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Preface
inquiryintothemwhileconductingherproseminarclass.Sheintroduced
CriticalDiscourseAnalysisstrategiesinordertoimprovethestudents’reading
comprehensionskillsofcurrentauthenticmaterialswithaviewtopreparing
themtotheirfutureDiplomaProjects.TechapterbyDanielSawczuk,which
dealswithaddinglanguageaspectsintoacourseinBritishHistoryandCulture
presentsaclassroom-basedstudyinwhicharangeofactivitieswereoferedto
thestudentsinordertoenhancetheirwrittenandoralproductionskills.Te
classesrequiredintegratingcontentreading,listeningandwatchingtaskswith
theknowledgeoflanguagefunctions.TenextchapterbyEwaFiutkaconcerns
thestudyintofamiliarizingthestudentswithselectedideasconnectedwith
politicsandmediaintheUnitedKingdomonthebasisofauthentictexts.Te
researchconcentratedontheskillsofcomparingandcontrasting,textanalysis
anditscriticalevaluation,andteachingrelevantvocabularyitems.Inthelast
chapter,dealingwithanAmericanstory,MartaPopławskaaimedtoacquaint
thestudentswithandassisttheminpractisingvarioustechniquesofreading
literaturetextsandresponsivewriting.Testudentsweretobuildanawareness
oflanguage-contentrelationshipbyperformingactivitiesbasedontextanalysis,
comparisonorargumentationworkingindependentlyorinapeergroup.
TepresentvolumeisintendedforEFLteachersworkingatdiferent
educationallevelswhoareinterestedinintroducingchangeintotheirteaching
practices.Itshowsthatusefulresearch-basedmodificationscanbeworkedout
byclassroomteacherswiththeirspecificgoalsinmindssothatlanguageand
contentfocuscanbeappropriatelycounterbalanceddependingontheneedsof
particulargroupsoflearnersandcurricularequirements.
HalinaChodkiewicz
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