Auswahl der wissenschaftlichen Literatur zum Thema „Acting in a foreign language“
Geben Sie eine Quelle nach APA, MLA, Chicago, Harvard und anderen Zitierweisen an
Inhaltsverzeichnis
Machen Sie sich mit den Listen der aktuellen Artikel, Bücher, Dissertationen, Berichten und anderer wissenschaftlichen Quellen zum Thema "Acting in a foreign language" bekannt.
Neben jedem Werk im Literaturverzeichnis ist die Option "Zur Bibliographie hinzufügen" verfügbar. Nutzen Sie sie, wird Ihre bibliographische Angabe des gewählten Werkes nach der nötigen Zitierweise (APA, MLA, Harvard, Chicago, Vancouver usw.) automatisch gestaltet.
Sie können auch den vollen Text der wissenschaftlichen Publikation im PDF-Format herunterladen und eine Online-Annotation der Arbeit lesen, wenn die relevanten Parameter in den Metadaten verfügbar sind.
Zeitschriftenartikel zum Thema "Acting in a foreign language"
Danilin, Roman A. „Development of foreign language intercultural interaction skills of students for the purpose of foreign language teaching at a linguistic university“. Neophilology, Nr. 25 (2021): 127–36. http://dx.doi.org/10.20310/2587-6953-2021-7-25-127-136.
Der volle Inhalt der QuellePoseletska, Kateryna, Svitlana Kyrychenko, Olha Vlasenko, Iryna Koval, Iryna Potiuk und Silviia Shpenyk. „Scenarios for the Use of Chatbots in Teaching a Foreign Language in the Higher Educational Institution (HEI)“. Revista Romaneasca pentru Educatie Multidimensionala 15, Nr. 3 (01.09.2023): 347–59. http://dx.doi.org/10.18662/rrem/15.3/770.
Der volle Inhalt der QuelleEnever, Janet. „Global language policies“. Language Teaching for Young Learners 2, Nr. 2 (08.07.2020): 162–91. http://dx.doi.org/10.1075/ltyl.19021.ene.
Der volle Inhalt der QuelleБреева, Н. В. „"Soft Skills" formation and development in teaching a foreign language in the specialty of secondary vocational education 52.02.04 "Acting"“. Modern Humanities Success, Nr. 4 (30.04.2024): 212–18. http://dx.doi.org/10.58224/2618-7175-2024-4-212-218.
Der volle Inhalt der QuelleERMOLAEVA, Zh E., und H. F. VALIEV. „The use of psychoacoustics data in teaching Russian as a foreign language“. CULTURE AND SAFETY 1 (2023): 50–57. http://dx.doi.org/10.25257/kb.2023.1.50-57.
Der volle Inhalt der QuelleWahono, Suparwoto Sapto, und Ira Hamida Nurul Zahro. „Using Inquiry Based Learning to Improve Students Speaking Skills“. Journal of Language Intelligence and Culture 3, Nr. 2 (30.12.2021): 125–38. http://dx.doi.org/10.35719/jlic.v3i2.55.
Der volle Inhalt der QuelleWahono, Suparwoto Sapto, und Ira Hamida Nurul Zahro. „Using Inquiry Based Learning to Improve Student’s Speaking Skills“. Journal of Language Intelligence and Culture 2, Nr. 2 (30.12.2021): 125–38. http://dx.doi.org/10.35719/jlic.v2i2.55.
Der volle Inhalt der QuelleShchukina, Galina O. „Organizing Integrated Сlasses in a Foreign Language“. Vestnik of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics 29, Nr. 4 (02.04.2024): 98–103. http://dx.doi.org/10.34216/2073-1426-2023-29-3-98-103.
Der volle Inhalt der QuelleChikina, Elena Evgenevna, und Valeria Andreevna Averina. „Foreign language textbook as semiotic phenomenon“. Ethnic Culture 5, Nr. 4 (28.11.2023): 68–73. http://dx.doi.org/10.31483/r-108013.
Der volle Inhalt der QuelleOga-Baldwin, W. L. Quint. „Acting, thinking, feeling, making, collaborating: The engagement process in foreign language learning“. System 86 (November 2019): 102128. http://dx.doi.org/10.1016/j.system.2019.102128.
