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An application of Savage and Storer’s emergent language programme framework to a listening and note-taking skills course

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Published

Standard

An application of Savage and Storer’s emergent language programme framework to a listening and note-taking skills course. / Scott, Andrew.
In: Professional and Academic English, Vol. 37, 4, 01.03.2011, p. 19 -23.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Scott, A 2011, 'An application of Savage and Storer’s emergent language programme framework to a listening and note-taking skills course', Professional and Academic English, vol. 37, 4, pp. 19 -23.

APA

Scott, A. (2011). An application of Savage and Storer’s emergent language programme framework to a listening and note-taking skills course. Professional and Academic English, 37, 19 -23. Article 4.

Vancouver

Scott A. An application of Savage and Storer’s emergent language programme framework to a listening and note-taking skills course. Professional and Academic English. 2011 Mar 1;37:19 -23. 4.

Author

Scott, Andrew. / An application of Savage and Storer’s emergent language programme framework to a listening and note-taking skills course. In: Professional and Academic English. 2011 ; Vol. 37. pp. 19 -23.

Bibtex

@article{51c5d2104a0847d2a6c94cd97c47a83e,
title = "An application of Savage and Storer{\textquoteright}s emergent language programme framework to a listening and note-taking skills course",
abstract = "The article proposes that learners{\textquoteright} needs are best met through a dynamic, rather than a linear, course development process. The role of non-English-speaking background students in Western higher education is examined, with the suggestion that a critical needs analysis might have a role to play in transforming these students from passive recipients of knowledge to active participants in the university and their discipline. ",
keywords = "English for Specific Purposes, Materials development, Listening, Learner autonomy/strategies, Curriculum/syllabus design",
author = "Andrew Scott",
year = "2011",
month = mar,
day = "1",
language = "English",
volume = "37",
pages = "19 --23",
journal = "Professional and Academic English",
issn = "1754-6850",
publisher = "IATEFL",

}

RIS

TY - JOUR

T1 - An application of Savage and Storer’s emergent language programme framework to a listening and note-taking skills course

AU - Scott, Andrew

PY - 2011/3/1

Y1 - 2011/3/1

N2 - The article proposes that learners’ needs are best met through a dynamic, rather than a linear, course development process. The role of non-English-speaking background students in Western higher education is examined, with the suggestion that a critical needs analysis might have a role to play in transforming these students from passive recipients of knowledge to active participants in the university and their discipline.

AB - The article proposes that learners’ needs are best met through a dynamic, rather than a linear, course development process. The role of non-English-speaking background students in Western higher education is examined, with the suggestion that a critical needs analysis might have a role to play in transforming these students from passive recipients of knowledge to active participants in the university and their discipline.

KW - English for Specific Purposes, Materials development, Listening, Learner autonomy/strategies, Curriculum/syllabus design

M3 - Journal article

VL - 37

SP - 19

EP - 23

JO - Professional and Academic English

JF - Professional and Academic English

SN - 1754-6850

M1 - 4

ER -