The multifaceted nature of interaction in higher education: Reflections from a genre-based approach.
What do we understand by 'communicative interaction' in university settings? Most often, our approach is somewhat reductionist as we tend to envisage interactions confined to class time and particularly to the traditional teacher-led lecture. This article aims to provide a genre-based overview of th...
| Publicado en: | Journal of Multilingual Theories & Practices Vol. 4; no. 1; pp. 142 - 168 |
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| Formato: | Artículo |
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University of Toronto Press
2023
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=164294371&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 164294371 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 26324490 MMLV jtl: Journal of Multilingual Theories & Practices issn: 26324490 maglogo: N pubinfo: dt: 2023 vid: 4 iid: 1 pid: 678 pub: University of Toronto Press artinfo: ui: 164294371 10.1558/jmtp.23600 ppf: 142 ppct: 26 formats: fmt: @attributes: type: P size: 2.7MB tig: atl: The multifaceted nature of interaction in higher education: Reflections from a genre-based approach. aug: au: Guinda, Carmen Sancho affil: Technical University of Madrid, Spain su: Higher education Reflective teaching Soft skills English language Communicative competence Transversal lines Reflective learning sug: subj: Higher education Reflective teaching Soft skills English language Communicative competence Transversal lines Reflective learning keyword: English-medium instruction (EMI) genre-based approach teacher idiolect teacher-student interaction factors university interactions ab: What do we understand by 'communicative interaction' in university settings? Most often, our approach is somewhat reductionist as we tend to envisage interactions confined to class time and particularly to the traditional teacher-led lecture. This article aims to provide a genre-based overview of the diverse communicative interactions that take place in higher education, of the actors and variables shaping them, and of the multiple areas for study and improvement that derive from such analysis. The insights it offers pursue fostering reflective teaching by helping lecturers and syllabus planners to respectively gain awareness and examine their communicative practices and the learning models proposed, which may emphasize certain transversal soft skills over others. The outcome of this study may open up fresh avenues of research within the frames of English medium instruction (EMI) and languages for specific purposes (LSP). pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Journal of Multilingual Theories & Practices is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Journal of Multilingual Theories & Practices holder: University of Toronto Press dt: @attributes: year: 2023 holdings: @attributes: islocal: N |
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