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논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 저널정보
- 한국응용언어학회 응용언어학 응용언어학 제34권 제4호
- 발행연도
- 2018.12
- 수록면
- 155 - 174 (20page)
- DOI
- 10.17154/kjal.2018.12.34.4.155
이용수
초록· 키워드
오류제보하기
By employing a case study approach, this article investigates the characteristics of successful English-mediated instruction (EMI) lessons delivered by non-native professors of English at Korean universities. The data was derived from various sources and perspectives: the researcher’s analysis of three video-recorded EMI lessons, EMI professors’ responses to surveys administered before and after a lesson, and students’ response to a survey conducted after the class. Three themes were identified across the
samples: A methodological balance between lecturing and student activity, effective delivery of the lessons, and professors’ interest in their students’ intellectual growth and emotional well-being. Contrary to the common belief that EFL professors’ and students’ limited linguistic ability might constrain effective delivery of EMI lessons, their English proficiency did not seem to pose any major pedagogic hurdles; instead, the success or failure of an EMI lesson appears to be more closely related to a professor’s teaching methodological knowledge and scaffolding as well as his or her interest in each student’s intellectual growth and emotional well-being. The article concludes with pedagogical implications on effective implementation of EMI in EFL Korean universities.
samples: A methodological balance between lecturing and student activity, effective delivery of the lessons, and professors’ interest in their students’ intellectual growth and emotional well-being. Contrary to the common belief that EFL professors’ and students’ limited linguistic ability might constrain effective delivery of EMI lessons, their English proficiency did not seem to pose any major pedagogic hurdles; instead, the success or failure of an EMI lesson appears to be more closely related to a professor’s teaching methodological knowledge and scaffolding as well as his or her interest in each student’s intellectual growth and emotional well-being. The article concludes with pedagogical implications on effective implementation of EMI in EFL Korean universities.
목차
Ⅰ. INTRODUCTION
Ⅱ. LITERATURE REVIEW
Ⅲ. METHODOLOGY
Ⅳ. RESULTS
Ⅴ. DISCUSSION
Ⅵ. CONCLUSION
REFERENCES
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UCI(KEPA) : I410-ECN-0101-2019-701-000324113