Kooperativer Bibliotheksverbund

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Format: xi, 213 Seiten : , Illustrationen.

ISBN: 978-1-78892-288-3

Series Statement: New perspectives on language and education 63

Language: English

Subjects: English Studies

Keywords: Englisch ; Konversationsanalyse ; Englisch ; Fremdsprachenlernen ; Fremdsprachenunterricht ; Aufsatzsammlung

URL: http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=031485004&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA

URL: Inhaltsverzeichnis

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Format: 752 S

Language: Vietnamese

Keywords: Vietnamesisch ; Englisch ; Technik ; Wörterbuch

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Format: 52 S. , Ill., graph. Darst.

Series Statement: Survey assessment of Vietnamese youth : (Savy); thematic report 2,8

Language: English

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ISSN: 2192-8754

In: Wasser und Abfall. - 22(2020)1-2, S. 33-38

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Format: 280 p. : , ill.

ISBN: 9780230319660 : , 0230319661 :

Content: An unprecedented glimpse into the multidimensional learning processes that take place when novice professionals develop the necessary communication skills for effective task accomplishment. This analysis of authentic patient consultations by pharmacy interns is a significant contribution to research on health communication training.

Content: 'Nguyen's book is one of the very few original contributions made by applied linguists to the debate over what constitutes learning. She reviews theories of cognitive and behavioral change, of the complementary roles of learners and teachers, and she queries the reluctance by some discourse analysts to even recognize the concept of learning. Out of this mass of conflicting claims and contradictory positions, Nguyen steps forward with a longitudinal analysis of the interactions of two novice pharmacists as they begin to exercise their professional skills in counseling patients. Do they learn? From every theoretical perspective they do. And what they learn is how to effectively counsel their patients: how to sequence their actions, how to manage topics, how to respond to their patients' concerns, how to make their expertise accessible to their patients, and how to share their patients' perspectives. Through her insightful analysis of learning in these interactions, Nguyen makes an important contribution to the learning debate and provides valuable advice for professional trainers.' - Richard F. Young, Professor in English Linguistics and Second Language Acquisition, University of Wisconsin-Madison 'This significant book applies conversation analysis (CA) uniquely to the consultation process between patients and pharmacists. Although schools of pharmacy have long embraced and taught pharmacy students to provide patient-centered consultation, repeated studies have documented that community pharmacists rarely ask patients open ended questions, tailor their consultations to patients or engage patients effectively to monitor the adverse and efficacious effects of regimens at refill times. Pharmacy schools can learn a great deal from CA's micro-analytic skills as modeled here to identify key elements in the sequence that hinder or facilitate meaningful exchanges between patients and pharmacists. Uniquely the book tracks the growing skills of two novice pharmacists in a way never before presented in Pharmacy. We have much to learn from this careful study's research approach and findings in order to better train our students and evaluate their licensure readiness.' - Betty A. Chewning, Ph.D., F. AphA Professor in Social and Administrative Sciences, School of Pharmacy, University of Wisconsin-Madison.

Note: Electronic book text. , Epublication based on: 9780230276697. , Foreword by Cecilia E. Ford Acknowledgements List of Illustrations and Tables Transcription Conventions Introduction PART I: THE PHARMACY PATIENT CONSULTATION Historical Background and Impact on Healthcare Sequential Organization Topics and Topic Management Formulation of Objects and Processes Participation Frameworks PART II: THE DEVELOPMENT OF INTERACTIONAL COMPETENCE Action Sequencing Topic Management Formulation of Objects and Processes Self-Positioning in Participation Frameworks Discussion and Conclusion Bibliography Index. , Document , PDF.

Language: English

URL: Online journal 'available contents' page

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Format: 1 online resource

ISBN: 1-78892-290-5 , 1-78892-289-1

Series Statement: New Perspectives on Language and Education

Content: This edited volume brings together 10 cutting-edge empirical studies on the realities of English language learning, teaching and testing in a wide range of global contexts where English is an additional language. It covers three themes: learners’ development of interactional competence, the organization of teaching and testing practices, and sociocultural and ideological forces that may impact classroom interaction. With a decided focus on English-as-a-Foreign-Language contexts, the studies involve varied learner populations, from children to young adults to adults, in different learning environments around the world. The insights gained will be of interest to EFL professionals, as well as teacher trainers, policymakers and researchers.

Note: Frontmatter -- , Contents -- , Acknowledgements -- , Contributors -- , 1. Introduction: Using Conversation Analysis to Understand the Realities of English-as-a-Foreign-Language Learning, Teaching and Testing -- , 2. Embodied and Occasioned Learnables and Teachables in an Early EFL Classroom -- , 3. Developing Interactional Competence in a Lingua Franca at the Workplace: An Ethnomethodologically Endogenous Account -- , 4. Looking Beyond IRF Moves in EFL Classroom Interaction in China -- , 5. EFL Trainee Teachers’ Orientations to Students’ Non-understanding: A Focus on Task Instructions -- , 6. Handling Unprepared-for Contingencies in an Interactional Language Test: Student Initiation of Correction as a Collaborative Accomplishment -- , 7. Closing Up Testing: Interactional Orientation to a Timer During a Paired EFL Oral Proficiency Test -- , 8. The ‘Power Game’: Interactional Asymmetries in EFL Collaborative Language Teaching -- , 9. Collision of Centripetal and Centrifugal Forces in Iranian EFL Classroom Interaction -- , 10. ‘In English, Sorry’: Participants’ Orientation to the English-only Policy in Beginning-level EFL Classroom Interaction -- , 11. Teaching English in Marginalized Contexts: Constructing Relevance in an EFL Classroom in Rural Southern Mexico -- , 12. Commentary: Fault Lines in Global EFL -- , Index , Issued also in print. , In English.

