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English-medium instruction at universities [[electronic resource] ] : global challenges / / edited by Aintzane Doiz, David Lasagabaster and Juan Manuel Sierra
| English-medium instruction at universities [[electronic resource] ] : global challenges / / edited by Aintzane Doiz, David Lasagabaster and Juan Manuel Sierra |
| Pubbl/distr/stampa | Bristol ; ; Buffalo, : Multilingual Matters, 2012 |
| Descrizione fisica | 1 online resource (243 p.) |
| Disciplina | 428.00711 |
| Altri autori (Persone) |
DoizAintzane
LasagabasterDavid <1967-> SierraJuan Manuel |
| Collana | Multilingual Matters |
| Soggetto topico |
English language - Study and teaching (Higher) - Foreign speakers
Education, Higher - Evaluation Universities and colleges - Evaluation Language and education Second language acquisition |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-84769-817-4
1-283-70490-0 1-84769-816-6 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Front matter -- Contents -- Contributors -- Glossary -- Foreword -- Introduction -- 1. English-Medium Instruction at a Dutch University: Challenges and Pitfalls -- 2. Acknowledging Academic Biliteracy in Higher Education Assessment Strategies: A Tale of Two Trials -- 3. Language Demands and Support for English-Medium Instruction in Tertiary Education. Learning from a Specific Context -- 4. Linguistic Hegemony or Linguistic Capital? Internationalization and English-Medium Instruction at the Chinese University of Hong Kong -- 5. English as L3 at a Bilingual University in the Basque Country, Spain -- 6. Introducing English-Medium Instruction at the University of Lleida, Spain: Intervention, Beliefs and Practices -- 7. Implicit Policy, Invisible Language: Policies and Practices of International Degree Programmes in Finnish Higher Education -- 8. Englishization in an Israeli Teacher Education College: Taking the First Steps -- 9. Educating International and Immigrant Students in US Higher Education: Opportunities and Challenges -- 10. A Critical Perspective on the Use of English as a Medium of Instruction at Universities -- 11. Future Challenges for English-Medium Instruction at the Tertiary Level |
| Record Nr. | UNINA-9910462547503321 |
| Bristol ; ; Buffalo, : Multilingual Matters, 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
English-medium instruction at universities [[electronic resource] ] : global challenges / / edited by Aintzane Doiz, David Lasagabaster and Juan Manuel Sierra
| English-medium instruction at universities [[electronic resource] ] : global challenges / / edited by Aintzane Doiz, David Lasagabaster and Juan Manuel Sierra |
| Pubbl/distr/stampa | Bristol ; ; Buffalo, : Multilingual Matters, 2012 |
| Descrizione fisica | 1 online resource (243 p.) |
| Disciplina | 428.00711 |
| Altri autori (Persone) |
DoizAintzane
LasagabasterDavid <1967-> SierraJuan Manuel |
| Collana | Multilingual Matters |
| Soggetto topico |
English language - Study and teaching (Higher) - Foreign speakers
Education, Higher - Evaluation Universities and colleges - Evaluation Language and education Second language acquisition |
| ISBN |
1-84769-817-4
1-283-70490-0 1-84769-816-6 |
| Classificazione | ES 862 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Front matter -- Contents -- Contributors -- Glossary -- Foreword -- Introduction -- 1. English-Medium Instruction at a Dutch University: Challenges and Pitfalls -- 2. Acknowledging Academic Biliteracy in Higher Education Assessment Strategies: A Tale of Two Trials -- 3. Language Demands and Support for English-Medium Instruction in Tertiary Education. Learning from a Specific Context -- 4. Linguistic Hegemony or Linguistic Capital? Internationalization and English-Medium Instruction at the Chinese University of Hong Kong -- 5. English as L3 at a Bilingual University in the Basque Country, Spain -- 6. Introducing English-Medium Instruction at the University of Lleida, Spain: Intervention, Beliefs and Practices -- 7. Implicit Policy, Invisible Language: Policies and Practices of International Degree Programmes in Finnish Higher Education -- 8. Englishization in an Israeli Teacher Education College: Taking the First Steps -- 9. Educating International and Immigrant Students in US Higher Education: Opportunities and Challenges -- 10. A Critical Perspective on the Use of English as a Medium of Instruction at Universities -- 11. Future Challenges for English-Medium Instruction at the Tertiary Level |
