Thematische Bibliographien / Acting in a foreign language

Inhaltsverzeichnis

  1. Zeitschriftenartikel
  2. Dissertationen
  3. Bücher
  4. Buchteile
  5. Konferenzberichte
  6. Berichte der Organisationen

Auswahl der wissenschaftlichen Literatur zum Thema „Acting in a foreign language“

Autor: Grafiati
Veröffentlicht am 27. Juli 2024
Zuletzt aktualisiert am 29. Juli 2024

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Zeitschriftenartikel zum Thema "Acting in a foreign language"

1

Danilin, Roman A. "Development of foreign language intercultural interaction skills of students for the purpose of foreign language teaching at a linguistic university." Neophilology, no. 25 (2021): 127–36. http://dx.doi.org/10.20310/2587-6953-2021-7-25-127-136.

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Development of foreign language intercultural interaction skills is one of the main goals of foreign language teaching to students of the “Pedagogical Education” (profile “English Language”) programme. At the same time, the content of teaching foreign language intercultural interaction is the subject of discussion in the scientific literature. In this study we present the history of the problem of formulating the goals of foreign language teaching, consider several models of foreign language communicative competence and intercultural competence. As a result, a list of inter-cultural skills is generalized, the development of which will be able to prepare students for inter-cultural interaction in various situations characterized by both “dialogue of cultures” and “non-dialogue of cultures”. These skills include: a) acting as an initiator of intercultural interaction; b) support for intercultural dialogue in the spirit of peace to achieve communication goals; c) the development of critical thinking skills in relation to the interpretation of facts, information, reali-ties from the standpoint of ethnorelativism; d) acting as a intermediary or mediator between representatives of different cultures, with the leveling of intercultural contradictions, respect for representatives of contacting cultures; e) a way out of the situation of intercultural conflict; f) suppression of intercultural conflicts; g) finding agreement in intercultural conflicts.
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Poseletska, Kateryna, Svitlana Kyrychenko, Olha Vlasenko, Iryna Koval, Iryna Potiuk, and 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, no. 3 (2023): 347–59. http://dx.doi.org/10.18662/rrem/15.3/770.

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Nowadays, there are a huge number of applications that help to learn foreign languages in HEIs. The article gives a concept of chatbots, their application scenarios for the development of speaking skills of HEI students learning English; defines the role of chatbots in acquiring language practice; analyzes today's chatbots for learning foreign languages; investigates the functions of chatbots for modeling language behavior. Despite their imperfect intelligence, large companies (e.g., Apple, Google, and Amazon) have already placed chatbots in the center of their flagship devices. Chatbots are now filling the Internet, acting as guides, salespersons, and assistants. However, chatbots designed as communicators have yet to make a meaningful contribution. Perhaps the most natural vocation is to be a partner in learning foreign languages. In this article, we'll look at some of the chatbots developers are offering to help you learn foreign languages. Now chatbots can radically change interacting with the digital world, from reading and writing to listening and speaking. Although this reality has been possible for more than a decade, there is little direct evidence that the golden age of spoken-agent language learning opportunities has arrived.
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Enever, Janet. "Global language policies." Language Teaching for Young Learners 2, no. 2 (2020): 162–91. http://dx.doi.org/10.1075/ltyl.19021.ene.

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Abstract This paper reviews patterns of primary foreign language policy across the world, analysing the development of policy and subsequent implementation processes with reference to the particular local histories and current politics at regional, national and supranational levels of governance. In providing an overview of current provision and recent research the paper draws on the theoretical frame of historical materialism to consider the impact of global forces in three economic regions of the world today in contexts where substantial growth in the provision of primary foreign languages is now evident – described by Graddol, with reference to English specifically, as a process of “moving up the educational escalator”. Themes threaded throughout the paper include power and resistance to soft policy, perspectives of social justice and an emerging global expectation for accountability and transparency with regard to primary foreign languages policy. In reviewing recent developments in the field of educational policy research the final section raises questions around the extent to which teachers may shape language policy in education, acting as critical interpreters of policy in an agentive role, adapting and refining national and local curriculum policy to meet the needs of their learners.
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Бреева, 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, no. 4 (April 30, 2024): 212–18. http://dx.doi.org/10.58224/2618-7175-2024-4-212-218.

