6533b872fe1ef96bd12d381d

RESEARCH PRODUCT

A Corpus Study of Ideology-Driven Discourse Practice: The University Language Learner as Researcher. The Case of Prepositions

Rosana Dolón HerreroMiguel Fuster Márquez

subject

Higher educationComputer sciencebusiness.industrymedia_common.quotation_subjectContext (language use)CreativityCritical discourse analysisCorpus linguisticsPedagogyFunction wordComputingMilieux_COMPUTERSANDEDUCATIONLearner autonomyIdeologybusinessmedia_common

description

It is widely acknowledged that both language learners and teachers have benefitted in many ways from the implementation of ICTs in and outside the classroom, and continue to do so. The range of skills that students, as future professionals, are required to master has risen exponentially in recent times, partly as a result of these technological developments. The implementation of ICTs has been coupled with a focus in higher education on exploring new ways of encouraging creativity in teaching and learner autonomy, both areas having gained ground recently in teaching practices (Weimer 2002). In this context, open-minded instructors should accept ICTs not just as simple gadgets, blindly adapting older practices to them, but as a means of achieving more rewarding learning and teaching opportunities and outcomes.

yearjournalcountryeditionlanguage
2016-01-01
https://doi.org/10.1007/978-981-10-0572-5_6