| 1. |
|
|
| 2. |
|
|
| 3. |
- Malmström, Hans, 1980, et al.
(författare)
-
Engaging with terminology in the multilingual classroom : Teachers' practices for bridging the gap between L1 lectures and English reading
- 2017
-
Ingår i: Classroom Discourse. - : Routledge. - 1946-3014 .- 1946-3022. ; 8:1, s. 3-18
-
Tidskriftsartikel (refereegranskat)abstract
- In some academic settings where English is not the first language it is nonetheless common for reading to be assigned in English, and the expectation is often that students will acquire subject terminology incidentally in the first language as well as in English as a result of listening and reading. It is then a prerequisite that students notice and engage with terminology in both languages. To this end, teachers’ classroom practices for making students attend to and engage with terms are crucial for furthering students’ vocabulary competence in two languages. Using transcribed video recordings of eight undergraduate lectures from two universities in such a setting, this paper provides a comprehensive picture of what teachers ‘do’ with terminology during a lecture, i.e. how terms are allowed to feature in the classroom discourse. It is established, for example, that teachers nearly always employ some sort of emphatic practice when using a term in a lecture. However, the repertoire of such practices is limited. Further, teachers rarely adapt their repertoires to cater to the special needs arguably required in these settings, or to exploit the affordances of multilingual environments.
|
|
| 4. |
- Malmström, Hans, et al.
(författare)
-
Engaging with terminology in the parallel-language classroom : Teachers' practices for bridging the gap between L1 and English
- 2016
-
Ingår i: ASLA-symposiet 2016.
-
Konferensbidrag (refereegranskat)abstract
- In settings in which English is used as a medium of instruction (EMI) in parallel with another language, a common expectation is that students will acquire subject terminology incidentally in the L1 as well as in English as a result of listening and reading. It is then a prerequisite that students notice and engage with terminology in both languages. To this end, teachers’ classroom practices for making students attend to and engage with terms are crucial for furthering students’ vocabulary competence in two languages. Using transcribed video recordings of a sample of lectures from two courses in a partial EMI setting, in which the lectures were in Swedish and the textbooks were in English, this paper will present a comprehensive picture of what teachers ‘do’ with terminology during a lecture, i.e., how terms are allowed to feature in the classroom discourse. It is established, for example, that teachers nearly always employ some sort of emphatic practice when using a term in a lecture. However, the repertoire of such practices is limited. Further, teachers rarely adapt their repertoires to cater to the special needs arguably required in partial EMI settings, or to exploit the affordances of these learning environments.
|
|
| 5. |
- McGrath, Lisa, et al.
(författare)
-
Reading EAP : Investigating high proficiency L2 university students' strategy use through reading blogs
- 2016
-
Ingår i: Journal of English for Academic Purposes. - : Elsevier BV. - 1475-1585 .- 1878-1497. ; 22, s. 152-164
-
Tidskriftsartikel (refereegranskat)abstract
- This study investigates the reading strategies used by academically novice, but high proficiency L2 students of English enrolled in a teacher education programme at a major Swedish university. Data were obtained from personal reading blogs kept by the students as they undertook course reading at home. An analysis revealed that students employed various reading strategies; however, there was limited evidence to suggest that students employed these strategies routinely. The most common strategy reported was connecting to short-term writing task. While students reported reflecting on their reading, they did not appear to amend unsuccessful strategy use, or re-use successful strategies. The study reveals the difficulties and limitations of high proficiency L2 students who lack experience of reading academic literature in English, and discusses pedagogical implications for reading blogs.
|
|
| 6. |
- McGrath, Lisa, et al.
