English  |  正體中文  |  简体中文  |  Post-Print筆數 : 11 |  Items with full text/Total items : 88613/118155 (75%)
Visitors : 23481524      Online Users : 134
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
  • Adv. Search
    HomeLoginUploadHelpAboutAdminister Goto mobile version
    Please use this identifier to cite or link to this item: http://nccur.lib.nccu.edu.tw/handle/140.119/126718

    Title: Teaching Strategies for English-Medium Instruction Economics Courses
    Authors: 朱琇妍
    Chu, Shiou-Yen
    Contributors: 財政系
    Keywords: English medium instruction;innovative teaching;economics teaching;non-English speakers;The Simpsons.
    Date: 2017-08
    Issue Date: 2019-10-04 16:08:27 (UTC+8)
    Abstract: This paper presents teaching pedagogies to help students for whom English is a foreign language learn economics in an English medium instruction (EMI) environment. We applied these strategies to introductory-level and intermediate-level economics courses at a public university in southern Taiwan. The questionnaire results indicate that innovative pedagogical methods can compensate for students’ inadequate language proficiency. Tertiary students who may not have an excellent command of English can still have pleasant EMI experiences in a content-based classroom. A by-product of implementing our teaching strategies is that students also experienced statistically significant improvement in their English skills.
    Relation: International Journal of Pluralism and Economics Education, Vol.8, No.2, pp.141-155
    Data Type: article
    Appears in Collections:[財政學系] 期刊論文

    Files in This Item:

    File Description SizeFormat
    181.pdf272KbAdobe PDF10View/Open

    All items in 政大典藏 are protected by copyright, with all rights reserved.

    社群 sharing

    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - Feedback