scholarly journals Rhetorische Kompetenz bei polnischen Studierenden in der Fremdsprache Deutsch im universitären Kontext

2017 ◽  
Vol 35 ◽  
pp. 185-204
Author(s):  
Beata Grzeszczakowska-Pawlikowska
Keyword(s):  
Teaching And Learning ◽  
Native Speakers ◽  
Bologna Process ◽  
Oral Communication ◽  
University Teaching ◽  
Learning Context ◽  
German Studies ◽  
Communicative Effect ◽  
Oral Presentations ◽  
The Bologna Process

Rhetorical competence among Polish university students of German as a foreign languageAccording to the Bologna Process reforms, the orientation of university teaching and learning towards competence is the key to the ‘future employability’ of graduates. One such skill is rhetorical competence in oral communication, which is crucial to both lifelong learning and to the workplace. The teaching of this key competence would certainly ease the transition between university and working life. However, particularly in German Studies programs at Polish universities, the transmission of rhetorical competence is often of peripheral importance – if it is taught at all. Often, this skillset is simply expected of students, for example when they are required to give an oral presentation. This contribution examines the competence of Polish-speaking students of German as a foreign language in an intercultural learning context. It will focus in particular on the capturing of possibilities for improvement, particularly on the communicative effect on German native speakers of non-native speakers making oral presentations.

New Knowledge - New Learning?

2013 ◽  
pp. 530-539
Author(s):  
Maria Slowey ◽  
Ekaterina Kozina
Keyword(s):  
Higher Education ◽  
Curriculum Reform ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Bologna Process ◽  
Postgraduate Education ◽  
Learning Technology ◽  
New Learning ◽  
New Knowledge ◽  
The Bologna Process

The landscape of university undergraduate and postgraduate education in Ireland has undergone a significant change within the broader context of the Bologna Process in Europe. In recent years, a range of national steering initiatives have sought to promote curriculum reform, enhancement of teaching and learning, use of new learning technology, new forms of student support, and professional development of academic staff. The aim of this chapter is to analyse both underlying challenges and some significant achievements. The latter include examples of collaborative initiatives between academics and centres for academic practice and student learning in universities and joint projects across an alliance involving eight institutions of higher education. The authors also talk about the drivers of curriculum reform in higher education and illustrate how these are translated in practice through the introduction of a major curriculum reform initiative, the Academic Framework for Innovation (AFI) in one university.

scholarly journals Compensatory strategies adopted by Chinese EFL learners in virtual exchange with native speakers

2021 ◽  
pp. 63-71
Author(s):  
Ruiling Feng ◽  
Sheida Shirvani
Keyword(s):  
Teaching And Learning ◽  
Native Speakers ◽  
Oral Communication ◽  
Compensatory Strategies ◽  
Efl Learners ◽  
Communication Breakdown ◽  
L2 Processing ◽  
Chinese University ◽  
Language Knowledge ◽  
Different Levels

Compensatory strategies play an important role in second language (L2) processing because of limited language knowledge and ensuing anxiety and could help assure understanding and void communication breakdown. Previous studies about compensatory strategies largely adopt laboratory settings and neglect the strategies in authentic oral communication. Accordingly, the present study investigated compensatory strategies used by Chinese university students in online videoconferences with their US peers during a five-week virtual exchange project. We interviewed 27 Chinese students twice, once after the first-week videoconference, the other after the last-week videoconference. The English as a Foreign Language (EFL) learners in this study could adopt compensatory strategies of different levels. Their strategy use, however, was not flexible enough as several types of strategies were repeatedly used, while other types were rarely implemented. The virtual exchange could help the EFL learners employ compensatory strategies more often, of higher levels, and with increased immediacy. The results can help to establish more targeted English teaching and learning.

Conservatoire leaders’ observations and perceptions on curriculum reform

2019 ◽  
Vol 37 (1) ◽  
pp. 29-41
Author(s):  
Tamara W. Rumiantsev ◽  
Wilfried F. Admiraal ◽  
Roeland M. van der Rijst
Keyword(s):  
Professional Practice ◽  
Curriculum Reform ◽  
Thematic Analysis ◽  
Teaching And Learning ◽  
Bologna Process ◽  
Structured Interviews ◽  
Cultural Contexts ◽  
Knowledge And Attitudes ◽  
Teaching Principles ◽  
The Bologna Process

AbstractMusicians nowadays need to be able to work both creatively and collaboratively, often in a wider range of artistic, social and cultural contexts. A strong vision on conservatoire pedagogy is needed to reach this goal and at the same time align with the demands of higher education. At the start of the 21st century, renewal of curricula concentrated on implementing the teaching of a broader range of skills, knowledge and attitudes, including problem-solving, reflective, cooperative and communicative competences, as part of the Bologna process of implementing bachelor and master of music programmes. In semi-structured interviews, leaders of conservatoires in Belgium (Flanders) and the Netherlands reflected on their curriculum and revealed their observations and perceptions of its connection to professional practice. Based on a thematic analysis, conservatoire leaders’ observations and perceptions of the process of curriculum reform were identified. They indicated that teaching professionals continue to maintain an autonomous position, practising traditional forms of teaching and learning. Conservatoire leaders were rather hesitant in implementing new pedagogies, teaching principles and guidelines, due to a dedication to craftsmanship and a large amount of respect for the expertise of their teaching professionals.

