Nondogmatic Approach to Teaching DOGME in ESP
Identifikátory výsledku
Kód výsledku v IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14640%2F18%3A00103261" target="_blank" >RIV/00216224:14640/18:00103261 - isvavai.cz</a>
Výsledek na webu
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DOI - Digital Object Identifier
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Alternativní jazyky
Jazyk výsledku
angličtina
Název v původním jazyce
Nondogmatic Approach to Teaching DOGME in ESP
Popis výsledku v původním jazyce
The paper deals with the principles of Dogme approach in lessons of English for Specific Purposes at tertiary level. The author argues that this material-light approach is particularly suitable at this level as university students are aware of their needs in foreign language learning and employ their (future) professional identities in the learning process. The author discusses the impact of Dogme elements on the students´ engagement and autonomy. Examples from syllabus design and material design from an ESP course for sports coaches are presented and the role of the teacher with regard to the shift in power in Dogme lessons is considered. Special attention is paid to various types of scaffolding provided to students by the teacher as well as other students.
Název v anglickém jazyce
Nondogmatic Approach to Teaching DOGME in ESP
Popis výsledku anglicky
The paper deals with the principles of Dogme approach in lessons of English for Specific Purposes at tertiary level. The author argues that this material-light approach is particularly suitable at this level as university students are aware of their needs in foreign language learning and employ their (future) professional identities in the learning process. The author discusses the impact of Dogme elements on the students´ engagement and autonomy. Examples from syllabus design and material design from an ESP course for sports coaches are presented and the role of the teacher with regard to the shift in power in Dogme lessons is considered. Special attention is paid to various types of scaffolding provided to students by the teacher as well as other students.
Klasifikace
Druh
O - Ostatní výsledky
CEP obor
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OECD FORD obor
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Návaznosti výsledku
Projekt
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Návaznosti
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Ostatní
Rok uplatnění
2018
Kód důvěrnosti údajů
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů