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For some years, universities in countries where the first language is not English choose English as the medium of instruction. In German universities, instruction in German is still the dominant form, which makes university study in Germany less accessible to international students. To attract international students and to improve career prospects for home students, many German universities offer programmes taught in English or in a combination of German and English. It is widely expected that the implementation of EMI-programmes leads to improvements in English language proficiency (ELP). However, it has emerged that substantial gains in ELP in EMI programmes will only occur as the result of content and language integrated learning.
Scoring LSP tasks
(2016)
When integrating task-based learning into LSP courses, assessment procedures have to reflect the communicative goals of such tasks. However, performances on authentic and complex tasks are often difficult to score, because they involve not only specific language ability but also field specific knowledge. Moreover, the emphasis of tasks on meaning suggests that the communicative outcome should be regarded as the main criterion of success. This paper focuses on task design and scoring. It is argued that tasks have to be adapted to assessment purposes. However, to avoid a misalignment between teaching/learning and assessment, they should comprise the main features of LSP tasks in the sense of task-based language learning.