Discussion-provocation as a method of improving the educational process

Olga Nikolenko; Larisa Babakova; Boris Morenko

doi:10.1051/e3sconf/202021018030

All issues

Volume 210 (2020)

E3S Web Conf., 210 (2020) 18030

References

Open Access

Issue		E3S Web Conf. Volume 210, 2020 Innovative Technologies in Science and Education (ITSE-2020)


Article Number		18030
Number of page(s)		7
Section		Environmental Education
DOI		https://doi.org/10.1051/e3sconf/202021018030
Published online		04 December 2020

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[1] L. Stoll, Capacity for learning: Getting serious about practice improvement Leading Educational Change: global issues, challenges, and lessons on wholesystem reform. (New York, 2013) [Google Scholar]

[2] H. Clark, Spoken discourse and its emergence. Cambridge handbook of psycholinguistics. Cambridge: Cambridge University Press, 541-557 (2012) [CrossRef] [Google Scholar]

[3] J. Gregersen-Hermans, How to design and assess an intercultural learning experience. Building cultural competence: innovative activities and models, 23–41 (2012) [Google Scholar]

[4] T. S. Rodgers, Approaches and Methods in Language Teaching, 419 (Cambridge University Press, 2014) [Google Scholar]

[5] M. Baker, Linguistics and the training of translators and interpreters. Meaning in translation. Frankfurt am Main, 427– 436 (2010) [Google Scholar]

[6] C. Borghetti, How to teach it? Proposal for a methodological model of intercultural competence. Intercultural competence. Concepts, challenges, evaluations, Bern, 141–159 (2011) [Google Scholar]

[7] T. Harden, The perception of competence: a history of a peculiar development of concepts. Intercultural competence. Concepts, challenges, evaluations, 75–87 (Bern, 2011) [Google Scholar]

[8] N. Coutts, Powerful Provocations for Learning: Sparking curiosity and increasing engagement. URL: https://thelearnersway.net/ideas/2019/8/11/powerful-provocations-for-learning-sparking-curiosity-and-increasing-engagement (Last accessed 04.09.2020) [Google Scholar]

[9] H. Clark, Unspoken questions, unspoken answers. Questions: Formal, functional and interactional perspectives, 81-102 (Cambridge, Cambridge University Press, 2012) [CrossRef] [Google Scholar]

[10] R. Chacуn-Beltron, Insights into Non-native Vocabulary Teaching and Learning, Multilingual Matters, 230 (2010) [Google Scholar]

[11] A. Frampton, Provocation to Reflect: An Educator’s Exploration of Engaging Students Through Documentation. Journal of Childhood Studies, 41(3) (2016) [CrossRef] [Google Scholar]

[12] T. Johnen, What can cross-cultural conversation transcript analysis contribute to the development of intercultural competence. Intercultural competence. Concepts, challenges, evaluations, 341–357 (Bern, 2011) [Google Scholar]

[13] M. Hebert, J. J. Bohaty, J. R. Nelson, J. V. Roehling, Reading and Writing, 31, 2165-2190 (2018) [CrossRef] [Google Scholar]

[14] O. V. Nikolenko, The author’s “I” and its convincing function (on the example of a complex sentence with homogeneous adjuncts) 9th international scientific and practical conference “Actual issues of linguistics and didactics: an interdisciplinary approach in the Humanities” SHS Web of Conferences, (CILDIAH-2019), 69 (2019) [Google Scholar]

[15] O. V. Nikolenko, Parcelled phrases in the aspect of business communication. IOP Conference Series: Materials Science and Engineering, 483 (2019) DOI: 10.1088/1757-899X/483/1/012106 [Google Scholar]