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в данной статье рассматривается важность формирования и развития навыков «Soft Skills» в процессе преподавания иностранного языка для студентов специальности среднего профессионального образования 52.02.04 «Актёрское искусство». Автор статьи подчеркивает значимость навыков общения, критического и креативного мышления, а также других «Soft Skills» для успешного обучения иностранного языка и развития актёрских навыков. Статья содержит анализ теоретических аспектов формирования и развития «Soft Skills» в контексте преподавания иностранного языка, проведенный на основе изученного материала отечественных и зарубежных авторов, а также собственных работ. В основу исследования мягких навыков, необходимых для обучения по вышеуказанной специальности, был взят Федеральный Гостударственный Образовательный Стандарт, а также информация от работодателей, требующих выскококуонкурентных специалистов на рынке труда в сфере актерского искусства. В данной работе демонстрируются практические примеры, которые могут быть полезны в обучении иностранных языков для стимулирования формирования и развития «Soft Skills» по дисциплине «Иностранный язык» у студентов по специальности «Актёрское искусство». Статья будет полезна для преподавателей иностранных языков, студентов специальности 52.02.04 «Актёрское искусство», а также для исследователей и специалистов в области образования и педагогики, интересующихся развитием «Soft Skills» в учебном процессе. this article discusses the importance of “Soft Skills” formation and development in teaching a foreign language to students of the specialty of secondary vocational education 52.02.04 "Acting". The author of the article emphasizes the main role of such skills as critical and creative thinking, communication skills and others in order to improve learning of a foreign language and the development of acting skills. The article contains an analysis of the theoretical aspects, based on the studied material of domestic and foreign authors, as well as her own research. The author offers a number of competencies necessary for training in the above-mentioned specialty, according to the Federal State Educational Standard and modern reality, which requires highly competitive specialists in the labor market. This paper demonstrates practical examples that can be useful in teaching foreign languages to stimulate the "Soft Skills" formation and development among students majoring in Acting. The article will be useful for teachers of foreign languages, students of the specialty 52.02.04 "Acting", as well as for researchers and specialists in the field of education and pedagogy interested in “Soft Skills” development in the educational proces.
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ERMOLAEVA, Zh E., and 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.

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The article considers psychoacoustics issues related to the difficulties of percepting of Russian speech by foreigners. A hypothesis has been proposed that the complexity of perception depends on the words and language frequency. A spectral analysis was carried out using the voice acting of the frequent words of the Russian and English languages by means of female and male voices of artificial intelligence. Recommendations have been given to teachers who teach Russian to foreign students on how to improve the quality of listening comprehension activities.
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Wahono, Suparwoto Sapto, and Ira Hamida Nurul Zahro. "Using Inquiry Based Learning to Improve Students Speaking Skills." Journal of Language Intelligence and Culture 3, no. 2 (2021): 125–38. http://dx.doi.org/10.35719/jlic.v3i2.55.

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English is one of the existing languages in this world. Speaking is one of the important skills in English. A priority for many second language or foreign language learners is the mastery of speaking. Speaking is one of the indicators that someone understands English. As a foreign language, English tends to be difficult to be learnt by foreign language learners. The researcher aimed to find out if the use of inquiry-based learning method can improve the students’ speaking skill at the tenth-grade students of vocational high school. This research used classroom action research (CAR). The cycles of this research were planning, acting, observing, and reflecting. The method used in collecting the data was a test. The research result of students’ pre test was 66.6. Meanwhile the students’ post test result was 72.2. In conclusion inquiry based learning method improved speaking skill at the tenth grade students of vocational high school.
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Wahono, Suparwoto Sapto, and Ira Hamida Nurul Zahro. "Using Inquiry Based Learning to Improve Student’s Speaking Skills." Journal of Language Intelligence and Culture 2, no. 2 (2021): 125–38. http://dx.doi.org/10.35719/jlic.v2i2.55.

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English is one of the existing languages in this world. Speaking is one of the important skills in English. A priority for many second language or foreign language learners is the mastery of speaking. Speaking is one of the indicators that someone understands English. As a foreign language, English tends to be difficult to be learnt by foreign language learners. The researcher aimed to find out if the use of inquiry-based learning method can improve the students’ speaking skill at the tenth-grade students of vocational high school. This research used classroom action research (CAR). The cycles of this research were planning, acting, observing, and reflecting. The method used in collecting the data was a test. The research result of students’ pre test was 66.6. Meanwhile the students’ post test result was 72.2. In conclusion inquiry based learning method improved speaking skill at the tenth grade students of vocational high school.
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Shchukina, Galina O. "Organizing Integrated Сlasses in a Foreign Language". Vestnik of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics 29, № 4 (2024): 98–103. http://dx.doi.org/10.34216/2073-1426-2023-29-3-98-103.

