An Interactional, Learner-Centered Reading Course.

Autor/in	Peretz, Arna S.
Titel	An Interactional, Learner-Centered Reading Course.
Quelle	(1988), (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Advanced Courses; Classroom Techniques; Course Descriptions; English for Science and Technology; English (Second Language); Foreign Countries; Higher Education; Reading Instruction; Second Language Instruction; Student Motivation; Student Projects; Teacher Role; Teacher Student Relationship; Teaching Methods + Suchen Sie Ihr Suchwort? Fortgeschrittenenunterricht; Klassenführung; Kursstrukturplan; Technisches Englisch; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Leseunterricht; Fremdsprachenunterricht; Schulische Motivation; Schulprojekt; Lehrerrolle; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Two common problems with advanced reading courses in English as a second language (ESL) for students of science and technology are the lack of authenticity in the reading tasks and the fact that the choice of reading material is often limited by what the language teacher can understand. These two constraints often diminish student motivation. An interactional, learner-centered reading comprehension course has been developed for advanced ESL students of science and technology. In this course, student interest and knowledge of a specific content area are used to create both the motivation to read and an authentic task to complete: the preparation and presentation of an oral report. The success of this approach depends on the teacher's willingness to (1) adopt a non-authoritarian attitude and genuinely respect the student's interests, preferences, and specialized knowledge; (2) invest time and effort beyond that required by conventional teaching; (3) acknowledge ignorance of certain subjects and enjoy learning from students; and (4) work out and adhere to a detailed schedule of student conferences and presentations in advance. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01