Abstract
This article argues that a functional approach to teaching English as
a foreign language at Metropolitan University College has been
beneficial for the students. When they enroll it would seem that quite
a few of them have limited metalanguage and knowledge of so-called
traditional grammar. As a consequence, language processes, language
and language use, and culture, systemic functional linguistics
(SFL), and genre pedagogy now play a prominent role in the three
compulsory modules. The article provides concrete examples of
activities.
a foreign language at Metropolitan University College has been
beneficial for the students. When they enroll it would seem that quite
a few of them have limited metalanguage and knowledge of so-called
traditional grammar. As a consequence, language processes, language
and language use, and culture, systemic functional linguistics
(SFL), and genre pedagogy now play a prominent role in the three
compulsory modules. The article provides concrete examples of
activities.
Originalsprog | Dansk |
---|---|
Tidsskrift | Sprogforum |
Udgave nummer | 63 |
Sider (fra-til) | 41-50 |
Antal sider | 9 |
ISSN | 0909-9328 |
Status | Udgivet - dec. 2016 |
Emneord
- læreruddannelsen