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The article discusses the implementation of exercises adopted from acting, screenwriting, poetry, music, and drawing teaching to develop various foreign language skills. Taking into consideration the beneficial impact of poly-artistic approach to organizing the education process, the author attempts to apply tasks and techniques for professional creators training to ensure better learning outcomes, especially in terms of improvised speaking and writing. The integration of the arts in liason with the whole language approach creates an adequate basis for reaching the highest stage of a foreign language study – independent speaking improvisation for successful communication in any situation. The polyphony of images is a conducive atmosphere for forming the secondary linguistic identity of any learner. The hierarchy of the polyartistic experience by B.P. Jusov served the foundation for organizing a set of foreign language classes. The results have shown that shifting from the authoritative instruction in the EFL classroom to the polyphonic co-creation facilitates linguistic abilities of beginners and associative thinking of advanced learners regardless of their majors.
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Chikina, Elena Evgenevna, and Valeria Andreevna Averina. "Foreign language textbook as semiotic phenomenon." Ethnic Culture 5, no. 4 (2023): 68–73. http://dx.doi.org/10.31483/r-108013.

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The aim of this paper is the semiotic analysis of a foreign language textbook as a semiotic phenomenon reflecting the cognitive attitudes of its authors and aimed at forming not only external but also deep layers of the learner's linguistic personality, responsible for motivation, intents and attitudes. The material to be analysed is a popular line of EFL textbooks “English file” by British authors Ch. Latham-Koenig and C. Oxenden. The scientific novelty of the work is that for the first time a foreign language textbook is considered not as an educational and methodological text, but as an alternative reality, a dynamic complex sign, similar to the discursive space of a fiction book. The study is conducted by applying the method of contextual analysis, the method of cognitive-pragmatic analysis, and the interpretive method to the polycoded texts of EF-textbooks. The authors conclude that the semiotic complex of EF-textbooks exhibits the characteristics of an educational novel of fiction, where the learner assumes the function of a fairy-tale hero, acting in the space of English-language cultural mythologems, reference-metric elements, topoi and narratives. As a result of active realisation of the happy end narrative, supported by the system of topoi and precedent names characteristic of the English-language conceptosphere, the textbook uses the suggestive potential of the so-called soft power to form changes at the motivational-pragmatic level of the linguistic personality.
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Oga-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.

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Dissertationen zum Thema "Acting in a foreign language"

1

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.

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Sun, 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.

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In recent years, advances in computer technology have motivated Chinese teachers to reassess computer use and consider it as a valuable part of daily foreign language learning and teaching. Software programmes, USB (Universal Serial Bus) technology, and computer networks are providing teachers with new methods of incorporating culture, grammar, and real language use in the classroom. Students gain access to audio, visual and textual information about the language through the use of computers. The aim of this study was to investigate vocational school English students and teachers concerns and behaviours about integrating information technology into English instruction.
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Hennebry, 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.

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Georgiou, 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/.