(författare)
-
Scaffolding L2 academic reading and self-regulation through task and feedback
- 2019
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Research has shown that successful readers at the tertiary level are able to select appropriate reading strategies, apply them consistently, and monitor their own comprehension (e.g. Grabe, 2008). However, less is known about how such metacognitive and strategic reading behaviours can be fostered while students are reading in authentic, self-study contexts, outside of the EAP classroom. Departing from the theory of self-regulation and how it is trained (e.g. Zimmerman, 2008) and insights from the literature on feedback (e.g. Hattie & Timperley, 2007), the overarching aim of our study was to create a learning context in which students were guided by teacher feedback to self-monitor and reflect on their reading behaviours while undertaking course reading at home. A group of academically novice, but high proficiency L2 English students enrolled in a teacher education programme were recruited. These participants were asked to keep a reading blog during a six-week EAP module, recording what they did and why as they engaged with a range of literature such as journal articles and book chapters, based around a teaching-related theme. In response, their teacher provided continuous and individual formative feedback on the posts. This feedback was planned to include both positive reinforcement of effective reading behaviours and questions to prompt reflection. In our paper, we begin by presenting the rationale behind our intervention and the task design. We then discuss whether certain types of feedback via the blogs were more conducive to student engagement with that feedback and performance. We conclude by making recommendations for EAP interventions focused on reading, based on our insights. References Grabe, W. (2008). Reading in a second language: Moving from theory to practice. Cambridge: Cambridge University Press. Hattie, J. & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77 (1), 81-112. Zimmerman, B. (2008). Self-Regulation and Motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45, (1), 166 –183.
|
|
| 7. |
|
|
| 8. |
- Mežek, Špela
(författare)
-
Humour in high-stakes academic ELF interactions : An analysis of laughter episodes in PhD vivas/defences
- 2017
-
Ingår i: ELF & Changing English.
-
Konferensbidrag (refereegranskat)abstract
- This study investigates humour in PhD vivas/defences. Laughter episodes in 15h of video recordings were analysed according to who and what makes people laugh, at what point laughter occurs, and what the function of these humorous episodes might be. The study shows that humour is frequent and fills an important function in ELF interactions in high-stakes academic situations.
|
|
| 9. |
- Mezek, Spela
(författare)
-
Laughter and humour in high-stakes academic ELF interactions : An analysis of laughter episodes in PhD defences/vivas
- 2018
-
Ingår i: Journal of English as a Lingua Franca. - : Walter de Gruyter GmbH. - 2191-9216 .- 2191-933X. ; 7:2, s. 261-284
-
Tidskriftsartikel (refereegranskat)abstract
- This study investigates the uses and functions of laughter and humour in a corpus of nine PhD defences/vivas. The data include the PhD defences in their entirety, including monologic and dialogic talk by participants from a variety of research cultures. The defences were video-recorded and transcribed, and laughter episodes analysed according to who laughed, who the source of “the laughable” was, what the reason for laughing was and at what point laughter occurred. The analysis reveals that a majority of laughter was non-humorous, produced by one person, and had the function of mitigating face threats to speakers and others. Humorous laughter was usually produced by more than one person and had the function of relieving tension, creating a non-adversarial atmosphere and building a community. These results are connected to the communicative purposes of the participants; the participants’ mutual aim is to examine an academic work and confirm the candidate’s membership in their chosen specialisation, which requires cooperation from all parties. Furthermore, although the participants come from different research cultures where humour can have a different presence and function, this study shows that laughter and humour are frequent and fill an important function in ELF interactions in high-stakes academic situations.
|
|
| 10. |
- Mežek, Špela, et al.
(författare)
-
Learning subject-specific L2 terminology : The effect of medium and order of exposure
- 2015
-
Ingår i: English for specific purposes (New York, N.Y.). - : Elsevier BV. - 0889-4906 .- 1873-1937. ; 38, s. 57-69
-
Tidskriftsartikel (refereegranskat)abstract
- In the globalised university environment, many university students are expected to learn subject-specific terminology in both the local language and the L2 (English) by learning from two media in two different languages: lectures in the local language and reading in L2 English. These students' bilingual learning is greatly affected by the learning strategies they employ. An experiment was designed to investigate the effects of student choice of learning media and the order of media on their learning and perception of learning of terminology in English. The results confirm that added exposure to terminology in different media, even in different languages, contributes to learning and show that, in some circumstances, learning terminology from reading may be more effective than learning it from a lecture. The results also show that students do not correctly judge their knowledge of terms learnt from different media in different languages and that they underestimate knowledge gained from reading in L2. Implications for teaching are discussed.
|
|