| Record Nr. | UNINA-9910785720903321 |
| Bristol ; ; Buffalo, : Multilingual Matters, 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
English-medium instruction at universities : global challenges / / edited by Aintzane Doiz, David Lasagabaster and Juan Manuel Sierra
| English-medium instruction at universities : global challenges / / edited by Aintzane Doiz, David Lasagabaster and Juan Manuel Sierra |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Bristol ; ; Buffalo, : Multilingual Matters, 2012 |
| Descrizione fisica | 1 online resource (243 p.) |
| Disciplina | 428.00711 |
| Altri autori (Persone) |
DoizAintzane
LasagabasterDavid <1967-> SierraJuan Manuel |
| Collana | Multilingual Matters |
| Soggetto topico |
English language - Study and teaching (Higher) - Foreign speakers
Education, Higher - Evaluation Universities and colleges - Evaluation Language and education Second language acquisition |
| ISBN |
1-84769-817-4
1-283-70490-0 1-84769-816-6 |
| Classificazione | ES 862 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Front matter -- Contents -- Contributors -- Glossary -- Foreword -- Introduction -- 1. English-Medium Instruction at a Dutch University: Challenges and Pitfalls -- 2. Acknowledging Academic Biliteracy in Higher Education Assessment Strategies: A Tale of Two Trials -- 3. Language Demands and Support for English-Medium Instruction in Tertiary Education. Learning from a Specific Context -- 4. Linguistic Hegemony or Linguistic Capital? Internationalization and English-Medium Instruction at the Chinese University of Hong Kong -- 5. English as L3 at a Bilingual University in the Basque Country, Spain -- 6. Introducing English-Medium Instruction at the University of Lleida, Spain: Intervention, Beliefs and Practices -- 7. Implicit Policy, Invisible Language: Policies and Practices of International Degree Programmes in Finnish Higher Education -- 8. Englishization in an Israeli Teacher Education College: Taking the First Steps -- 9. Educating International and Immigrant Students in US Higher Education: Opportunities and Challenges -- 10. A Critical Perspective on the Use of English as a Medium of Instruction at Universities -- 11. Future Challenges for English-Medium Instruction at the Tertiary Level |
| Record Nr. | UNINA-9910821179703321 |
| Bristol ; ; Buffalo, : Multilingual Matters, 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Motivation and foreign language learning : from theory to practice / / edited by David Lasagabaster, Aintzane Doiz, Juan Manuel Sierra
| Motivation and foreign language learning : from theory to practice / / edited by David Lasagabaster, Aintzane Doiz, Juan Manuel Sierra |
| Pubbl/distr/stampa | Amsterdam, Netherlands ; ; Philadelphia, Pennsylvania : , : John Benjamins Publishing Company, , 2014 |
| Descrizione fisica | 1 online resource (198 p.) |
| Disciplina | 418.0071 |
| Collana | Language Learning & Language Teaching |
| Soggetto topico |
Language and languages - Study and teaching
Second language acquisition Motivation in education |
| Soggetto genere / forma | Electronic books. |
| ISBN | 90-272-6975-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Motivation and Foreign Language Learning; Editorial page; Title page; LCC data; Table of contents; Contributors; Introduction; Acknowledgements; References; Part I. Theoretical and practical insights into motivation; 1. Directed Motivational Currents: Energising language learning by creating intense motivational pat; What is a Directed Motivational Current?; The main dimensions of DMCs; Motivation theories related to DMCs; Practical implications; Conclusion; References; 2. Motivation, autonomy and metacognition: Exploring their interactions; Introduction; Motivation and L2 learning timeline