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This study explores the potential of teaching intercultural competence in foreign language courses through the example of a pedagogical experience in a higher education institution. Language research increasingly acknowledges the intercultural dimension of foreign language education and foreign language teachers’ social and moral responsibilities. Successful intercultural interactions presuppose unprejudiced attitudes, hence learners’ intercultural competence: tolerance and understanding of other cultures as well as cultural self-awareness. Intercultural communicative competence can therefore be considered as one of the central aims of foreign language education so that learners can successfully communicate with people from different linguistic and cultural worlds. However, there have been few empirical studies which illustrate intercultural competence with a view towards assisting its integration into classrooms. The main purpose of this investigation is the increased understanding of my practice in order to reconceptualise it as one of a social justice educator, which entails the construction of an understanding of intercultural competence teaching and learning in the foreign language classroom. The study incorporates insights from critical pedagogy, critical multiculturalism, and intercultural competence theories and examines the ways in which the research process has influenced and reshaped my practice, paving the way forward to further improvements for the future. During a classroom-based study over two academic semesters, I created an intercultural syllabus for my teaching of an English writing course which aimed to facilitate new understandings and insights around cultural diversity and contribute to learners’ responsible citizenship in a democratic society. Participants included all students who were enrolled in these two university classes. Using an action inquiry methodology, the project was a study of my educational practice which addressed five broad research questions. Qualitative data collection and analysis endeavoured to answer these questions by investigating student perceptions of cultural diversity and assessing their response to the syllabus; hence by focusing on the enhancement of students’ intercultural competence, the study sought to identify successful strategies for teaching intercultural competence. Data collection methods included student interviews, student essays, and my reflective diary. Findings reveal that most learners construct cultural differences as problematic, resort to negative stereotyping, and reproduce essentialised images of the self and of otherness; however, analysis also surfaced a more fluid and ambiguous understanding which portrays cultural others in more positive ways. Additionally, greater and deeper student understanding of intercultural issues is evidenced with reflection on the concept of culture and on migration, increased cultural self-awareness, expression of empathy and solidarity, acknowledgement of heterogeneity within national cultures, and awareness that insufficient knowledge of cultural groups may lead to misconceptions. The identification of ineffective strategies has assisted me in revising the intervention, while the self-reflective process brought to light my own biases towards otherness, assumptions which inform my practice, and ethical dilemmas involved in transformative teaching. Implications include the significance of affective learning, of student agency in the knowledge production process, and the connection of the educational experience to their lives. They point to the empowering experience for teachers of shaping the curriculum and living out their values in their practice but also to the challenges involved in transformative practices, teaching values, and assessing intercultural competence.
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Gao, 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.

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<p>Since 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.</p>
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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&amp.

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The purpose of this study was to investigate the views of students and lecturers at the University of Namibia about teaching and learning. The study specifically determined the views of students and lectures in relation to language, teaching, learning and assessment as well as what we might learn from analysis of these views to assist in improving teaching, learning and assessment.
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Nitta, 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.

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<p>This 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.</p>
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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.

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Lu, 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.

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The project offers Taiwanese teachers who work with adults a new concept of teaching crosscultural negotiation skills as part of their EFL instruction. It also presents Taiwanese teachers with a method of analyzing their educational practice to encourage more active and engaged teaching with a useful curriculum and its corresponding assessment.
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Manaliyo, 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.

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<p>Language 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<br>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<br>language rather than tourism service providers speaking tourists&rsquo<br>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<br>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<br>s satisfaction. Failure in one tourism sector may affect other tourism sectors&rsquo<br>performance.</p>
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Bücher zum Thema "Acting in a foreign language"

1

Lutzker, Peter. The art of foreign language teaching: Improvisation and drama in teacher development and language learning. Francke Verlag, 2007.

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Dudnik, Leonid. Referencing of foreign language texts. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1077513.

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The textbook offers a model of abstract activity — the scientific basis of the system of educational actions for the formation of abstract competence. The issues of translation as a way of carrying out abstract actions are considered and texts for compiling abstracts in Russian and English are proposed.&#x0D; It is aimed at the formation and development of the skills of abstracting foreign-language texts in the process of learning foreign languages at universities. &#x0D; Meets the requirements of the federal state educational standards of higher education of the latest generation.&#x0D; It is intended for undergraduates studying in the areas of training 38.04.01 "Economics", 38.04.02 "Management", 38.04.03 "Personnel Management", 38.04.04 "State and municipal management", 38.04.08 "Finance and Credit", 27.04.05 "Innovation", 39.04.01 "Sociology". It will be useful for teachers of foreign languages and graduate students.
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Herman, Lewis. Foreign dialects: A manual for actors, directors, and writers. Routledge, 1996.

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Geoff, Brindley, and Macquarie University. National Centre for English Language Teaching and Research., eds. The Second language curriculum in action. Published ... by the National Centre for English Language Teaching and Research on behalf of the Dept. of Immigration, Local Government and Ethnic Affairs, 1990.

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Tinker, Sachs Gertrude, and City University of Hong Kong. Dept. of English and Communication., eds. Action research in English language teaching. Dept. of English and Communication, City University of Hong Kong, 2002.

