Deconstructed Language in Higher Education Deconstructing Science

Autor/in	Pérez-González, A. Beatriz
Titel	Deconstructed Language in Higher Education Deconstructing Science
Quelle	In: Universal Journal of Educational Research, 7 (2019) 3, S.781-789 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-3205
Schlagwörter	College Students; Student Attitudes; Academic Discourse; Language Usage; Correlation; Academic Education; Educational Environment; Second Language Learning; Difficulty Level; Course Content; Semantics; Information Technology; Concept Formation; Persuasive Discourse; Foreign Countries; Spain + Suchen Sie Ihr Suchwort? Collegestudent; Schülerverhalten; Discourse; Diskurs; Sprachgebrauch; Korrelation; Akademische Bildung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Zweitsprachenerwerb; Schwierigkeitsgrad; Kursprogramm; Semantik; Informationstechnologie; Concept learning; Begriffsbildung; Persuasion; Persuasive Kommunikation; Ausland; Spanien
Abstract	The present study examines university students' perceptions of learning academic terminology and using specialised language, and discusses the consequences of their vision. The aim is to elucidate the relationship between academic culture, academic education and the construction of knowledge in higher education. The fields of meaning and the level of difficulty entailed in understanding technical or specialised content in the context of our students (L2) are associated with the current context and widespread use of technological devices. The lack of command of fields of meaning not only impedes the construction of new theoretical models, but also increasingly differentiates between groups, widening the gap between students who possess more specialised codes and those who do not. (As Provided).
Anmerkungen	Horizon Research Publishing. 506 North Garfield Avenue #210, Alhambra, CA 91801. e-mail: editor@hrpub.org; Web site: http://www.hrpub.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01