Learner Interpretation and Use of Medical English Task Design
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概要
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Part I of this research study (Riley, 2005) presented results of a pre-course survey and postcourseneeds analysis administered to Japanese medical and pharmaceutical university students.The study aimed to identify a clearer picture of language learners with specific needs in order toapply this knowledge toward designing materials for classroom use. Part II (Riley, 2007)reported students' feedback regarding preferences for various medical topics and classroom tasktypes and presented an example of a collaborative classroom task designed to reflect task-basedlanguage learning principles toward addressing the many variables of learners' language learningneeds. Part III investigates these language learning variables; in particular, self-selectedgroupings and topics, and individual and collaborative research report design based on Internetuse. Qualitative data is presented showing how students interpret and consequently act upon amedical English task designed to meet the needs of learners identified to date in this study. Theprocesses learners go through in order to successfully complete the task are presented anddiscussed in terms of language use, task ease or difficulty, and enjoyment levels. Primaryparticipants in the study are three fourth year medical students at the University of Toyama whohave multiple roles as students in a Medical English class, as post-course 'research-participants',and co-authors of this paper. The paper also discusses the issues of task assessment, learner goals,learner reflection, and self-regulated learning.
- [富山大学杉谷キャンパス一般教育]の論文
[富山大学杉谷キャンパス一般教育] | 論文
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