Long-term goals, reasons, orientations, future self-representationsInterim short-term goals and targets: Towards metacognition; Experiential dimension of motivation: Responding to challenge; Motivation, autonomy and metacognition: Analysing the interface; Developing motivation and metacognitive know-how: The role of dialogue ; Conclusion and research agenda; References; 3. Motivating teachers and learners as researchers; Introduction; Motivation and achievement; 'Successful learning' ; Collaborative inquiry: Learners and teachers as researchers; The LOCIT process; Conclusion; References 4. Motivating language teachers: Inspiring visionIntroduction; The "problem" of impact; Theoretical background ; Inspiring language teachers' vision; Conclusion; References; Part II. Studies on motivation in foreign language classrooms; 5. Swedish students' beliefs about learning English in and outside of school; The setting; Out-of-school encounters with English; Learning English in school; A situation unique to Sweden?; Beliefs about the effects of out-of-school encounters with English; Learner beliefs; Self-regulation; Gender differences in beliefs about learning English Self-regulation and genderConclusion; References; 6. Giving voice to the students: What (de)motivates them in CLIL classes?; Introduction; CLIL and motivation; The study; Results; Discussion; Conclusion; Acknowledgements; References; Appendices; 7. Motivation meets bilingual models: Goal-oriented behavior in the CLIL classroom; Introduction; Motivation in instructed second language acquisition; Content and language integrated learning: A rationale; Material analysis; Conclusion; References; 8. Visible learning and visible motivation: Exploring challenging goals and feedback in language edu IntroductionTheoretical background; Results from a longitudinal study on language learning motivation in higher education; Discussion and conclusion; References; Epilogue; 9. Motivation: Making connections between theory and practice; Acknowledgements; References; Name index; Subject index |
| Record Nr. | UNINA-9910458580203321 |
| Amsterdam, Netherlands ; ; Philadelphia, Pennsylvania : , : John Benjamins Publishing Company, , 2014 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Motivation and foreign language learning : from theory to practice / / edited by David Lasagabaster, Aintzane Doiz, Juan Manuel Sierra
| Motivation and foreign language learning : from theory to practice / / edited by David Lasagabaster, Aintzane Doiz, Juan Manuel Sierra |
| Pubbl/distr/stampa | Amsterdam, Netherlands ; ; Philadelphia, Pennsylvania : , : John Benjamins Publishing Company, , 2014 |
| Descrizione fisica | 1 online resource (198 p.) |
| Disciplina | 418.0071 |
| Collana | Language Learning & Language Teaching |
| Soggetto topico |
Language and languages - Study and teaching
Second language acquisition Motivation in education |
| ISBN | 90-272-6975-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Motivation and Foreign Language Learning; Editorial page; Title page; LCC data; Table of contents; Contributors; Introduction; Acknowledgements; References; Part I. Theoretical and practical insights into motivation; 1. Directed Motivational Currents: Energising language learning by creating intense motivational pat; What is a Directed Motivational Current?; The main dimensions of DMCs; Motivation theories related to DMCs; Practical implications; Conclusion; References; 2. Motivation, autonomy and metacognition: Exploring their interactions; Introduction; Motivation and L2 learning timeline
Long-term goals, reasons, orientations, future self-representationsInterim short-term goals and targets: Towards metacognition; Experiential dimension of motivation: Responding to challenge; Motivation, autonomy and metacognition: Analysing the interface; Developing motivation and metacognitive know-how: The role of dialogue ; Conclusion and research agenda; References; 3. Motivating teachers and learners as researchers; Introduction; Motivation and achievement; 'Successful learning' ; Collaborative inquiry: Learners and teachers as researchers; The LOCIT process; Conclusion; References 4. Motivating language teachers: Inspiring visionIntroduction; The "problem" of impact; Theoretical background ; Inspiring language teachers' vision; Conclusion; References; Part II. Studies on motivation in foreign language classrooms; 5. Swedish students' beliefs about learning English in and outside of school; The setting; Out-of-school encounters with English; Learning English in school; A situation unique to Sweden?; Beliefs about the effects of out-of-school encounters with English; Learner beliefs; Self-regulation; Gender differences in beliefs about learning English Self-regulation and genderConclusion; References; 6. Giving voice to the students: What (de)motivates them in CLIL classes?; Introduction; CLIL and motivation; The study; Results; Discussion; Conclusion; Acknowledgements; References; Appendices; 7. Motivation meets bilingual models: Goal-oriented behavior in the CLIL classroom; Introduction; Motivation in instructed second language acquisition; Content and language integrated learning: A rationale; Material analysis; Conclusion; References; 8. Visible learning and visible motivation: Exploring challenging goals and feedback in language edu IntroductionTheoretical background; Results from a longitudinal study on language learning motivation in higher education; Discussion and conclusion; References; Epilogue; 9. Motivation: Making connections between theory and practice; Acknowledgements; References; Name index; Subject index |
