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OverviewFull Product DetailsAuthor: Karin RichterPublisher: Multilingual Matters Imprint: Multilingual Matters Dimensions: Width: 15.60cm , Height: 1.20cm , Length: 23.40cm Weight: 0.346kg ISBN: 9781800413313ISBN 10: 1800413319 Pages: 224 Publication Date: 08 March 2021 Audience: College/higher education , Professional and scholarly , Postgraduate, Research & Scholarly , Professional & Vocational Format: Paperback Publisher's Status: Active Availability: In Print  This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us. Table of ContentsAcknowledgements Tables and Figures List of Abbreviations Chapter 1. Introduction Chapter 2. English-Medium Instruction in European Higher Education Chapter 3. Language Learning in the English-Medium Classroom Chapter 4. Factors Influencing L2 Pronunciation Mastery Chapter 5. The Development of the Austrian Accent in the EMI Classroom Chapter 6. Conclusion References Appendix Subject IndexReviewsI am deeply convinced that the study will pave the way for similar empirical investigations in the future and will set standards for how similar research should be executed. -- Miroslaw Pawlak, Adam Mickiewicz University, Kalisz and State University of Applied Sciences, Konin, Poland * SSLLT 9 (2) 2019 * ...this book is a bridge between EMI and L2 speech learning, to which little attention has been devoted so far. If readers are experts in EMI but novices in L2 pronunciation and/or L2 speech learning, this book takes the first step toward understanding this area. -- Keiko Hanzawa, Tokyo University of Science, Japan * Journal of Second Language Pronunciation, Volume 5:3 (2019) * Those interested in pronunciation will find this volume most enlightening. At a time when EMI programmes are burgeoning, pronunciation has unfortunately been largely disregarded by researchers, although both teachers and students are very concerned about its role in EMI. This study successfully manages to bridge this research/concern gap. * David Lasagabaster, University of the Basque Country UPV/EHU, Spain * This book not only effectively demonstrates that long run EMI instruction can improve students' pronunciation, it also shows that the critical period is not absolute - adults can improve their pronunciation. The impressive literature reviews of EMI in Europe, of language learning in the EMI classroom, and of factors influencing L2 pronunciation mastery, are in themselves are compelling reasons to read the book. * Glenn Ole Hellekjaer, The University of Oslo, Norway * The book provides a useful overview of EMI in Europe and how it is developing. By undertaking research into the case of a UAS in Austria it sheds a significant amount of light on how such courses are and should be run. -- Graeme Couper, Auckland University of Technology, Auckland, New Zealand * Journal of English for Academic Purposes 41 (2019) * I am deeply convinced that the study will pave the way for similar empirical investigations in the future and will set standards for how similar research should be executed. -- Miroslaw Pawlak, Adam Mickiewicz University, Kalisz and State University of Applied Sciences, Konin, Poland * SSLLT 9 (2) 2019 * ...this book is a bridge between EMI and L2 speech learning, to which little attention has been devoted so far. If readers are experts in EMI but novices in L2 pronunciation and/or L2 speech learning, this book takes the first step toward understanding this area. -- Keiko Hanzawa, Tokyo University of Science, Japan * Journal of Second Language Pronunciation, Volume 5:3 (2019) * Those interested in pronunciation will find this volume most enlightening. At a time when EMI programmes are burgeoning, pronunciation has unfortunately been largely disregarded by researchers, although both teachers and students are very concerned about its role in EMI. This study successfully manages to bridge this research/concern gap. * David Lasagabaster, University of the Basque Country UPV/EHU, Spain * This book not only effectively demonstrates that long run EMI instruction can improve students' pronunciation, it also shows that the critical period is not absolute - adults can improve their pronunciation. The impressive literature reviews of EMI in Europe, of language learning in the EMI classroom, and of factors influencing L2 pronunciation mastery, are in themselves are compelling reasons to read the book. * Glenn Ole Hellekjaer, The University of Oslo, Norway * This book not only effectively demonstrates that long run EMI instruction can improve students' pronunciation, it also shows that the critical period is not absolute - adults can improve their pronunciation. The impressive literature reviews of EMI in Europe, of language learning in the EMI classroom, and of factors influencing L2 pronunciation mastery, are in themselves are compelling reasons to read the book. * Glenn Ole Hellekjaer, The University of Oslo, Norway * Those interested in pronunciation will find this volume most enlightening. At a time when EMI programmes are burgeoning, pronunciation has unfortunately been largely disregarded by researchers, although both teachers and students are very concerned about its role in EMI. This study successfully manages to bridge this research/concern gap. * David Lasagabaster, University of the Basque Country UPV/EHU, Spain * ...this book is a bridge between EMI and L2 speech learning, to which little attention has been devoted so far. If readers are experts in EMI but novices in L2 pronunciation and/or L2 speech learning, this book takes the first step toward understanding this area. -- Keiko Hanzawa, Tokyo University of Science, Japan * Journal of Second Language Pronunciation, Volume 5:3 (2019) * I am deeply convinced that the study will pave the way for similar empirical investigations in the future and will set standards for how similar research should be executed. -- Miroslaw Pawlak, Adam Mickiewicz University, Kalisz and State University of Applied Sciences, Konin, Poland * SSLLT 9 (2) 2019 * The book provides a useful overview of EMI in Europe and how it is developing. By undertaking research into the case of a UAS in Austria it sheds a significant amount of light on how such courses are and should be run. -- Graeme Couper, Auckland University of Technology, Auckland, New Zealand * Journal of English for Academic Purposes 41 (2019) * Author InformationKarin Richter is Senior Lecturer at the University of Vienna, Austria. She has been working in the field for over 15 years and her research focuses on English-medium instruction, teaching speaking skills and pronunciation learning and teaching. Tab Content 6Author Website:Countries AvailableAll regions |
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