Additional Edition: ISBN 1-78892-288-3

Language: English

DOI: 10.21832/9781788922890

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Format: 1 Online-Ressource (xi, 313 Seiten) , Illustrationen, Diagramme

ISBN: 9781788922890 , 9781788922906 , 9781788922913

Series Statement: New Perspectives on Language and Education 63

Content: Frontmatter -- Contents -- Acknowledgements -- Contributors -- 1. Introduction: Using Conversation Analysis to Understand the Realities of English-as-a-Foreign-Language Learning, Teaching and Testing / Malabarba, Taiane / thi Nguyen, Hanh -- Part 1: Learners’ Development of Interactional Competence -- 2. Embodied and Occasioned Learnables and Teachables in an Early EFL Classroom / Vanessa, Maria / Wind Eskildsen, Søren -- 3. Developing Interactional Competence in a Lingua Franca at the Workplace: An Ethnomethodologically Endogenous Account / Nguyen, Hanh thi -- Part 2: Teaching and Testing Practices as Dynamic Processes -- 4. Looking Beyond IRF Moves in EFL Classroom Interaction in China / Li, Jingya -- 5. EFL Trainee Teachers’ Orientations to Students’ Non-understanding: A Focus on Task Instructions / Somuncu, Dilara / Sert, Olcay -- 6. Handling Unprepared-for Contingencies in an Interactional Language Test: Student Initiation of Correction as a Collaborative Accomplishment / Hauser, Eric -- 7. Closing Up Testing: Interactional Orientation to a Timer During a Paired EFL Oral Proficiency Test / Greer, Tim -- Part 3: Sociocultural and Ideological Forces in Language Teaching -- 8. The ‘Power Game’: Interactional Asymmetries in EFL Collaborative Language Teaching / Lee, Josephine -- 9. Collision of Centripetal and Centrifugal Forces in Iranian EFL Classroom Interaction / Pourhaji, Mostafa -- 10. ‘In English, Sorry’: Participants’ Orientation to the English-only Policy in Beginning-level EFL Classroom Interaction / Malabarba, Taiane -- 11. Teaching English in Marginalized Contexts: Constructing Relevance in an EFL Classroom in Rural Southern Mexico / Sayer, Peter / Malabarba, Taiane / Moore, Leslie C. -- 12. Commentary: Fault Lines in Global EFL / Wagner, Johannes -- Index

Content: This edited volume brings together 10 cutting-edge empirical studies on the realities of English language learning, teaching and testing in a wide range of global contexts where English is an additional language. It covers three themes: learners’ development of interactional competence, the organization of teaching and testing practices, and sociocultural and ideological forces that may impact classroom interaction. With a decided focus on English-as-a-Foreign-Language contexts, the studies involve varied learner populations, from children to young adults to adults, in different learning environments around the world. The insights gained will be of interest to EFL professionals, as well as teacher trainers, policymakers and researchers

Note: Literaturangaben , Mode of access: Internet via World Wide Web.

Additional Edition: ISBN 9781788922883

Language: English

Keywords: Aufsatzsammlung

DOI: 10.21832/9781788922890

URL: lizenzpflichtig

URL: lizenzpflichtig

URL: Cover

URL: Inhaltsverzeichnis

URL: Cover

UID:

Format: 1 online resource

ISBN: 9781788922890

Series Statement: New Perspectives on Language and Education

Content: This edited volume brings together 10 cutting-edge empirical studies on the realities of English language learning, teaching and testing in a wide range of global contexts where English is an additional language. It covers three themes: learners’ development of interactional competence, the organization of teaching and testing practices, and sociocultural and ideological forces that may impact classroom interaction. With a decided focus on English-as-a-Foreign-Language contexts, the studies involve varied learner populations, from children to young adults to adults, in different learning environments around the world. The insights gained will be of interest to EFL professionals, as well as teacher trainers, policymakers and researchers.

Note: Frontmatter -- , Contents -- , Acknowledgements -- , Contributors -- , 1. Introduction: Using Conversation Analysis to Understand the Realities of English-as-a-Foreign-Language Learning, Teaching and Testing / , Part 1: Learners’ Development of Interactional Competence -- , 2. Embodied and Occasioned Learnables and Teachables in an Early EFL Classroom / , 3. Developing Interactional Competence in a Lingua Franca at the Workplace: An Ethnomethodologically Endogenous Account / , Part 2: Teaching and Testing Practices as Dynamic Processes -- , 4. Looking Beyond IRF Moves in EFL Classroom Interaction in China / , 5. EFL Trainee Teachers’ Orientations to Students’ Non-understanding: A Focus on Task Instructions / , 6. Handling Unprepared-for Contingencies in an Interactional Language Test: Student Initiation of Correction as a Collaborative Accomplishment / , 7. Closing Up Testing: Interactional Orientation to a Timer During a Paired EFL Oral Proficiency Test / , Part 3: Sociocultural and Ideological Forces in Language Teaching -- , 8. The ‘Power Game’: Interactional Asymmetries in EFL Collaborative Language Teaching / , 9. Collision of Centripetal and Centrifugal Forces in Iranian EFL Classroom Interaction / , 10. ‘In English, Sorry’: Participants’ Orientation to the English-only Policy in Beginning-level EFL Classroom Interaction / , 11. Teaching English in Marginalized Contexts: Constructing Relevance in an EFL Classroom in Rural Southern Mexico / , 12. Commentary: Fault Lines in Global EFL / , Index , In English.

Language: English

DOI: 10.21832/9781788922890

URL: https://doi.org/10.21832/9781788922890

URL: https://doi.org/10.21832/9781788922890