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Alfërova, L. D. Dialekty v st͡senicheskoĭ rechi: Monografii͡a. Izdatelʹstvo Peterburgskoĭ gosudarstvennoĭ akademii teatralʹnogo iskusstva, 2010.

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Meier, Paul. Accents and dialects for stage and screen: An instruction manual for 24 accents and dialects commonly used by English-speaking actors. Paul Meier Dialect Services, 2009.

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Wallace, Michael J. Action research for language teachers. Cambridge University Press, 1997.

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Frank, Christine. Grammar in action: Awareness activities for language learning. Prentice-Hall International, 1987.

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Frank, Christine. Grammar in action: Awareness activities for language learning. Prentice-Hall, 1987.

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Buchteile zum Thema "Acting in a foreign language"

1

Carr, Jo, and Anne Pauwels. "Changing thinking, transforming action." In Boys and foreign language learning. Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230501652_9.

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Tuin, Dirk, and 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. John Benjamins Publishing Company, 1997. http://dx.doi.org/10.1075/z.81.03tui.

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Martínez-Flor, Alicia, Ariadna Sánchez-Hernández, and Júlia Barón. "Chapter 1. L2 pragmatics in action." In Language Learning & Language Teaching. John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/lllt.58.01mar.

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Over the last four decades, interlanguage pragmatics studies have paid special attention to instructional pragmatics; that is, to what extent instruction plays a role in developing learners’ second/foreign language (L2) pragmatic ability in instructional settings (Plonsky &amp; Zhuang, 2019). Research has traditionally focused on the teaching-learning process, but there is still a lack of scholarly interest in the two main protagonists: the teachers and the learners. To address this research gap, the present chapter presents an overview of the current picture of L2 pragmatics in instructional contexts by focusing on the teachers (i.e. what they know, believe and do regarding L2 pragmatics), the learners (i.e. who they are, and how they learn L2 pragmatics) and the pedagogical approaches that bring together teachers and learners in action.
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Lee, Jeong-Ae. "Using Minimal Language to Help Foreign Learners Understand Korean Honorifics." In Minimal Languages in Action. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64077-4_8.

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Maskeliunas, Rytis, Algimantas Rudzionis, and Vytautas Rudzionis. "Advances on the Use of the Foreign Language Recognizer." In Development of Multimodal Interfaces: Active Listening and Synchrony. Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-12397-9_18.

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Čok, Tina. "Classification of Verbal Actions in Typologically Unrelated Languages." In Cognitive Implications for Raising Cross-language Awareness in Foreign Language Acquisition. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-27829-7_3.

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Siever, Holger, and 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. John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/btl.161.13sie.

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This chapter presents an empirical study conducted in foreign language classes and in translator training classes (Spanish–German). The main aim of the study was twofold: (1) to show whether methods used in translation classes could be used in foreign language classes to enhance foreign language competence; and (2) to show whether, and if so how, translation competence could be enhanced by using action-oriented methods in translator training classes. So, instead of beginning class by analysing the source text’s features and then translating the source text right away, students first discussed the topics and culture-specific items mentioned in the source text. The resulting translations based on the respective action-oriented translator training classes were also better than those of students who attended “traditional” translation classes.
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Aguirre Fernández Bravo, Elena, and 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. John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/btl.161.04fer.

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The present proposal argues that it is relevant to design, implement and test more practical strategies to help Interpreting students enhance their second active working language to meet market requirements. Within the framework of a dialogue interpreting B.A. course, a free voluntary reading (FVR) experiment was conducted, based on the extensive literature proving that self-selected reading contributes to improving second language acquisition. The aim was to explore its potential as a Language and Knowledge Enhancement tool in improving native Spanish Interpreting students’ self-perceived fluency in English, and to analyze whether introducing FVR transversally as a horizontal activity in different B.A. in TI courses can help students build more robust active core competences in this foreign language.
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Aro, Mari. "In Action and Inaction: English Learners Authoring Their Agency." In Beliefs, Agency and Identity in Foreign Language Learning and Teaching. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/9781137425959_4.

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Klimova, 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. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50249-2_44.

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Konferenzberichte zum Thema "Acting in a foreign language"

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Ermanov, Davron, and 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.

