Titlebook: Competency-based Language Teaching in Higher Education; María Luisa Pérez Ca?ado Book 2013 Springer Science+Business Media Dordrecht 2013

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Competency-Based Corrective Feedback in Higher Education Second Language Teaching: Perspectives fromStudent-introduced feedback provides students with opportunities to offer feedback about the teaching-learning that is taking place, as well as about their perspectives on their own learning experiences. A key point in this chapter, therefore, is that learners may improve their language skills at a

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Teaching and Learning Languages in the Era of Globalisationply for an internationally oriented first-cycle (Bachelor) degree programme taught in English in order to enhance his opportunities on the European, or indeed international, labour market when he graduated. In order to do so, he had to learn English: all five skills in the Common European Framework

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Competency-based Language Teaching in Higher Education

ITCH

1572-0292 akers from diverse parts of Europe and the US. It will inform crucial decisions about instituting and evaluating competencies in a new generation of language studies programmes. ??978-94-017-8479-5978-94-007-5386-0Series ISSN 1572-0292 Series E-ISSN 2215-1656

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Standard Polypeptide Substrates,ope’s . (CEFR) offers language educators a precious tool in responding to this challenge. The chapter surveys the need for a competency-based approach to goal-setting in higher education language teaching and, on this basis, examines the way in which the CEFR can be used to guide goal-setting, cours

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https://doi.org/10.1007/978-3-642-46859-9then be followed by an overview of its manifestations in the curriculum. Special attention will be devoted to constraints in the implementation of pedagogy for autonomy and the need to find spaces for manoeuvre. The EHEA calls for a notion of pedagogy based on the scholarship of teaching and learnin

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Summary and concluding remarks,ply for an internationally oriented first-cycle (Bachelor) degree programme taught in English in order to enhance his opportunities on the European, or indeed international, labour market when he graduated. In order to do so, he had to learn English: all five skills in the Common European Framework

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