Comment on “Comprehension and interaction in university lectures delivered in English” by Alessandra Molino

Authors

  • Francesca Costa Università Cattolica del Sacro Cuore di Milano

DOI:

https://doi.org/10.13135/2384-8987/1534

Keywords:

English as a Medium of Instruction, Italian Native Speakers, Checking Comprehension, Scientific and Technical Lectures, Discourse Markers

Abstract

Comments on “Comprensione e interazione nelle lezioni universitarie in lingua inglese” di Alessandra Molino

References

Dafouz, E., Nuñez, B., Sancho, C. (2007), Analysing Stance in a CLIL University Context: Non-native Speaker Use of Personal Pronouns and Modal Verbs in “The International Journal of Bilingual Education and Bilingualism”, 10(5): 647-662.

Menegale, M. (2008), Tipi di domande utilizzate durante la lezione frontale partecipata e output degli studenti, in “Rassegna italiana di linguistica applicata”, 40(1-2): 117-146.

Menegale, M. (2011), Teacher questioning in CLIL lessons: how to enhance teacher-students interaction, in C. Escobar Urmeneta, N. Evnitskaya, E. Moore and A. Patiño (eds), Educación plurilingüe: experiencias, research & politiques, Barcelona, Universitat Autònoma de Barcelona: 83-100.

Morell, T. (2004), Interactive Lecture Discourse for University EFL Students, in “English for Specific Purposes”, 23: 325-338.

Vinke, A. A. (1995), English as the Medium of Instruction in Dutch Engineering Education, Doctoral thesis, Delft, Delft Technische Universiteit.

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Published

2016-12-30

How to Cite

Costa, F. (2016). Comment on “Comprehension and interaction in university lectures delivered in English” by Alessandra Molino. RiCOGNIZIONI. Rivista Di Lingue E Letterature Straniere E Culture Moderne, 2(4), 155–156. https://doi.org/10.13135/2384-8987/1534

Issue

Vol. 2 No. 4 (2015)

Section

InCONTRI

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