English-medium instruction and pronunciation exposure and skills developmen Karin Richter

By:

Richter, Karin [author.]

Material type: Text

TextSeries: Second Language Acquisition :131Publication details: United Kingdom : Multilingual Matters ; 2019.Description: xv, 201 pages : figures, tables ; 25 cmContent type:

text

Media type:

unmediated

Carrier type:

volume

ISBN:

9781788922456

Subject(s):

DDC classification:

428.13071 R418e

LOC classification:

PE1137 .R495

Summary: This book offers new insights into the language gains of adult learners enrolled in an English-medium instruction (EMI) degree programme. It provides longitudinal empirical evidence of the phonological gains of the learners; discusses which individual factors contribute to the changes in the learners' pronunciation and investigates whether and to what extent increased exposure to the target language in EMI classrooms leads to incidental learning of second language pronunciation. Furthermore, it expands on the discussions surrounding the Critical Period Hypothesis, the native-speaker norm, foreign language accent and the role of English as a Lingua Franca. The comparative and longitudinal design of the research study fills a significant gap in the literature and the book offers considerable original and important research-informed insights into the fields of EMI, bilingual education and second language acquisition. As such, it is a valuable resource and must-read book for researchers, practitioners and policymakers in these areas.

Tags from this library: No tags from this library for this title. Log in to add tags.

Holdings
Item type	Current library	Shelving location	Call number	Copy number	Status	Date due	Barcode
Books	Main Library-Nabua	Circulation Section	CIR 428.13071 R418e 2019 (Browse shelf(Opens below))	1-1	Available		022957

Includes index,

Includes bibliographical references page (175-198).

This book offers new insights into the language gains of adult learners enrolled in an English-medium instruction (EMI) degree programme. It provides longitudinal empirical evidence of the phonological gains of the learners; discusses which individual factors contribute to the changes in the learners' pronunciation and investigates whether and to what extent increased exposure to the target language in EMI classrooms leads to incidental learning of second language pronunciation. Furthermore, it expands on the discussions surrounding the Critical Period Hypothesis, the native-speaker norm, foreign language accent and the role of English as a Lingua Franca. The comparative and longitudinal design of the research study fills a significant gap in the literature and the book offers considerable original and important research-informed insights into the fields of EMI, bilingual education and second language acquisition. As such, it is a valuable resource and must-read book for researchers, practitioners and policymakers in these areas.

There are no comments on this title.

to post a comment.