| Record Nr. | UNINA-9910791179303321 |
| Amsterdam, Netherlands ; ; Philadelphia, Pennsylvania : , : John Benjamins Publishing Company, , 2014 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Motivation and foreign language learning : from theory to practice / / edited by David Lasagabaster, Aintzane Doiz, Juan Manuel Sierra
| Motivation and foreign language learning : from theory to practice / / edited by David Lasagabaster, Aintzane Doiz, Juan Manuel Sierra |
| Pubbl/distr/stampa | Amsterdam, Netherlands ; ; Philadelphia, Pennsylvania : , : John Benjamins Publishing Company, , 2014 |
| Descrizione fisica | 1 online resource (198 p.) |
| Disciplina | 418.0071 |
| Collana | Language Learning & Language Teaching |
| Soggetto topico |
Language and languages - Study and teaching
Second language acquisition Motivation in education |
| ISBN | 90-272-6975-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Motivation and Foreign Language Learning; Editorial page; Title page; LCC data; Table of contents; Contributors; Introduction; Acknowledgements; References; Part I. Theoretical and practical insights into motivation; 1. Directed Motivational Currents: Energising language learning by creating intense motivational pat; What is a Directed Motivational Current?; The main dimensions of DMCs; Motivation theories related to DMCs; Practical implications; Conclusion; References; 2. Motivation, autonomy and metacognition: Exploring their interactions; Introduction; Motivation and L2 learning timeline
Long-term goals, reasons, orientations, future self-representationsInterim short-term goals and targets: Towards metacognition; Experiential dimension of motivation: Responding to challenge; Motivation, autonomy and metacognition: Analysing the interface; Developing motivation and metacognitive know-how: The role of dialogue ; Conclusion and research agenda; References; 3. Motivating teachers and learners as researchers; Introduction; Motivation and achievement; 'Successful learning' ; Collaborative inquiry: Learners and teachers as researchers; The LOCIT process; Conclusion; References 4. Motivating language teachers: Inspiring visionIntroduction; The "problem" of impact; Theoretical background ; Inspiring language teachers' vision; Conclusion; References; Part II. Studies on motivation in foreign language classrooms; 5. Swedish students' beliefs about learning English in and outside of school; The setting; Out-of-school encounters with English; Learning English in school; A situation unique to Sweden?; Beliefs about the effects of out-of-school encounters with English; Learner beliefs; Self-regulation; Gender differences in beliefs about learning English Self-regulation and genderConclusion; References; 6. Giving voice to the students: What (de)motivates them in CLIL classes?; Introduction; CLIL and motivation; The study; Results; Discussion; Conclusion; Acknowledgements; References; Appendices; 7. Motivation meets bilingual models: Goal-oriented behavior in the CLIL classroom; Introduction; Motivation in instructed second language acquisition; Content and language integrated learning: A rationale; Material analysis; Conclusion; References; 8. Visible learning and visible motivation: Exploring challenging goals and feedback in language edu IntroductionTheoretical background; Results from a longitudinal study on language learning motivation in higher education; Discussion and conclusion; References; Epilogue; 9. Motivation: Making connections between theory and practice; Acknowledgements; References; Name index; Subject index |
| Record Nr. | UNINA-9910827263803321 |
| Amsterdam, Netherlands ; ; Philadelphia, Pennsylvania : , : John Benjamins Publishing Company, , 2014 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||