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Essential Competencies for English-medium University Teaching.
| Clasificación: | Libro Electrónico |
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| Autor principal: | |
| Otros Autores: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Cham :
Springer International Publishing,
2016.
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| Colección: | Educational linguistics.
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| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- Foreword; Sources Cited; Contents; About the Contributors; Introduction: Making Essential Competencies Visible inḦigher Education; 1 The Spirit ofẗhis Initiative andïts Contributions; 2 Fostering Essential Competencies inÜniversity EMI Contexts: What Does It Really Mean?; 3 Moving Forward; References; Part I: Critical Thinking; On theÈTeaching ofÈCriticalÈThinking inËnglish forÄcademic Purposes; 1 Introduction; 2 Different Approaches toẗheÈTeaching ofÈCritical Thinking; 2.1 The Skills Approach; 2.2 The Ethics Approach; 2.3 The Language ofËvaluation Approach.
- 3 The Ineffability ofÈCritical Thinking: Definitional Problems4 Some Research into Critical Thinking; 4.1 Variable Understandings ofÈCritical Thinking; 4.2 Different Judgement Types; 4.3 The Role ofÈKnowledge inÈCritical Practices; 4.4 Summary ofẗheÈResearch; 5 Implications forÈTeaching; 5.1 Teaching Critical Thinking inÈConcurrent Contexts; 5.2 Teaching Critical Thinking inÈPre-Tertiary Contexts; 6 Conclusion; References; Promoting Critical Cultural Awareness inẗheÏnternational University; 1 Introduction; 1.1 Refocusing foräÈNew Readership.
- 1.2 Frameworks forÈCommunication andÈReflexivity2 Case Study: News forẗheẄorld; 2.1 Task Description andÈProcedure; 2.2 Results andÈDiscussion; 2.2.1 Explaining Names andÈPlaces; 2.2.2 Managing Cultural Knowledge; 2.2.3 Refocusing; 2.2.4 Evaluation andÄppreciation; 3 Conclusions; References; Critical Thinking, Language andÈProblem-©Solving: Scaffolding Thinking Skills through Debate; 1 Introduction; 2 What Is Critical Thinking?; 3 How Can Critical Thinking BeÈTaught?; 4 Teaching Critical Thinking asäÈProblem-Solving Process; 5 Overview ofẗheÈCourse.
- 5.1 Step 1: Identify andÈClarify theÏssue (Interpretation)5.2 Step 2: Gather andÖrganise Information (Analysis); 5.3 Step 3: Evaluate Information forÈReliability andÈCredibility (Evaluation); 5.4 Step 4: Draw Conclusions fromẗheËvidence (Inference); 5.5 Step 5: Explain Conclusions Logically (Explanation); 5.6 Step 6: Appraise andËxamine One's Performance (Self-Regulation); 6 Discussion andÈConclusions; References; Indexicals andÈL2 Learners' Metadiscursive Awareness; 1 Introduction.
- 2 Preliminaries: Text, Context andÈDiscourse, andẗheÏndexical Procedures Deixis, "Anadeixis" andÄnaphora2.1 Text, Context andÈDiscourse andẗheir Harnessing inÏndexical Reference; 2.2 Deixis, Anaphora andÄnadeixis; 3 Advanced L2 Learners' Handling ofÏndexical Procedures inÈProducing andÈComprehending Extended Text: Pure Deixis, Discourse Deixis, 'strict' Anadeixis andÈCanonical Anaphora; 3.1 Advanced Learners' "metadiscursive" Awareness ofẗheÈContribution ofÏndexicals toÈTextualisation; 3.2 Evidence fromÈText Production: "Strict" Anadeixis vs. Canonical Anaphora.