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- Publisher Website: 10.1080/13562517.2011.611864
- Scopus: eid_2-s2.0-84862304725
- WOS: WOS:000305242700004
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Article: We have been living with this pain: Enquiry-based language learning in Iranian higher education
Title | We have been living with this pain: Enquiry-based language learning in Iranian higher education |
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Authors | |
Keywords | enquiry-based language learning English teaching in Iran English for specific purposes Iranian higher education |
Issue Date | 2012 |
Citation | Teaching in Higher Education, 2012, v. 17, n. 3, p. 269-281 How to Cite? |
Abstract | This article explores an understanding of learning as authentic enquiry and language as a social practice of meaning construction as the theoretical perspectives underlying an educational initiation beyond mainstream tertiary language education. With a general ethnographic approach and relying on multiple data sources, we investigate critical practices of teaching medical English in an Iranian university and illustrate a contextualized instance of enquiry-based language learning that embodies enquiry and discovery in two senses: students' research and learning about the content for oneself, and moving away from spoon-feeding views of academic language education to experience language in real social contexts. On this basis, we argue for stepping beyond predetermined content-based approaches to university language teaching and call for living the language that is being learned, which involves enquiring, experiencing, discovering, challenging, and owning it. © 2012 Copyright Taylor and Francis Group, LLC. |
Persistent Identifier | http://hdl.handle.net/10722/307357 |
ISSN | 2023 Impact Factor: 2.4 2023 SCImago Journal Rankings: 1.061 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Ghahremani-Ghajar, Sue san | - |
dc.contributor.author | Mohammadi Doostdar, Hossein | - |
dc.contributor.author | Mirhosseini, Seyyed Abdolhamid | - |
dc.date.accessioned | 2021-11-03T06:22:26Z | - |
dc.date.available | 2021-11-03T06:22:26Z | - |
dc.date.issued | 2012 | - |
dc.identifier.citation | Teaching in Higher Education, 2012, v. 17, n. 3, p. 269-281 | - |
dc.identifier.issn | 1356-2517 | - |
dc.identifier.uri | http://hdl.handle.net/10722/307357 | - |
dc.description.abstract | This article explores an understanding of learning as authentic enquiry and language as a social practice of meaning construction as the theoretical perspectives underlying an educational initiation beyond mainstream tertiary language education. With a general ethnographic approach and relying on multiple data sources, we investigate critical practices of teaching medical English in an Iranian university and illustrate a contextualized instance of enquiry-based language learning that embodies enquiry and discovery in two senses: students' research and learning about the content for oneself, and moving away from spoon-feeding views of academic language education to experience language in real social contexts. On this basis, we argue for stepping beyond predetermined content-based approaches to university language teaching and call for living the language that is being learned, which involves enquiring, experiencing, discovering, challenging, and owning it. © 2012 Copyright Taylor and Francis Group, LLC. | - |
dc.language | eng | - |
dc.relation.ispartof | Teaching in Higher Education | - |
dc.subject | enquiry-based language learning | - |
dc.subject | English teaching in Iran | - |
dc.subject | English for specific purposes | - |
dc.subject | Iranian higher education | - |
dc.title | We have been living with this pain: Enquiry-based language learning in Iranian higher education | - |
dc.type | Article | - |
dc.description.nature | link_to_subscribed_fulltext | - |
dc.identifier.doi | 10.1080/13562517.2011.611864 | - |
dc.identifier.scopus | eid_2-s2.0-84862304725 | - |
dc.identifier.volume | 17 | - |
dc.identifier.issue | 3 | - |
dc.identifier.spage | 269 | - |
dc.identifier.epage | 281 | - |
dc.identifier.eissn | 1470-1294 | - |
dc.identifier.isi | WOS:000305242700004 | - |