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This course paper studies what body language is, its importance in the classroom and why teachers should use it while teaching students. Especially when teaching foreign languages, the teacher's teaching body language has a great impact on the effectiveness of the lesson and understanding the lessons topic. In classroom, using body language can help the lesson to be interesting and interactive and students can easily learn and understand the basic meaning of the topic. It is an important method for teachers to learn about the students by noticing the students’ body language. Teachers can figure out whether students understand all that a teacher said and explained or not by watching the students’ expressions in their eyes, on their faces and noticing their actions. In this research, experiment was done with schoolchildren and the importance of body language was analyzed with questionnaire This study searches that foreign languages should be taught with using body language and it is one of the most significant aspects during teaching foreign languages and it was considered while experiment. It is effective for learners to understand and easily learn languages. In this course paper we are going to analyze and reveal the importance of body language and it is helpful in teaching methods that teachers use during the lesson, especially impact on progress of students and some points about using body language to EFL/ESL learners.
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Shih, 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.

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Taikumanova, Mahabbat, and 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).

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In this article, the problems of the teacher's professional development, as well as the pedagogical conditions of the acmeoriented mentoring within educational institutions are being examined. The characteristics of mentoring, the features of the integrated educational space of pedagogical education in the training of teachers also had been presented here. Nowadays, the need for mentoring is quite urgent to an extent that a modern teacher must be able to instantly 'react' to the ongoing changes within the educational system. A proper 'response' to such metamorphoses in the institutional environment is required such that it's encompassing alterations of the educational program's content, the introduction of brand-new teaching methods and technologies. Mentoring is organically combining acmeorinted professional development, its personalization, and guarantees a holistic approach to each teacher. It's believed by us that mentoring allows us to expand applied professional skills and competencies. The following paper represents a general experience of the educational mentoring process, in particular, considering the use of mentoring in the advancement of acting teachers' qualifications. An important role plays an innovative project of advanced training courses, "Pro-teaching", established collectively with Karaganda Buketov University and aimed at developing new training programs.
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Ахмадиева, 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.

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В статье рассматривается использование разных инновационных образовательных технологий при изучении иностранного языка. Применение современных методов обучения развивает умение мотивировать действия, самостоятельно ориентироваться в получаемой информации, выявлять и активизировать творческие способности, а также формирует иноязычную компетенцию обучающихся в процессе изучения иностранного языка. The article discusses the use of various innovative educational technologies in learning a foreign language. The use of modern teaching methods develops the ability to motivate actions, to navigate independently in the received information, to reveal and activate creative abilities, and it forms the foreign language competence of students in the process of learning a foreign language.
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Gurova, 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.

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The effectiveness of foreign languages teaching (and Russian as a foreign language) is determined, in particular, by the quality of the commentary accompanying the texts used in the educational process. In teaching foreign languages lexical and grammatical commentary is usually used to remove language difficulties, as well as cultural comments on some words and expressions explain to foreign students the specific phenomena of Russian culture. However, difficulties in understanding the text when studying Russian as a foreign language indicate the need to expand both the objects of comment and the content of the comment itself. The solution of this applied problem directly depends on linguistic knowledge that reveals the categories and units of the text, the peculiarities of its semantic composition, the specific speech organization caused by a particular type of text. Texts about scientists are relevant in teaching a foreign language. They showed the relevance of three varieties: 1) texts implementing the semantic model “A person and his actions” (tell about the activities of a scientist); 2) texts implementing the model “A Person and his qualitative characteristics” (express an assessment of the personality of a scientist, convey an opinion about a scientist); 3) texts combining the first two types. This third type usually placed in a more general, abstract context of reasoning (related to a particular problem of scientific activity of a scientist). Commentary as a possible tool for interpreting texts of these types indicates the necessary objects of training commenting, revealing their content in accordance with the text-characteristics of a particular type of text. Comments allow you to introduce lexical and syntactic material that ensures the implementation of author’s intentions, to reveal the information structure of the text, implications, logical and semantic connections of the components of the text structure. As a material for analysis and its interpretation are used: 1) educational text Dmitry Ivanovich Mendeleev, 2) text fragments from the book by M. Buras Linguists who came from the cold (2022), 3) essay by E. Vodolazkin The Truth about Schliemann (2015). Refs 13.
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Voznesenskaya, 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.

