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Source: Wikipedia 原文書教學授課技巧English-medium instruction (EMI) for Subject Courses: Concepts and tips 英文系副教授 兼 外語教學中心主任 周惠那 * * If a teacher is indeed wise he does not bid you enter the house of his wisdom, but rather leads you to the threshold of your own mind. – Kahlil Gibran Contents 原文書教學 目的 概念 原則 技巧 QA * Foreword Why EMI? 一魚兩吃 or 兩敗俱傷？ Whether English-medium Instruction (EMI) effectively improves students’ proficiency of English, or Whether EMI impedes students’ learning of the content without or only slightly improving their proficiency in English? Professors’ oral English presentation skills: ability of using English effectively in EMI lectures (EAP)? Students readiness for receiving EMI? Perceptions and strategies necessary for learning the content proficiency in English Challenges for both professors and students: Acquiring English language demands of specialized concepts and skills such as vocabulary and language structures. * * 一魚兩吃 or 兩敗俱傷？ www.teachers-corner.co.uk/what-is-clil Research findings * Positive results about improving English proficiency of Engineering graduate students; Disadvantages: EMI caused greater difficulties in understanding the course content and inhibited students from expressing themselves fluently in the class (Wu, 2006). No significant difference in National Taiwan University students’ grades of Civil Engineering course between controlled and experimental groups; the experimental group showed a more positive learning attitude and felt that their proficiency in English for the four skills had been improved (Hsieh Kang, 2007). Positive results about improving English language proficiency, especially listening (Chang, 2010). Trend of Englishizationin Higher Education Academic internationalization Two for One: facilitating content knowledge and improving language proficiency Promoting students’ interest and motivation in learning the English language (Chang, 2010) Providing more opportunities for students to learn English