KUBRICKÁ, Jana. Nondogmatic Approach to Teaching DOGME in ESP. In FROM THEORY TO PRACTICE IN LANGUAGE FOR SPECIFIC PURPOSES 2018, Zagreb. 2018.
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Basic information
Original name Nondogmatic Approach to Teaching DOGME in ESP
Name in Czech Nedogmatický přístup k výuce DOGME v ESP
Authors KUBRICKÁ, Jana (203 Czech Republic, guarantor, belonging to the institution).
Edition FROM THEORY TO PRACTICE IN LANGUAGE FOR SPECIFIC PURPOSES 2018, Zagreb, 2018.
Other information
Original language English
Type of outcome Presentations at conferences
Field of Study 50301 Education, general; including training, pedagogy, didactics [and education systems]
Country of publisher Czech Republic
Confidentiality degree is not subject to a state or trade secret
RIV identification code RIV/00216224:14640/18:00103261
Organization unit Language Centre
Keywords (in Czech) Dogme; ESP; scaffoldingové strategie; tvorba sylabu; terciální vzdělávání
Keywords in English Dogme; ESP; scaffolding; syllabus design; tertiary education
Changed by Changed by: PaedDr. Marta Holasová, Ph.D., učo 38218. Changed: 23/4/2019 17:03.
Abstract
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.
Abstract (in Czech)
Příspěvek se zabývá principy přístupu Dogme ve výuce anglického jazyka pro specifické účely na terciální úrovni. Autorka popisuje tento přístup jako vhodný pro výuku na tomto stupni s ohledem na fakt, že studenti již mají povědomí o svých potřebách ve studiu cizího jazyka a dokáží do procesu učení zapojit své (budoucí) profesní identity. Autorka také pojednává o dopadu prvků Dogme na autonomii a zapojení studentů a dokládá to příklady z kurzu AJ pro trenéry. Zvláštní pozornost je věnována různým typům scaffoldingu ve výuce.
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