Der volle Inhalt der QuelleDissertationen zum Thema "Acting in a foreign language"
Lutzker, Peter. „The art of foreign language teaching improvisation and drama in teacher development and language learning“. Tübingen Basel Francke, 2007. http://deposit.d-nb.de/cgi-bin/dokserv?id=2970328&prov=M&dok_var=1&dok_ext=htm.
Der volle Inhalt der QuelleSun, Lixia. „Reviewing computer-assisted language learning (CALL) in a vocational school in China“. Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=init_5543_1178702325.
Der volle Inhalt der QuelleHennebry, Mairin. „Investigating the impact of formal Modern Foreign Language instruction in developing active European citizenship“. Thesis, University of Oxford, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.523102.
Der volle Inhalt der QuelleGeorgiou, Mary. „Intercultural competence in foreign language teaching and learning : action inquiry in a Cypriot tertiary institution“. Thesis, University of Nottingham, 2011. http://eprints.nottingham.ac.uk/11866/.
Der volle Inhalt der QuelleGao, Li. „Teaching reading in English as a foreign language: a study of a grade 10 class in Taiyuan City, China“. Thesis, University of the Western Cape, 2007. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_6754_1255508055.
Der volle Inhalt der QuelleSince economic reform started in China in 1978, the educational objectives for English language teaching have undergone many changes. In secondary school, reading and writing abilities have become increasingly important, not only in assisting students to study and work in English language contexts, but also in setting up the foundation for further English learning at university level. Thus, new materials have been devised and new teaching methods have been used. However, in practice, the English reading skills of many learners do not seem to have improved and learners have difficulty in achieving the syllabus goals set for reading. This study investigated the factors which influence the development of reading skills by learners in one Grade 10 English as a Foreign Language (EFL) class in Taiyuan, a city in China.
Otaala, Laura Ariko. „Action researching the interaction between teaching, learning, language and assessment at The University of Namibia“. Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&.
Der volle Inhalt der QuelleNitta, Takayo. „Affective, cognitive and social factors affecting Japanese learners of English in Cape Town“. Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_1842_1210749983.
Der volle Inhalt der QuelleThis research used diary studies and interviews with five Japanese learners of English to investigate the different affective, cognitive and social factors that affected their learning of English in Cape Town between 2004 and 2005. The findings of this study corroborate arguments put forward by Gardner that factors such as learning goals, learning strategy, attitude, motivation, anxiety, self-confidence and cultural beliefs about communication affect the acquisition of a second language and correlate with one another.
Lee, Eun-Jo. „Exploring L2 Writing Strategies from a Socio-cognitive Perspective: Mediated Actions, Goals, and Setting in L2 Writing“. The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1306898143.
Der volle Inhalt der QuelleLu, Cheng-Wei. „Activity theory as a basis for negotiation training in adult English-as-a-foreign-language instruction“. CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2959.
Der volle Inhalt der QuelleManaliyo, Jean-Claude. „Tourism and multilingualism in Cape Town: language practices and policy“. Thesis, University of the Western Cape, 2009. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_8152_1283326267.
Der volle Inhalt der QuelleLanguage diversity continues to create a language barrier to international tourism. Tourists from non-English speaking countries face a language barrier in South Africa and this affects their experiences in the country. Measuring and understanding something of this challenge is the purpose of this study. The focus is on how the tourism industry in Cape Town uses languages to sell and promote the city internationally. The study investigates procedures, strategies, and policies adopted by the tourism industry in Cape Town to cater for tourists from across the world. In addition, the study also investigates how tourists from non-English speaking countries adapt linguistically to cope with their stay in Cape Town. The study targeted both tourism organisations and international tourists who use tourist facilities in most popular tourist areas in Cape Town. Both primary and secondary data were collected. Convenience sampling was used to select both tourism service providers and tourists. To enhance validity, reliability, and accuracy, various tools have been deployed to collect the data. Primary data were collected from both tourism service providers and international tourists using questionnaires, interviews, photographs and observations. Secondary data collection involved observations of public signage as well as analysis of electronic and printed promotional materials such as brochures, guidebooks, menus, newspapers and websites. Collected data were captured in spread sheets to enable descriptive analysis of tourists&rsquo
