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Language and its Effects

Proceedings from the 31st International Conference of the Croatian Applied Linguistics Society

Edited By Marija Brala Vukanović and Anita Memišević

The effects of language are numerous. Some are known and have been described, other effects are intuitive and are still waiting to be understood, explained and predicted, while – possibly – there might be more effects that we are still unaware of. The book brings together 16 contributions organized into two main sections: The first one relates to the issue of the effects of language in the FL classroom. The second one can, broadly speaking, be subsumed under the heading of sociolinguistics, given that it brings together a number of papers exploring the effects of language on society and/or on the individual. The answers to the questions have been provided by linguists – theoreticians and practitioners - from multiple perspectives. Thus, the conclusions and invitations for further research put forth in the papers collected in this book, should be of use to anyone with an interest in the effects of language, from cognitive scientists to FL teachers.

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(Micro)teaching through the medium of English: University content teachers’ practice and learning (Branka Drljača Margić / Irena Vodopija-Krstanović)


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Branka Drljača Margić & Irena Vodopija-Krstanović

University of Rijeka Faculty of Humanities and Social Sciences

(Micro)teaching through the medium of English: University content teachers’ practice and learning

Abstract: In this study, we investigate 40 university teachers’ use of English for teaching purposes in a lifelong English language support programme. Specifically, using observation schedules, we analyse six aspects of language use for teaching in English: a) grammatical accuracy, b) fluency, c) pronunciation, d) use of transitions, e) presentation structure, and f) overall comprehensibility. Furthermore, by analysing the teachers’ written (self-)reflections on their recorded microteaching lessons in English, we examine what the teachers have learned by observing themselves. The findings identify the most frequent language errors, and show that the teachers tend to use transitions to enhance the clarity and comprehensibility of lectures. The teachers believe that the difficulties they encountered would be exacerbated in the English-medium classroom, and recognise that language support and language proficiency are important prerequisites for effective and spontaneous teaching in English.

Keywords: English-medium instruction, language performance, self-reflection, language support programme

1 Introduction

In recent years, English as a medium of instruction (EMI) for academic subjects has become a growing trend at universities. A common denominator of the policy of internationalisation of higher education is the introduction of English-taught programmes. The rationale for integrating EMI is that it increases rankings, visibility and university competitiveness on the...

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