Going beyond Words and Actions: Teaching Metacognitive and Soft Skills to ESP Communication Students at the Dawn of the Fourth Industrial Revolution

Autor/in	Di Pardo Léon-Henri, Dana
Titel	Going beyond Words and Actions: Teaching Metacognitive and Soft Skills to ESP Communication Students at the Dawn of the Fourth Industrial Revolution
Quelle	(2019), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Di Pardo Léon-Henri, Dana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Metacognition; Teaching Methods; English for Special Purposes; Educational Objectives; Lifelong Learning; Verbal Communication; Nonverbal Communication; Student Motivation; Second Language Learning; Second Language Instruction; Student Centered Learning; Communications; Undergraduate Students; Films; Cooperative Learning; Student Projects; Foreign Countries; France + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Teaching method; Lehrmethode; Unterrichtsmethode; Educational objective; Bildungsziel; Erziehungsziel; Life-long learning; Lebenslanges Lernen; Non-verbal communication; Nonverbale Kommunikation; Schulische Motivation; Zweitsprachenerwerb; Fremdsprachenunterricht; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Nachrichtenwesen; Film; Kooperatives Lernen; Schulprojekt; Ausland; Frankreich
Abstract	One of the fundamental objectives of education is to teach lifelong learning skills that will help people navigate through their careers and future relationships towards both personal and professional fulfilment. Educators would then not only teach the core subjects and hard skills, but they would also need to focus on teaching soft skills, which are both valuable to and revered by 21st century professionals. Excellent verbal and non-verbal communication skills make up a significant part of these soft skills, which are transversal and take the form of people skills or sociability. The focus of this chapter is to examine the ways in which new technologies can be integrated into reflective English for Specific Purposes (ESP) teaching methods to stimulate student motivation and encourage the development of the aforementioned skills which are not only professional, but also metacognitive in nature, within the context of first year non-specialist English language students in Communication Studies. The chapter begins by presenting the scholarship and theoretical framework for a Student-Centred Learning (SCL) approach and procedures for a collaborative One-Minute Film Project. Finally, it presents some initial positive results based on the data, as well as various observations and potential for further transversal research. [For the complete volume, "ESP Teaching and Teacher Education: Current Theories and Practices," see ED595614.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01