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    Wyświetlanie 1-3 z 3
    Tytuł:
    Book Review English as a lingua franca: Perspectives and prospects. Contributions in honour of Barbara Seidlhofer
    Autorzy:
    Vettorel, Paola
    Powiązania:
    https://bibliotekanauki.pl/articles/781007.pdf
    Data publikacji:
    2016
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Opis:
    Editors: Marie-Luise Pitzl, Ruth Osimk-Teasdale Publisher: Mouton de Gruyter, 2016 ISBN: 9781501511226 Pages: 294
    Źródło:
    Studies in Second Language Learning and Teaching; 2016, 6, 4; 727-731
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Is there EFL in ELT coursebooks?
    Autorzy:
    Vettorel, Paola
    Lopriore, Lucilla
    Powiązania:
    https://bibliotekanauki.pl/articles/780518.pdf
    Data publikacji:
    2013-12
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    English as lingua franca
    World Englishes
    ELT materials
    intercultural awareness
    langugae awareness
    communication strategies
    localization
    nonnative bilingual speakers of English
    Opis:
    This article aims to explore whether well-attested findings in the fields of World Englishes (WE) and of English as a lingua franca (ELF) have determined a shift in perspective in the overall approach to English language teaching (ELT), and how far this shift has permeated teaching materials and coursebooks. The research study was carried out in Italy, a country where ELT coursebooks have often played a relevant role in introducing innovations in language teaching methodology. The research design included a corpus of ten coursebooks that have been published and adopted in Italian secondary schools in the last 6 years. The coursebooks were evaluated in terms of the presence or absence of references to WE and/or ELF, of awareness-raising activities, of the promotion of using English outside the school environment and of the use of effective English communication and intercultural strategies among nonnative speakers. Findings show that there have been no significant changes in the inclusion of WE- and ELForiented materials and related tasks, apart from the area of promotion of cultural and intercultural awareness.
    Źródło:
    Studies in Second Language Learning and Teaching; 2013, 3, 4; 483-504
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Fostering awareness of the pedagogical implications of World Englishes and ELF in teacher education in Italy
    Autorzy:
    Vettorel, Paola
    Corrizzato, Sara
    Powiązania:
    https://bibliotekanauki.pl/articles/780491.pdf
    Data publikacji:
    2016
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    World Englishes
    English as a lingua franca
    teacher education
    ELT materials and practices
    Opis:
    Teacher education represents an essential step to raise awareness of the sociolinguistic changes brought about by the current pluralization of English and by its lingua franca role. Within the pre-service teacher education programs run at the Department of Foreign Languages and Literatures, University of Verona, Italy, part of the English language course focused on issues related to World Englishes (WE) and English as a lingua franca (ELF), aiming at fostering awareness of and active reflection upon their pedagogical implications. After taking into consideration recent developments in WE- and ELF-aware teacher education, we will report on findings from a research study involving trainee teachers attending the aforementioned courses for English in academic years 2012-13 to 2014-15. The main aim of the study has been to investigate whether, how and to what extent trainee teachers’ pedagogical knowledge and reasoning about a WE and ELF-informed perspective in teaching practices may undergo a change after attending these courses. Drawing upon different sets of data (questionnaires, reflections in e-learning discussion forums, interviews and final reports), the trainees’ increased awareness of and readiness to include a WE- and ELF-informed didactic approach after attending the course will be discussed, together with implications for foreign language teacher education.
    Źródło:
    Studies in Second Language Learning and Teaching; 2016, 6, 3; 487-511
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-3 z 3

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