References -- Language Test Feedback and Learner Personality: Implications for Asian Classrooms -- 1 Introduction -- 2 Feedback -- 2.1 Response to Feedback -- 2.2 Feedback as a Dialogue -- 3 Individual Differences, Language Learning, and Feedback -- 3.1 Personality -- 3.2 Extraversion -- 3.3 Agreeableness -- 3.4 Openness to Experience -- 3.5 Neuroticism -- 3.6 Conscientiousness -- 3.7 The Picture Is Far from Clear -- 4 Asian Students -- 5 A Possible Personality Shaping Intervention -- 6 Conclusion -- References -- The Architecture of Language Personality -- 1 Introduction: Emotive and Cognitive Aspects of Consciousness -- 2 Language Consciousness, Personality, and Identity -- 3 Personality Development in the L2 Classroom -- 4 How Emotions Categorize in Language.
5 Conclusion: Implications for Pedagogical Practice -- References -- From Scribbles to the Launch of a Creative Writing Anthology: The Emotional Investment of Omani Learners as Co-Creators -- 1 Introduction -- 2 Build a Community -- 3 Build an Emotional Relationship That Embraces Peers and the Teacher -- 4 Integrate Creative Writing Skills in the Classroom -- 5 Launch a Creative Writing Anthology -- 6 Conclusion -- References -- An Evaluation of the Conceptual Validity of Vowel Blindness as an Explanation for Differences in Arabic Readers' L2 Word Recognition -- 1 Introduction -- 2 Literature Review -- 2.1 Vowelisation -- 2.2 Morphology -- 2.3 Diglossia -- 2.4 Visuo-Graphemic Complexity -- 2.5 L2 Literacy Development -- 2.6 Arabic and English -- 2.7 Vowel Blindness -- 3 Identification of Included Studies -- 4 Quality Assessment -- 5 Evaluation of Individual Studies -- 6 Discussion -- 7 Conclusion and Recommendations -- References -- Part II: Research Perspectives: Teachers & -- Learners -- Learners' Willingness to Communicate, Motivation, and Classroom Activity Preferences: Realities from the Iranian EFL Context -- 1 Introduction -- 2 Literature Review -- 2.1 Willingness to Communicate -- 2.2 Linguistic Self-Confidence in Proficiency -- 2.3 Classroom Activities: Learners' Participation, Attitudes, and Preferences -- 2.4 Significance and Purpose of the Study -- 3 Method -- 3.1 Participants -- 3.2 Data Collection Instruments -- 3.3 Data Analysis -- 4 Results -- 4.1 Learners' Preference for Classroom Activities, Macro Skills, and Grammar -- 4.2 Relationships Between Classroom Activity Preferences and Language Learning Motivation -- 4.3 Relationships Between Preference for Speaking Activities and WTC -- 4.4 Relationships Between Preferences for Classroom Activities and Linguistic Self-Confidence in Proficiency.
4.5 The Impact of Age and Gender on Classroom Activity Preferences -- 5 Discussion -- 6 Conclusion -- References -- Affecting Students' Motivation to Foster Foreign Language Acquisition: Juggling Pedagogical Tools and Psychological Diagnostics in the University Classroom -- 1 Introduction -- 2 Literature Review -- 2.1 Theoretical Background -- 2.2 Teaching Conditions -- 3 Methodology and Experimental Stages -- 4 Results and Discussion -- 5 Conclusions -- References -- Escaping the Confines of Essentialism: Conceptualizing New Spaces of Identification Among Native and Nonnative ESL Instructors -- 1 Introduction: Teaching as an Emotionally Driven Process -- 2 Literature Review -- 2.1 Nativeness and Nonnativeness -- 2.2 The Need for Democracy -- 3 Research Methodology -- 4 Research Findings and Discussion -- 4.1 Reflexivity -- 5 Conclusion: Summary and Ending Thought -- References -- The Effect of English Study at School on Later Foreign Language Learning: How Chinese People Experience Learning and Using Japanese While Living and Studying Overseas -- 1 Introduction -- 2 Literature Review -- 2.1 Willingness to Communicate -- 2.2 Chinese Learners' Foreign Language WTC -- 2.3 Research Questions -- 3 Methodology -- 3.1 Participants -- 3.2 Materials and Procedure -- 4 Results -- 4.1 Results of Qualitative Research -- Participants in Group 1 -- Participants in Group 2 -- 4.2 Results of Quantitative Research -- 5 Discussion -- 5.1 Discussion of Qualitative Research -- Second Language Tolerance of Ambiguity -- Perfectionism -- Foreign Language Anxiety -- Self-Rated Language Proficiency -- Willingness to Communicate -- 5.2 Discussion of Quantitative Research -- 6 Conclusion -- Appendices -- Appendix A: English Version of the Questionnaire -- Appendix B: Background Information of Qualitative Research Subjects -- Appendix C: Interview Questions -- References.