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The effectiveness of foreign languages teaching (and Russian as a foreign language) is determined, in particular, by the quality of the commentary accompanying the texts used in the educational process. In teaching foreign languages lexical and grammatical commentary is usually used to remove language difficulties, as well as cultural comments on some words and expressions explain to foreign students the specific phenomena of Russian culture. However, difficulties in understanding the text when studying Russian as a foreign language indicate the need to expand both the objects of comment and the content of the comment itself. The solution of this applied problem directly depends on linguistic knowledge that reveals the categories and units of the text, the peculiarities of its semantic composition, the specific speech organization caused by a particular type of text. Texts about scientists are relevant in teaching a foreign language. They showed the relevance of three varieties: 1) texts implementing the semantic model “A person and his actions” (tell about the activities of a scientist); 2) texts implementing the model “A Person and his qualitative characteristics” (express an assessment of the personality of a scientist, convey an opinion about a scientist); 3) texts combining the first two types. This third type usually placed in a more general, abstract context of reasoning (related to a particular problem of scientific activity of a scientist). Commentary as a possible tool for interpreting texts of these types indicates the necessary objects of training commenting, revealing their content in accordance with the text-characteristics of a particular type of text. Comments allow you to introduce lexical and syntactic material that ensures the implementation of author’s intentions, to reveal the information structure of the text, implications, logical and semantic connections of the components of the text structure. As a material for analysis and its interpretation are used: 1) educational text Dmitry Ivanovich Mendeleev, 2) text fragments from the book by M. Buras Linguists who came from the cold (2022), 3) essay by E. Vodolazkin The Truth about Schliemann (2015). Refs 13.
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Condruzbacescu, 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.

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The article focuses on the relationship between information and communication technology (ICT) and foreign language skills' training. Integrating information and communication technologies in teaching, learning and assessment has therefore become a necessity nowadays. Recent years have brought a conceptual revolution in education, information and communication technologies becoming a medium for learning in general, for all subjects in the school curriculum. Adapting to the needs of knowledge society calls for teachers to rethink educational way of young people, allowing them to explore the new, to solve problems through their research activity, to connect with others in different cultural and social backgrounds, to express opinions. When properly oriented, technology contributes to an active learning student-centered, to develop creativity and critical thinking. Technology is part of everyday life of the citizen, and information and communication technologies can be found in the socialization process. Taken together, these activities will provide new opportunities for students to personalize access to digital learning resources in school and beyond, becoming more important the need to bring side by side these learning experiences. The introduction of ICT in school, in classroom, in the educational process as a whole, contributes, to a great extent, to improve student results. Firstly, this is because ICT adapts the learning needs of students and teaching needs of teachers. Secondly, the use of ICT in schools creates a new, innovative approach of teaching, learning and assessment activities. Learning can be custom tailored to the needs of all students, and teaching would no longer be limited to fifty minutes in the classroom, but can be practiced anytime and anywhere outside the school.
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Hanesová, 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.

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In this article, the author will present an innovative way how to develop students' foreign language communicative and intercultural competence alongside with a whole set of transversal competencies via an innovated version of foreign language courses. They may be attended by both university students or secondary school students. The basic idea of such a course, in our case called "Global Encounters in Local Settings", is giving students space to create a service-learning project for a community. Students have to work in linguistically and ethnically mixed groups. Each group decides to about the focus of their project and the procedures of its implementation. Via these cooperative projects accomplished while using various foreign languages - suitable also for online learning space, the students can develop various transversal competencies, such as critical and reflective thinking, plurilingual and intercultural competence, problem-solving, team-work skills, interpersonal and other social competencies, willingness to take risks and seek challenges, leadership development skills, time management and planning skills, inclusive approach, and active citizenship. The first version of such course was tested on several groups of university students in Slovakia (in 2020). The post-tests and reflections after accomplishing this course showed evident growth in the above-mentioned competencies.
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Butova, Anna v., Olesia Kisel, and 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.