scholarly journals O papel das TIC no estímulo à autonomia dos estudantes do ensino superior: Visão dos professores

2019 ◽  
Vol 27 ◽  
pp. 74 ◽  
Author(s):  
Dora Simões ◽  
Paula Faustino
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Bologna Process ◽  
Communication Technologies ◽  
Ease Of Use ◽  
Public Higher Education ◽  
Information And Communication ◽  
The Bologna Process

This article reflects on the insights of higher education teachers about the role that information and communication technologies (ICT) can have in enhancing students' autonomy in the teaching and learning process. In order to accomplish this goal, it was necessary to build a theoretical framework that explored the context of higher education under the assumptions of the Bologna process and educative policies, exploring the encouragement to students’ autonomy and the use of ICT in the teaching and learning process. A quantitative exploratory approach was adopted with the purpose of collecting the insights of teachers involved in two courses of the Portuguese public higher education. The data collection was made through the curricular plans and though a survey to the teachers. With this research, we conclude that teachers reveal efforts to enhance students’ autonomy and feel motivated to use ICT in their educational practices. The most frequently mentioned motivations are that ICT facilitates the access to resources and information, innovates their practice, improves the regulation, tutoring and intervention, and in interaction and communication. Teachers also appear to hold positive perceptions on the potential of ICT to support their teaching and learning process, especially the perception of utility and ease of use of ICT. 

Web 2.0 and Collaborative Learning in Higher Education

2010 ◽  
pp. 699-714
Author(s):  
Anna Escofet ◽  
Marta Marimon
Keyword(s):  
Web 2.0 ◽  
Teaching And Learning ◽  
Collaborative Work ◽  
University Teaching ◽  
Equal Access ◽  
Social Software ◽  
Learning Context ◽  
Web 2.0 Tools ◽  
Learning And Teaching ◽  
Access To Knowledge

The dissemination of university knowledge has been traditionally based on lectures to students organised in homogenous groups. The advantages of this method are that it can give a unified vision of content, guaranteeing equal access to knowledge for all students. The 21st century university must combine its learning and teaching methods and incorporate different strategies and educative resources, as well as seeking to advance individuallearning and promote collaborative work. The relevance ofWeb 2.0 is clear in this university learning context as it enables collaborative work to be carried out using ICT. In this chapter, we will deal with the different possible uses of social software in university teaching. We will show that the proper use of Web 2.0 tools can favour collaborativelearning and promote new ways of teaching and learning.

scholarly journals University Teachers’ Perceptions about Assessment Practices: A Study in Five Portuguese Universities.

2017 ◽  
Author(s):  
Diana Pereira ◽  
Maria Assunção Flores
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Bologna Process ◽  
Assessment Practices ◽  
Teachers Perceptions ◽  
Face To Face ◽  
University Teachers ◽  
Assessment In Higher Education ◽  
Teaching Learning ◽  
The Bologna Process

This paper looks at how Portuguese university teachers look at assessment in Higher Education. It focuses on their perspectives about assessment in higher education after the implementation of the Bologna Process, the connection between assessment, teaching and learning process and the selection of criteria and methods of assessment. Data were collected through face-to-face interviews and online open-ended questionnaires in five Portuguese Public Universities in different fields of knowledge. In total, 57 teachers participated in this study. Findings are presented according the categories emerging from the data. Issues of change in assessment practices, the connection between teaching, learning and assessment as well as difficulties to assessing students’ work are analysed. Implications of the findings are discussed.

scholarly journals Aspects of Teaching the Georgian Language to Non-Georgian Speakers

2021 ◽  
Author(s):  
Guram Gvenetadze
Keyword(s):  
Language Development ◽  
Academic Writing ◽  
Learning Process ◽  
Bologna Process ◽  
Oral Communication ◽  
Scientific Field ◽  
Professional Activities ◽  
Policy Models ◽  
High Scientific Level ◽  
The Bologna Process

Socialization of students, their proper preparation for professional activities exactly corresponds to the spirit of the Bologna Process. That is why it became the basis for our learning process. Besides, our frenetic aspiration to integrate into the Euro-Atlantic space obliges us to follow the mentioned activity. Therefore, it is absolutely clear that we have already established a new scientific field – communicology. The eminent scholars, such as professors of Georgian Technical University Temur Jagodnishvili and Ivane Jagodnishvili laid the firm foundation for the development of the mentioned field. The books published by them: "Oral Communication," "Written and Oral Communication," "Academic Writing" or other textbooks are of the same level as the works of European and Russian textual critics, where the authors' concepts, findings, and methods establish the requirements of the modernity at a high scientific level. In the process of teaching the Georgian language, we pay special attention to the use of specific elements of non-Georgian speakers; for instance, determining the ways of language development and its management, clarifying the issue of language prestige, specifying its role in determining nationality, finding and establishing valid language policy models.

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