Introducing Swalesian Genre-Pedagogy to Arab EFL Learners: A Case Study -- 1 Introduction -- 2 Literature Review -- 2.1 Background -- 2.2 Pedagogical Approach -- 3 Methodology -- 3.1 Approach -- 3.2 Research Site -- 3.3 Corpus -- 4 Move Structure Analysis -- 5 Implementation -- 6 Findings and Discussion -- 7 Conclusion and Recommendations -- References -- Quantifying Quality: Examining Student Satisfaction and Enjoyment of a Middle Eastern Tutorial Centre -- 1 Introduction -- 2 Literature Review -- 3 Methodology -- 3.1 Support Centre Context -- 3.2 Promotion and General Procedures -- 3.3 Survey Methods -- 4 Results -- 5 Discussion -- 6 Conclusion and Recommendations -- Appendix: Data Collection Instrument -- References -- Metacognition and Language Learning on an International Foundation Programme -- 1 Introduction -- 2 Literature Review -- 2.1 Definitions of Metacognition -- 2.2 Does Learner Level Affect Metacognition? -- 2.3 Learning and Thinking Styles -- 2.4 EAP Skills -- 2.5 Issues of Learner Engagement with Metacognition -- 3 Methodology -- 3.1 Action Research -- 3.2 Mixed Methods and Research Tools -- 3.3 Sample -- 3.4 Ethical Considerations -- 3.5 Data Analysis -- 4 Results and Discussion -- 4.1 Was Metacognition Present? -- 4.2 Were There Fluctuations in Metacognition? -- 4.3 The Impact on Teaching and Learning -- 5 Conclusion -- Appendices -- Appendix A: Previous Matrix from Herron (2011, 2012) -- Appendix B: Screenshot of the Metacognitive Matrix -- Appendix C: Questions for Teacher Interviews -- Appendix D: Student Blog Questions -- Semi-structured Blog (After Each Reading and Writing Lesson) -- Appendix E: Statements and Coding -- References -- Part III: Research Perspectives: The Role of Technology -- Construction and Launch of a Virtual Reality Laboratory for EFL Learners: A Crossroad Between Cognitive and Emotional Learning.
1 Introduction -- 2 Literature Review -- 3 Educational Context -- 4 Need for the Laboratory - Reasoning -- 5 Challenges and Progress -- 6 Conclusion: Future Direction and Lessons -- Appendix -- References -- Language Learner Identity and Games and Gamification in the Language Learning Classroom: Observations from the Japanese Context -- 1 Introduction -- 2 Literature Review -- 2.1 Language Learning and Identity -- 2.2 Identity and Investment -- 2.3 Why Play? Why Games? -- 2.4 Game-Based Language Learning (GBLL) -- 2.5 Gamification -- 2.6 Identity, Social Discourse, and Games -- 3 Methods -- 4 Results: Class Vignettes -- 4.1 First Year High School -- 4.2 First Year University English - School of Law -- 4.3 First Year University English - School of Business -- 5 Discussion -- 6 Conclusion and Future Research -- References -- Grasping Omani Students' Transitional Challenges: Focus on Computer Self-Efficacy and English Proficiency -- 1 Introduction -- 2 Literature Review: Overview of the Context -- 3 Methodology -- 3.1 Data Collection Techniques -- 3.2 Sample -- 3.3 Data Analysis -- 4 Findings and Discussion -- 4.1 Interviews with the Course Coordination Team and Writing Teachers -- 4.2 Focus Group Discussions -- 4.3 Questionnaire Results and Discussion -- General Computer Skills -- Writing Skills -- Course-Specific Study Skills -- Students' IT-Related Study Skills and Habits -- 5 Conclusion & -- Recommendations -- References -- Nonverbal Indicators of Comprehension Among L2 Users of English Interacting with Smart Verbal Software Agents -- 1 Introduction -- 2 Literature Review -- 2.1 Emerging Hybrid Space in Nigeria -- 2.2 Listeners Comprehension Process -- 2.3 Projecting Nonverbal Listenership -- 3 Methodology -- 3.1 Agent Design and Human Instructor Choice -- 3.2 Participants and Task -- 3.3 Data Collection -- 3.4 Data Analysis -- 3.5 Colour Coding.
4 Results.
Record Nr. UNINA-9910556899403321
Cham, Switzerland : , : Springer, , [2022]
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L2 Pragmatic Competence in Chinese EFL Routines [[electronic resource] /] / by Yuqi Wang
L2 Pragmatic Competence in Chinese EFL Routines [[electronic resource] /] / by Yuqi Wang
Autore Wang Yuqi
Edizione [1st ed. 2022.]
Pubbl/distr/stampa Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2022
Descrizione fisica 1 online resource (144 pages)
Disciplina 929.374
Collana SpringerBriefs in Education
Soggetto topico Language acquisition
Pragmatics
Language and languages - Study and teaching
Linguistics - Methodology
Language Acquisition and Development
Language Education
Research Methods in Language and Linguistics
Anglès
Ensenyament de llengües estrangeres
Pragmàtica (Lingüística)
Soggetto genere / forma Llibres electrònics
ISBN 9789811963520
9789811963513
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Abstract -- List of Tables -- List of Figures -- List of Abbreviations and Acronyms -- Chapter One Introduction -- Chapter Two Literature Review -- Chapter Three Theoretical Foundation -- Chapter Four Research Methodology -- Chapter Five Results -- Chapter Six Discussion -- Chapter Seven Conclusion -- References -- Appendices.
Record Nr. UNINA-9910768438003321
Wang Yuqi  
Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2022
Materiale a stampa
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui