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sociolinguistics, firstly, as the subject-matter in the syllabus is best enhanced by student experiences and perspectives, and secondly, since it raises and sustains the general level of comprehension for potentially challenging themes. The evaluative framework has also contributed to this motivation, since it is based on active participation in this process rather than accuracy alone. This methodologically hybrid approach to teaching and learning is argued, in this case, as being a direct influence from the language-sensitivity and group-work orientation in the EFL training and experiences of the instructor. Future courses must, however, take into consideration the academic culture shock of the demands on students of the interactive lecture which requires students to adopt a student-centred, collaborative learning mode.

6. References

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New Horizons in Education, 42, 102-106.

Brinton, D. M., Snow, M. A, and Wesche, M. B. (1989). Content-based second

language instruction. New York: Newbury House.

Flowerdew, L. (1998). A cultural perspective on group work. ELT Journal. 52(4),

323-329.

Gaffield-Vile, N. (1996). Content-based second language instruction at the tertiary

level. ELT Journal. 50(2), 108-114.

Geertz, C. (1973). The interpretation of cultures. New York: Basic Books.

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Holliday, A. (1994). Appropriate methodology and social context. Cambridge:

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Holmes, J. (1992). An introduction to sociolinguistics. London: Longman.

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English for Academic Purposes, 1(2), 145-162.

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