languages and of language use in tourism organisations in different of forms of niche tourism in Cape Town. Survey results reveal that a little more than half of all surveyed tourism organisations in Cape Town sell and promote their products using only South African languages including English whilst a minority sell and promote their products using English coupled with foreign languages. The majority of multilingual staff in those surveyed tourism organisations who have adopted multilingualism are working part-time or employed temporarily. In addition, results also indicate that English dominates other languages in public signs and printed and electronic promotional publications used by surveyed tourism organisations in Cape Town. Foreign languages are used most in tour operations and travel agencies sector whilst South African languages dominate in accommodation and restaurants sectors. On the other hand the research shows that a big proportion of foreign tourists in Cape Town were able to speak English and other foreign languages. The research shows that the majority of tourists from non-English speaking countries are more interested in learning foreign languages compared with their counterparts from English speaking countries. Only less than a quarter of all surveyed tourists from non-English speaking countries in Cape Town are monolingual in their home languages. These tourists struggle to communicate with service providers in Cape Town. Translators and gestures were used by non-English speaking tourists as a way of breaking down communication barriers in Cape Town. Contrarily, a big proportion (two thirds) of all surveyed tourists from English speaking countries in Cape Town does speak only English. Foreign tourists in Cape Town speak tourism service providers&rsquo
language rather than tourism service providers speaking tourists&rsquo
languages. The majority of tourism service providers in Cape Town are reluctant to learn foreign languages and to employ multilingual staff. This means that most tourism organisations sell and market their product in English only. Other South African languages such as Afrikaans and Xhosa are used frequently in informal communication in the tourism industry in Cape Town. Seemingly, Afrikaans dominates Xhosa in all forms of tourism except in township tourism where the majority of service providers are Xhosa-speakers. To market and promote Cape Town internationally, the tourism industry in Cape Town should employ multilingual staff who can communicate in tourists&rsquo
native languages. Multilingualism should be practised in all tourism sectors rather than in one or few sectors because all tourism sectors compliment each other in meeting customer&rsquo
s satisfaction. Failure in one tourism sector may affect other tourism sectors&rsquo
performance.
Bücher zum Thema "Acting in a foreign language"
Lutzker, Peter. The art of foreign language teaching: Improvisation and drama in teacher development and language learning. Tübingen: Francke Verlag, 2007.
Den vollen Inhalt der Quelle findenDudnik, Leonid. Referencing of foreign language texts. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1077513.
Der volle Inhalt der QuelleHerman, Lewis. Foreign dialects: A manual for actors, directors, and writers. New York: Routledge, 1996.
Den vollen Inhalt der Quelle findenGeoff, Brindley, und Macquarie University. National Centre for English Language Teaching and Research., Hrsg. The Second language curriculum in action. Sydney: Published ... by the National Centre for English Language Teaching and Research on behalf of the Dept. of Immigration, Local Government and Ethnic Affairs, 1990.
Den vollen Inhalt der Quelle findenTinker, Sachs Gertrude, und City University of Hong Kong. Dept. of English and Communication., Hrsg. Action research in English language teaching. Hong Kong: Dept. of English and Communication, City University of Hong Kong, 2002.
Den vollen Inhalt der Quelle findenAlfërova, L. D. Dialekty v st͡senicheskoĭ rechi: Monografii͡a. Sankt-Peterburg: Izdatelʹstvo Peterburgskoĭ gosudarstvennoĭ akademii teatralʹnogo iskusstva, 2010.
Den vollen Inhalt der Quelle findenMeier, Paul. Accents and dialects for stage and screen: An instruction manual for 24 accents and dialects commonly used by English-speaking actors. Lawrence, Kan: Paul Meier Dialect Services, 2009.
Den vollen Inhalt der Quelle findenWallace, Michael J. Action research for language teachers. New York: Cambridge University Press, 1997.
Den vollen Inhalt der Quelle findenFrank, Christine. Grammar in action: Awareness activities for language learning. Englewood Cliffs, N.J: Prentice-Hall International, 1987.
Den vollen Inhalt der Quelle findenFrank, Christine. Grammar in action: Awareness activities for language learning. Englewood Cliffs: Prentice-Hall, 1987.
Den vollen Inhalt der Quelle findenBuchteile zum Thema "Acting in a foreign language"
Carr, Jo, und Anne Pauwels. „Changing thinking, transforming action“. In Boys and foreign language learning, 191–207. London: Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230501652_9.
Der volle Inhalt der QuelleTuin, Dirk, und Gerard Westhoff. „The Task Force of the Dutch National Action Programme as an Instrument for Developing and Implementing Foreign-Language Policy“. In Perspectives on Foreign Language Policy, 21. Amsterdam: John Benjamins Publishing Company, 1997. http://dx.doi.org/10.1075/z.81.03tui.
