TRAILs-Ausbildungsprogramm für angehende und aktuelle Fachfremdsprachenlehrende – Ziele, Durchführung und Evaluation
Ziele, Durchführung und Evaluation.
Joanna Woźniak
Uniwersytet im. Adama Mickiewicza w Poznaniuhttps://orcid.org/0000-0001-9671-9375
Joanna Kic-Drgas
Uniwersytet im. Adama Mickiewicza w Poznaniuhttps://orcid.org/0000-0002-8133-9190
Joseph Cullen
Arcola Research LLPhttps://orcid.org/0000-0001-9458-5991
Greg Holloway
Arcola Research LLPhttps://orcid.org/0000-0001-9458-5991
Аннотация
Increasing interest in learning languages for specific purposes, resulting primarily from the growing need for communication in the professional field, has contributed to the expansion of the offer of various language courses for specific purposes at universities and colleges. The international TRAILs project is being carried out to investigate the state of specialist language teaching in European higher education and to prepare and implement methods to develop the competences of language for specific purposes teachers. The aim of this article is to present activities undertaken within the TRAILs project in order to standardise the manner of training for LSP teachers.
Ключевые слова:
Keywords: LSP teacher training; LSP curriculum development; LSP in the European Higher Education Area, LSP teacher competencesПоддерживающие организации
Библиографические ссылки
Anderson Lorin W./ Krathwohl David R. 2001. A taxonomy for learning, teaching and assessing: A revision of Bloom’s taxonomy of educational objectives. New York: Longman. Google Scholar
Anthony Laurence. 2015. The changing role and importance of ESP in Asia. “English as a Global Language Education (EaGLE) Journal”, Nr. 1: 1–21. Google Scholar
BALEAP=British Association of Lecturers in English for Academic Purposes. 2008. Competency framework for teachers English for academic purposes. In: https://www.baleap.org/wpcontent/uploads/2016/04/teap competency framework.pdf [Zugriff am 19.10.2021]. Google Scholar
Battersby Mark. 1999. Assessment & learning. “Learning Quarterly”, Nr. 3: 2–7. Google Scholar
Baumann Klaus Dieter/ Kalverkämper Hartwig. 1992. Kontrastive Fachsprachenforschung. Tübingen: Narr. Google Scholar
Baumann Klaus Dieter. 2000. Die Entwicklung eines integrativen Fachsprachenunterrichts – eine aktuelle Herausforderung der Angewandten Linguistik. In: Sprachen im Beruf. Stand – Probleme – Perspektiven. Hrsg. Baumann, K. D./ Kalverkämper, H./ Steinberg Rahal, K. Tübingen: Narr: 149–173 Google Scholar
Bloom Benjamin S. et al. 1956. Taxonomy of educational objectives: The classification of educational goals. Handbook 1: Cognitive domain. New York: David McKay. Google Scholar
Buhlmann Rosemarie/ Fearns Anneliese. 2018. Handbuch des fach und berufsbezogenen Deutschunterrichts DaF, DaZ, CLIL. Berlin: Frank and Timme. Google Scholar
Bukovčan Dragica. 2014. Fachsprachendidaktik auf der Hochschulebene – Zielsetzung und Herausforderungen. „Strani Jezici“, Nr. 43 (1): 49–60. Google Scholar
Kic Drgas Joanna /Woźniak Joanna. 2020. Fachsprachendidaktik an europäischen Hochschulen – Stand und Perspektiven. In: Angewandte Linguistik – neue Herausforderungen und Konzepte. Red. Adamczak Krysztofowicz, S./ Szczepaniak Kozak, A./ Rybszleger, P. ). Göttingen: V&R Unipress: 311–328.
Crossref
Google Scholar
Krathwohl Dawid R. 2002. A revision of Bloom’s taxonomy. “Theory into Practice”, Nr. 41(4): 212–281. In: https://www.depauw.edu/files/resources/krathwohl.pdf [Zugriff am 19.10.2021].
Crossref
Google Scholar
Pohl Michael. 2000. Learning to think and thinking to learning. Hawker Brownlow Educatio. Google Scholar
Наиболее читаемые статьи этого автора (авторов)
- Joanna Kic-Drgas, Schreiben für berufliche Zwecke im universitären Kontext , Acta Neophilologica: Том 1 № XXIV (2022): Acta Neophilologica
