Difference between revisions of "Yeh-Fu2019"
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|BibType=INCOLLECTION | |BibType=INCOLLECTION | ||
|Author(s)=Meng Yeh; Liang Fu | |Author(s)=Meng Yeh; Liang Fu | ||
| − | |Title=Focusing on | + | |Title=Focusing on doctor–patient conversations: a curriculum for medical Chinese |
|Editor(s)=Hongyin Tao; Howard Hao-Jan Chen | |Editor(s)=Hongyin Tao; Howard Hao-Jan Chen | ||
|Tag(s)=EMCA; | |Tag(s)=EMCA; | ||
|Key=Yeh-Fu2019 | |Key=Yeh-Fu2019 | ||
| + | |Publisher=Springer | ||
|Year=2019 | |Year=2019 | ||
|Language=English | |Language=English | ||
| − | |Booktitle=Chinese for Specific and Professional Purposes | + | |Address=Singapore |
| − | |Pages= | + | |Booktitle=Chinese for Specific and Professional Purposes: Theory, Pedagogical Applications, and Practices |
| + | |Pages=287–318 | ||
|URL=https://link.springer.com/chapter/10.1007/978-981-13-9505-5_13 | |URL=https://link.springer.com/chapter/10.1007/978-981-13-9505-5_13 | ||
| − | |DOI= | + | |DOI=10.1007/978-981-13-9505-5_13 |
|Abstract=This paper presents an innovative curriculum of spoken communication for the course Chinese for Medical Professions. The design targets students at the intermediate-high level, who are on the pre-med career path and interested in medical topics. The curriculum aims to develop students’ interactional competence in doctor–patient conversations. The pedagogical design is based on research findings from Conversation Analysis and incorporates naturally occurring conversations in primary-care visits. The objectives focus on guiding students to notice and analyze the interactional features and organization of the co-constructed conversations between doctors and patients. The paper also presents the instruction, activities, and assessment developed for students to practice and, ultimately, to use the linguistic resources and interactional strategies in simulated medical encounters. | |Abstract=This paper presents an innovative curriculum of spoken communication for the course Chinese for Medical Professions. The design targets students at the intermediate-high level, who are on the pre-med career path and interested in medical topics. The curriculum aims to develop students’ interactional competence in doctor–patient conversations. The pedagogical design is based on research findings from Conversation Analysis and incorporates naturally occurring conversations in primary-care visits. The objectives focus on guiding students to notice and analyze the interactional features and organization of the co-constructed conversations between doctors and patients. The paper also presents the instruction, activities, and assessment developed for students to practice and, ultimately, to use the linguistic resources and interactional strategies in simulated medical encounters. | ||
}} | }} | ||
Latest revision as of 09:07, 15 January 2020
| Yeh-Fu2019 | |
|---|---|
| BibType | INCOLLECTION |
| Key | Yeh-Fu2019 |
| Author(s) | Meng Yeh, Liang Fu |
| Title | Focusing on doctor–patient conversations: a curriculum for medical Chinese |
| Editor(s) | Hongyin Tao, Howard Hao-Jan Chen |
| Tag(s) | EMCA |
| Publisher | Springer |
| Year | 2019 |
| Language | English |
| City | Singapore |
| Month | |
| Journal | |
| Volume | |
| Number | |
| Pages | 287–318 |
| URL | Link |
| DOI | 10.1007/978-981-13-9505-5_13 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | Chinese for Specific and Professional Purposes: Theory, Pedagogical Applications, and Practices |
| Chapter | |
Abstract
This paper presents an innovative curriculum of spoken communication for the course Chinese for Medical Professions. The design targets students at the intermediate-high level, who are on the pre-med career path and interested in medical topics. The curriculum aims to develop students’ interactional competence in doctor–patient conversations. The pedagogical design is based on research findings from Conversation Analysis and incorporates naturally occurring conversations in primary-care visits. The objectives focus on guiding students to notice and analyze the interactional features and organization of the co-constructed conversations between doctors and patients. The paper also presents the instruction, activities, and assessment developed for students to practice and, ultimately, to use the linguistic resources and interactional strategies in simulated medical encounters.
Notes
