Free Delivery Over $100
|
|
|||
|
||||
OverviewThis book offers new insights into the language gains of adult learners enrolled in an English-medium instruction (EMI) degree programme. It provides longitudinal empirical evidence of the phonological gains of the learners; discusses which individual factors contribute to the changes in the learners' pronunciation and investigates whether and to what extent increased exposure to the target language in EMI classrooms leads to incidental learning of second language pronunciation. Furthermore, it expands on the discussions surrounding the Critical Period Hypothesis, the native-speaker norm, foreign language accent and the role of English as a Lingua Franca. The comparative and longitudinal design of the research study fills a significant gap in the literature and the book offers considerable original and important research-informed insights into the fields of EMI, bilingual education and second language acquisition. As such, it is a valuable resource and must-read book for researchers, practitioners and policymakers in these areas. Full Product DetailsAuthor: Karin RichterPublisher: Multilingual Matters Imprint: Multilingual Matters Dimensions: Width: 15.60cm , Height: 1.60cm , Length: 23.40cm Weight: 0.480kg ISBN: 9781788922456ISBN 10: 178892245 Pages: 224 Publication Date: 11 January 2019 Audience: College/higher education , Professional and scholarly , Postgraduate, Research & Scholarly , Professional & Vocational Format: Hardback Publisher's Status: Active Availability: In Print  This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us. Table of ContentsAcknowledgements Tables and Figures List of Abbreviations Chapter 1. Introduction Chapter 2. English-Medium Instruction in European Higher Education Chapter 3. Language Learning in the English-Medium Classroom Chapter 4. Factors Influencing L2 Pronunciation Mastery Chapter 5. The Development of the Austrian Accent in the EMI Classroom Chapter 6. Conclusion References Appendix Subject IndexReviewsThose interested in pronunciation will find this volume most enlightening. At a time when EMI programmes are burgeoning, pronunciation has unfortunately been largely disregarded by researchers, although both teachers and students are very concerned about its role in EMI. This study successfully manages to bridge this research/concern gap. * David Lasagabaster, University of the Basque Country UPV/EHU, Spain * This title of this book could easily be changed to read: What's in it for researchers? It not only effectively demonstrates that long run EMI instruction can improve students' pronunciation, it also shows that the critical period is not absolute - adults can improve their pronunciation. The impressive literature reviews of EMI in Europe, of language learning in the EMI classroom, and of factors influencing L2 pronunciation mastery, are in themselves are compelling reasons to read the book. * Glenn Ole Hellekjaer, The University of Oslo, Norway * Author InformationKarin Richter is Senior Lecturer at the University of Vienna, Austria. She has been working in the field for over 15 years and her research focuses on English-medium instruction, teaching speaking skills and pronunciation learning and teaching. Tab Content 6Author Website:Countries AvailableAll regions |
||||