Der volle Inhalt der QuelleMartínez-Flor, Alicia, Ariadna Sánchez-Hernández und Júlia Barón. „Chapter 1. L2 pragmatics in action“. In Language Learning & Language Teaching, 3–27. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/lllt.58.01mar.
Der volle Inhalt der QuelleLee, Jeong-Ae. „Using Minimal Language to Help Foreign Learners Understand Korean Honorifics“. In Minimal Languages in Action, 195–221. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64077-4_8.
Der volle Inhalt der QuelleMaskeliunas, Rytis, Algimantas Rudzionis und Vytautas Rudzionis. „Advances on the Use of the Foreign Language Recognizer“. In Development of Multimodal Interfaces: Active Listening and Synchrony, 217–24. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-12397-9_18.
Der volle Inhalt der QuelleČok, Tina. „Classification of Verbal Actions in Typologically Unrelated Languages“. In Cognitive Implications for Raising Cross-language Awareness in Foreign Language Acquisition, 63–127. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-27829-7_3.
Der volle Inhalt der QuelleSiever, Holger, und Anne Simone Wehberg. „Chapter 13. Using action-oriented methods in foreign language classes to enhance translation competence“. In Instrumentalising Foreign Language Pedagogy in Translator and Interpreter Training, 240–62. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/btl.161.13sie.
Der volle Inhalt der QuelleAguirre Fernández Bravo, Elena, und María Dolores Guindal Pintado. „Chapter 4. Free voluntary reading as a language and knowledge enhancement tool and its impact on interpreting students’ self-perceived B language fluency“. In Instrumentalising Foreign Language Pedagogy in Translator and Interpreter Training, 54–75. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/btl.161.04fer.
Der volle Inhalt der QuelleAro, Mari. „In Action and Inaction: English Learners Authoring Their Agency“. In Beliefs, Agency and Identity in Foreign Language Learning and Teaching, 48–65. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/9781137425959_4.
Der volle Inhalt der QuelleKlimova, Blanka. „Computer-Based Foreign Language Learning Programs for the Elderly – A Review Study“. In Human Aspects of IT for the Aged Population. Healthy and Active Aging, 622–29. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50249-2_44.
Der volle Inhalt der QuelleKonferenzberichte zum Thema "Acting in a foreign language"
Ermanov, Davron, und Munisa Saydullayeva. „USING BODY LANGUAGE IN LANGUAGE TEACHING“. In Modern approaches and new trends in teaching foreign languages. Alisher Navo'i Tashkent state university of Uzbek language and literature, 2024. http://dx.doi.org/10.52773/tsuull.conf.teach.foreign.lang.2024.8.5/psld8751.
Der volle Inhalt der QuelleShih, Y. E. „Language in action: applying mobile classroom in foreign language learning“. In Fifth IEEE International Conference on Advanced Learning Technologies (ICALT'05). IEEE, 2005. http://dx.doi.org/10.1109/icalt.2005.188.
Der volle Inhalt der QuelleTaikumanova, Mahabbat, und Elmirа Uteubayeva. „ACMEORIENTED DEVELOPMENT OF TEACHERS IN THE INTEGRATED EDUCATIONAL SPACE“. In Modern pedagogical technologies in foreign language education: trends, transformations, vectors of development. ACCESS Press, 2021. http://dx.doi.org/10.46656/proceeding.2021.foreign.language(31).
Der volle Inhalt der QuelleАхмадиева, Эльвира Варисовна. „THE USE OF INNOVATIVE EDUCATIONAL TECHNOLOGIES IN LEARNING A FOREIGN LANGUAGE“. In Инновационные исследования: теоретические основы и практическое применение: сборник статей международной научной конференции (Сыктывкар, Август 2023). Crossref, 2023. http://dx.doi.org/10.58351/230803.2023.52.78.002.
Der volle Inhalt der QuelleGurova, Elena A. „TEXTS ABOUT THE SCIENTIST: THE CONTENT OF THE COMMENTARY IN THE ASPECT OF RUSSIAN AS A FOREIGN LANGUAGE“. In 50th International Philological Conference in Memory of Professor Ludmila Verbitskaya (1936–2019). St. Petersburg State University, 2023. http://dx.doi.org/10.21638/11701/9785288063183.05.