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Innovative teaching technologies are becoming popular in education. A good degree of integration of academic and professional education, ensuring the training process taking into account the requirements in a new educational paradigm is the reason. Under the circumstances Nosov Magnitigorsk State Technical University aims to provide the required professional staff for the needs of the regional sphere by updating the target, substantive and technological conditions of the educational process with the introduction of innovative educational technologies. The project technology or the project method is considered to be such an innovative technology. Under the technology of project training, we mean the system of interrelated actions, conditions, requirements for the subjects' pedagogical activity, the central element of which is a project or image for a future result. This method focuses on the student's personal development and significant professionally oriented activities; allows you to choose an individual pace of work on the project; combines all the baggage of knowledge, skills and abilities that a student can apply in various situations, and helps to learn basic knowledge of a foreign language and expand it if necessary. Work on the project is a powerful tool for enhancing students' cognitive activity: they see the final result - a product that they have created themselves - and can assess its practical significance. In addition, such a creative kind of activity stimulates professional self-determination. The project technology is successfully applied at the Foreign Languages in Engineering Department Nosov Magnitogorsk State Technical University. The largest educational project in 2019 was the organization and holding of the international scientific-practical conference &lt;&lt;Modern Engineering Education: Contemporary International Challenges and Perspectives&gt;&gt;, carried out as part of the international project &lt;&lt;Extend&gt;&gt;. Student scientific conference as a kind of project work is a form of interdisciplinary learning, which allows solving a complex of educational and didactic tasks aimed at creating students' creative independence. The purpose of this article is to show that the educational project performs not only a controlling function, but also has a learning and educational focus. The article provides a step-by-step organization of the process in preparing and holding a scientific conference in the course of a foreign language teaching at the Foreign Languages in Engineering Department; identifies skills and abilities, formed in the process of classroom studies and extracurricular activities; analyzes teachers' and students' roles at each stage.
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Ataullayeva, 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.

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This article discusses the portrayal of female characters in the stories of renowned English writer Catherine Mansfield. The article highlights Mansfield's impressive skills in creating vivid characters, utilizing motifs, and employing language. Additionally, the article explores how the feminist movement influenced literature during that time, the representation of women in literature, the challenges they faced in real life, and the call to action to prevent and combat such issues.
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Berichte der Organisationen zum Thema "Acting in a foreign language"

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Бакум, З. П., and 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.

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On the basis of scientific analysis the article authors develop a scheme that allows planning and organizing the process of learning foreign languages with the use of dialogic didactic means during foreign language training of future miners. The article gives a definition of „educational dialogue‟, observes its structure, and defines its stages: modeling (a future educational dialogue model designing and ways of its implementation at a lesson); motivational (identifying problem, task for solving which encourage further active learnsearch activity of educational dialogue participants); searching (finding out/discovering an effective or new method of problem solving; searching answers to the question); disputing (presenting and discussing results, different positions, viewpoints); concluding (analyzing results, summarizing, substantiating the best chosen way of solving tasks, versions, and opinions). The authors give recommendations for dialogic interaction organizing in the process of forming a foreign professionally oriented speech competence of mining students
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BEKUZAROVA, N. V., and E. M. Nazarenko. E-course in foreign language. SIB-expertise, 2023. http://dx.doi.org/10.12731/er0672.16022023.

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SWA CONSULTING INC RALEIGH NC. Evaluating Predictors of Foreign Language Learning. Defense Technical Information Center, 2011. http://dx.doi.org/10.21236/ada585074.

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Juveland, Sara. Foreign Language Students' Beliefs about Homestays. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.289.

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Dorr, Bonnie. LEXICALL: Lexicon Construction for Foreign Language Tutoring. Defense Technical Information Center, 1997. http://dx.doi.org/10.21236/ada458641.

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Ore, Brian M., Stephen A. Thorn, David M. Hoeferlin, Raymond E. Slyh, and Eric G. Hansen. Foreign Language Analysis and Recognition (FLARE) Progress. Defense Technical Information Center, 2015. http://dx.doi.org/10.21236/ada616191.

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Dowdall, Paul. TEFL - Teaching ECONOMICS as a Foreign Language. The Economics Network, 2004. http://dx.doi.org/10.53593/n208a.

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Bienkowski, Sarah, Reanna Poncheri Harman, Kathryn Nelson, et al. Special Operations Forces Language and Culture Needs Assessment: Foreign Language Proficiency Bonus. Defense Technical Information Center, 2010. http://dx.doi.org/10.21236/ada634202.

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Suárez Acevedo, Brian Gonzalo, Kerry Kathleen Burns, Alfredo Duarte Fletcher, and 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.

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Slyh, Raymond E., and Eric G. Hansen. Detecting the Difficulty Level of Foreign Language Texts. Defense Technical Information Center, 2010. http://dx.doi.org/10.21236/ada516000.

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