標題: Titlebook: Genre Practices, Multimodality and Student Identities; Robert James Gray Book 2022 The Editor(s) (if applicable) and The Author(s), under [打印本頁] 作者: 凝固 時間: 2025-3-21 18:47
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書目名稱Genre Practices, Multimodality and Student Identities影響因子(影響力)學科排名
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書目名稱Genre Practices, Multimodality and Student Identities被引頻次
書目名稱Genre Practices, Multimodality and Student Identities被引頻次學科排名
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書目名稱Genre Practices, Multimodality and Student Identities年度引用學科排名
書目名稱Genre Practices, Multimodality and Student Identities讀者反饋
書目名稱Genre Practices, Multimodality and Student Identities讀者反饋學科排名
作者: 芭蕾舞女演員 時間: 2025-3-21 22:09
The Research Setting,ng the past two decades and is reflected in the country’s HE sector and language policy, with courses at many universities increasingly?using English as their medium of instruction (EMI). This chapter highlights two major issues with the EMI approach. First, by treating English learning and discipli作者: Invertebrate 時間: 2025-3-22 03:12 作者: 警告 時間: 2025-3-22 06:40
A Framework for Analysing Student Identity,ing?theory and describe its application to the research framework of the study. Following this, major research into the identities of monolingual and multilingual students is thematically surveyed. The next section lays out a theoretical framework that conceives of identity in terms of the socially 作者: 煤渣 時間: 2025-3-22 10:25 作者: 龍卷風 時間: 2025-3-22 14:18 作者: 龍卷風 時間: 2025-3-22 18:14 作者: 可互換 時間: 2025-3-22 21:40
Discussion and Conclusion,ister and the identities of presenters. This understanding?suggests that?the main responsibility of teachers is to guide learners through the process of taking up and accommodating to existing genre practices, rather than significantly adjusting these to the brought-along identities of undergraduate作者: 投票 時間: 2025-3-23 05:06
Erratum to: Organisatorische Grundlagen,tions in other modes impacted the effectiveness of spoken actions in making different moves in the genre. These results are discussed in relation to previous findings and their potential usefulness for the teaching and learning of presentations is indicated.作者: Frisky 時間: 2025-3-23 06:24 作者: 單調(diào)性 時間: 2025-3-23 13:08 作者: 鉤針織物 時間: 2025-3-23 16:40 作者: vasculitis 時間: 2025-3-23 19:57 作者: 鈍劍 時間: 2025-3-23 23:09
https://doi.org/10.1007/978-3-642-94508-3ontribution to producing students’ identities. They also demonstrated that the production of student identity?was reliant?on other modes used interdependently with the spoken mode but identities were also produced in writing, gesture and image independently of speech.The implications of these findings for educators are briefly discussed.作者: 不容置疑 時間: 2025-3-24 05:36 作者: integrated 時間: 2025-3-24 08:57 作者: MUTE 時間: 2025-3-24 11:04
Core Student Identity in Classroom Presentations,ontribution to producing students’ identities. They also demonstrated that the production of student identity?was reliant?on other modes used interdependently with the spoken mode but identities were also produced in writing, gesture and image independently of speech.The implications of these findings for educators are briefly discussed.作者: armistice 時間: 2025-3-24 17:30 作者: Pageant 時間: 2025-3-24 21:41 作者: paleolithic 時間: 2025-3-25 00:38
The Research Setting,ibed. The chapter then looks at the venue, syllabus and assessment profile of the English for Psychology course?that was observed, before describing the eight participants whose data were used in the research.作者: municipality 時間: 2025-3-25 06:48 作者: Aphorism 時間: 2025-3-25 08:16 作者: 未開化 時間: 2025-3-25 13:20 作者: carbohydrate 時間: 2025-3-25 16:19
and identity in a range of other classroom genres. The book will therefore be of interest not only to researchers in EMI and TESOL settings, but also any tertiary-level educational practitioners whose courses include presentations.978-3-030-97935-5978-3-030-97933-1作者: 健壯 時間: 2025-3-25 20:14
https://doi.org/10.1007/978-3-540-72148-2ibed. The chapter then looks at the venue, syllabus and assessment profile of the English for Psychology course?that was observed, before describing the eight participants whose data were used in the research.作者: 說不出 時間: 2025-3-26 03:24
https://doi.org/10.1007/978-3-531-92667-4ings were that linguistic expertise/proficiency and credible knowledge of the subject were closely linked, that “othering” of peers on the basis of perceived deficiencies in their English or subject knowledge was widespread, and that students’ relations to the institution were mediated by various co作者: 小丑 時間: 2025-3-26 07:47 作者: 軌道 時間: 2025-3-26 11:08 作者: photopsia 時間: 2025-3-26 16:13 作者: 有說服力 時間: 2025-3-26 17:39 作者: synovium 時間: 2025-3-27 00:33
978-3-030-97935-5The Editor(s) (if applicable) and The Author(s), under exclusive licence to Springer Nature Switzerl作者: 白楊 時間: 2025-3-27 04:20 作者: 他去就結(jié)束 時間: 2025-3-27 06:44
https://doi.org/10.1007/978-3-030-97933-1English as a medium of instruction (EMI); teaching English to speakers of other languages (TESOL); stu作者: anesthesia 時間: 2025-3-27 10:13
Hilfsmittel des Arbeitsbureaus,effects on learning and are widely used to assess students at university. For various reasons, students may not be trained adequately to present in their main subject classes, and materials which take a “study skills” approach to presenting are widespread in classrooms.?However, the presentation of 作者: neutralize 時間: 2025-3-27 13:35
https://doi.org/10.1007/978-3-540-72148-2ng the past two decades and is reflected in the country’s HE sector and language policy, with courses at many universities increasingly?using English as their medium of instruction (EMI). This chapter highlights two major issues with the EMI approach. First, by treating English learning and discipli作者: 令人作嘔 時間: 2025-3-27 20:29
Erratum to: Organisatorische Grundlagen,on of ESP genre theory as best-suited to the research aims, then present and discuss the results of the genre analysis of students’ presentations, considering both contextual data, as well as the speech of presenters. The chapter next summarises research relevant to the modes analysed in this study 作者: GRIN 時間: 2025-3-27 23:47 作者: 男學院 時間: 2025-3-28 04:58
https://doi.org/10.1007/978-3-663-06909-6udents when discussing the preparation and performance of presentations. Thematic analysis indicated that aspects of the participants’ identities conflicted when preparing and giving classroom presentations. For instance, some students compromised on their epistemic development by choosing a simple 作者: coddle 時間: 2025-3-28 07:20
https://doi.org/10.1007/978-3-642-94508-3es that produced different aspects of identity during performances of the genre. It is argued that the meaning of the term . overlaps with that of . but is more comprehensive in scope. The difference between style and identity is underlined with reference to an example from one student. The producti作者: synovial-joint 時間: 2025-3-28 12:14 作者: 尖 時間: 2025-3-28 18:11