Der volle Inhalt der QuelleVoznesenskaya, Irina M. „TEXTS ABOUT THE SCIENTIST: THE CONTENT OF THE COMMENTARY IN THE ASPECT OF RUSSIAN AS A FOREIGN LANGUAGE“. In 50th International Philological Conference in Memory of Professor Ludmila Verbitskaya (1936–2019). St. Petersburg State University, 2023. http://dx.doi.org/10.21638/11701/9785288063183.04.
Der volle Inhalt der QuelleCondruzbacescu, Monica. „THE RELATIONSHIP BETWEEN ICT AND FOREIGN LANGUAGE SKILLS' TRAINING“. In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-296.
Der volle Inhalt der QuelleHanesová, Dana. „SERVICE LEARNING INTEGRATED WITH FOREIGN LANGUAGES LEARNING: PROMOTING TRANSVERSAL COMPETENCIES“. In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end095.
Der volle Inhalt der QuelleButova, Anna v., Olesia Kisel und Angelina Dubskikh. „THE PROJECT TECHNOLOGY AS A MEANS OF IMPROVING QUALITY IN FOREIGN LANGUAGE TEACHING“. In eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-129.
Der volle Inhalt der QuelleAtaullayeva, Sitorabonu. „KATHARINE MENS FIELD'S IMAGE CREATION SKILLS“. In Modern approaches and new trends in teaching foreign languages. Alisher Navo'i Tashkent state university of Uzbek language and literature, 2024. http://dx.doi.org/10.52773/tsuull.conf.teach.foreign.lang.2024.8.5/qwub7023.
Der volle Inhalt der QuelleBerichte der Organisationen zum Thema "Acting in a foreign language"
Бакум, З. П., und В. О. Лапіна. Educational Dialogue in the Process of Foreign Language Training of Future Miners. Криворізький державний педагогічний університет, 2014. http://dx.doi.org/10.31812/0564/395.
Der volle Inhalt der QuelleBEKUZAROVA, N. V., und E. M. Nazarenko. E-course in foreign language. SIB-expertise, Februar 2023. http://dx.doi.org/10.12731/er0672.16022023.
Der volle Inhalt der QuelleSWA CONSULTING INC RALEIGH NC. Evaluating Predictors of Foreign Language Learning. Fort Belvoir, VA: Defense Technical Information Center, Dezember 2011. http://dx.doi.org/10.21236/ada585074.
Der volle Inhalt der QuelleJuveland, Sara. Foreign Language Students' Beliefs about Homestays. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.289.
Der volle Inhalt der QuelleDorr, Bonnie. LEXICALL: Lexicon Construction for Foreign Language Tutoring. Fort Belvoir, VA: Defense Technical Information Center, Februar 1997. http://dx.doi.org/10.21236/ada458641.
Der volle Inhalt der QuelleOre, Brian M., Stephen A. Thorn, David M. Hoeferlin, Raymond E. Slyh und Eric G. Hansen. Foreign Language Analysis and Recognition (FLARE) Progress. Fort Belvoir, VA: Defense Technical Information Center, Februar 2015. http://dx.doi.org/10.21236/ada616191.
Der volle Inhalt der QuelleDowdall, Paul. TEFL - Teaching ECONOMICS as a Foreign Language. Bristol, UK: The Economics Network, April 2004. http://dx.doi.org/10.53593/n208a.
Der volle Inhalt der QuelleBienkowski, Sarah, Reanna Poncheri Harman, Kathryn Nelson, Eric A. Surface, Stephen J. Ward, Anna Winters und Natalie Wright. Special Operations Forces Language and Culture Needs Assessment: Foreign Language Proficiency Bonus. Fort Belvoir, VA: Defense Technical Information Center, September 2010. http://dx.doi.org/10.21236/ada634202.
Der volle Inhalt der QuelleSuárez Acevedo, Brian Gonzalo, Kerry Kathleen Burns, Alfredo Duarte Fletcher und José Fernando Gómez Rueda. Teaching english as a foreign language through volleyball. Universidad Cooperativa de Colombia, 2016. http://dx.doi.org/10.16925/greylit.1610.
Der volle Inhalt der QuelleSlyh, Raymond E., und Eric G. Hansen. Detecting the Difficulty Level of Foreign Language Texts. Fort Belvoir, VA: Defense Technical Information Center, Februar 2010. http://dx.doi.org/10.21236/ada516000.
Der volle Inhalt der Quelle