| 1. |
- Gröndahl, Satu, 1957-, et al.
(författare)
-
Editors' Note
- 2019
-
Ingår i: Multiethnica. - : Uppsala University. - 0284-396X .- 2002-3413. ; 2-2019:2-20195, s. 5-7
-
Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
|
|
| 2. |
- 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.
|
|
| 3. |
|
|
| 4. |
|
|
| 5. |
|
|
| 6. |
- Malmström, Hans, 1980, et al.
(författare)
-
Teachers’ receptive and productive vocabulary sizes in English-medium instruction
- 2023
-
Ingår i: Journal of Multilingual and Multicultural Development. - 0143-4632 .- 1747-7557. ; In Press
-
Tidskriftsartikel (refereegranskat)abstract
- Despite the growing popularity of English-medium instruction (EMI), theconditions for and consequences of teaching and learning academiccontent through English are poorly understood. The ability of teachers inthe EMI environment (i.e. disciplinary or‘content’teachers) to engagestudents in English is central in this regard since intelligible interactionbetween the teacher and the students is a precondition for learning whenthe medium of instruction is English. Across EMI contexts, concerns havebeen raised about teachers’level of English proficiency (their ability tospeak, write, read and listen in English), but research measuring theirEnglish proficiency attainments is lacking. This paper focuses on a keydimension of teachers’English proficiency: vocabulary knowledge.Teachers (n= 130) took tests of receptive and productive knowledge ofgeneral and academic English vocabulary. The testing revealed significantproficiency variation in the cohorts tested, with some teachers exhibitingvery low levels (<3000 words) of receptive and productive vocabularyknowledge. Implications for teaching in EMI are discussed.
|
|
| 7. |
|
|
| 8. |
- Malmström, Hans, 1980, et al.
(författare)
-
Words for what? Contrasting university students’ receptive and productive academic vocabulary needs
- 2018
-
Ingår i: English for Specific Purposes. - : Elsevier BV. - 0889-4906 .- 1873-1937. ; 50, s. 28-39
-
Tidskriftsartikel (refereegranskat)abstract
- With the objective of determining what academic vocabulary students use productively, and exploring the relationship between receptive and productive academic vocabulary, this paper continues the dialog on what constitutes academic vocabulary. By adopting a set of principled criteria (ratio, dispersion, discipline specificity and range) and by approximating the procedures from a recent study of academic vocabulary, the academic vocabulary found in students' writing is identified and subsequently compared to the academic vocabulary found in published academic writing (indexical of receptive purposes). Nearly 600 words emerge as being represented significantly more frequently in students' academic writing than in their non-academic writing, demonstrating that students distinguish in their writing between academic and non-academic vocabulary. Furthermore, the investigation finds significant differences between students' productive academic vocabulary and academic vocabulary serving receptive purposes, suggesting that students' productive and receptive academic vocabulary needs are far from identical. The findings reported here are intended to serve as a tool for EAP educators working to help students develop academic vocabulary fit for purpose, as well as an incentive for EAP researchers to continue to explore the nature of academic vocabulary.
|
|
| 9. |
- 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.
|
|
| 10. |
- Mezek, Spela, et al.
(författare)
-
Scaffolding L2 Academic Reading and Self‐Regulation Through Task and Feedback
- 2022
-
Ingår i: TESOL Quarterly. - : Wiley. - 1545-7249 .- 0039-8322. ; 56:1, s. 41-67
-
Tidskriftsartikel (refereegranskat)abstract
- Research has shown that classroom‐based reading strategy training does not necessarily result in effective, self‐regulated reading behaviours when students engage with authentic academic reading in their own study contexts. In light of this problem, our study examines the effects of an instructional scaffold combined with teacher feedback, designed to foster students’ self‐regulation in authentic academic reading contexts. Over a 5‐week period, students read five academic texts and posted blog posts documenting their reading, scaffolded by a task prompt. In response, their teacher posted individualised feedback. The data comprised 75 student blog posts and 63 teacher responses. The results suggest that the task prompts and feedback supported students’ self‐regulation in different ways: while the task prompted students to reflect on their reading, teacher feedback redirected students’ attention to new ways of reading and to less superficial aspects of the task, as well as reminding them of reading behaviours they had previously engaged in successfully. The study therefore provides insights into the interplay between task and feedback and recommendations for teaching practice.
|
|
