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Auswahl der wissenschaftlichen Literatur zum Thema „Active oral language expression“
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Zeitschriftenartikel zum Thema "Active oral language expression"
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Mileshina, Larisa V., und Svetlana V. Piskunova. „Use of fixed combinations in the modern student’s speech“. Neophilology, Nr. 21 (2020): 21–26. http://dx.doi.org/10.20310/2587-6953-2020-6-21-21-26.
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We consider the issue of fixed combinations associated with their use, the relationship with the system of phraseological units and memes in the speech of a modern student. We determine the semantics and function of some popular speech units formed due to the influence of Internet communication, this affects the state of the language culture of the people. We reveal the most frequent memes in students’ oral speech. The reasons why memes in oral speech have replaced phraseological units become expression mean constantly using these fixed combinations on the Internet. It was found that students, among whom the majorities are active users of the network, react to the repetition of memes, their brightness, and relevance for the expression of the emotions. Short-term, constant updating gives these combinations the novelty effect. The desire for adequate communication in school society, lacking sufficient experience of speech creativity form its own system of language expression of students, as well as the productivity of the fixed combinations use. The constant use of fixed units of a new type introduces them into the limits of personal relationships, acquires the character of a system, so it negatively affects not only the culture of communicants.
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MacKenzie, Ian. „Poetry and formulaic language“. Linguistic Approaches to Poetry 15 (31.12.2001): 75–86. http://dx.doi.org/10.1075/bjl.15.06mac.
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Corpora show that people are less original in using language than is generally believed. We routinely employ an immense repertoire of semi-preconstructed phrases, though we also adapt them: creative extensions and adaptations of institutionalized locutions sometimes occur more frequently than the ordinary form. Corpora also reveal that fiction uses verbal idioms rarely found in other forms of writing or in conversation, which suggests that novelists draw on their own experience of stereotyped fictional dialogue more than on real-life conversation. Oral epic poetry, from Homer to Beowulf, was, of course, also formulaic, but the received view is that written poetry should be quite the opposite: it should consist of new combinations of words. While it is easy to find poetry that does contain fixed expressions and poetic transformations of them, such as the ‘conversational’ (and occasionally prosaic) poetry of Wordsworth, Frost, Auden and McDiarmid, it is harder to argue that the poetry of Shakespeare, Donne, Shelley, Keats, Hopkins, Stevens or Ashbery is made up of formulaic language. Conversely, however, it can be shown that canonical poetry is the source of hundreds of phrases in our active verbal lexicons.
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Sánchez-Requena, Alicia. „Intralingual dubbing as a tool for developing speaking skills“. Translation and Translanguaging in Multilingual Contexts 4, Nr. 1 (24.04.2018): 101–28. http://dx.doi.org/10.1075/ttmc.00006.san.
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Abstract Communicating verbally with others is one of the main features of human behaviour, but the time employed in class to practise this skill is often insufficient. In an attempt to overcome the need to practise oral conversations and help students feel less anxious in foreign language (FL) contexts, new didactic approaches are being considered. Amongst those, the active use of techniques traditionally employed in audiovisual translation (AVT) has proved to have a positive impact on FL learning. This paper examines the relationship between intralingual dubbing (students' replacement of the original voices of actors in 1 minute long clips) and FL oral expression. The main aim is to provide objective evidence that the use of intralingual dubbing can enhance speed, intonation and pronunciation when speaking spontaneously in Spanish as a FL. A total of 47 participants aged 16–18 with a B1 level of Spanish dubbed videos for 12 weeks. Data is triangulated both qualitatively and quantitatively. Results confirm the main hypothesis and serve as evidence to support theoretical aspects of the inclusion of active AVT techniques in FL speaking classes.
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Fedorenko, Svitlana, Iryna Voloshchuk, Yuliia Sharanova, Nataliia Glinka und Kateryna Zhurba. „Multimodality and Digital Narrative in Teaching a Foreign Language“. Arab World English Journal 7, Nr. 1 (15.07.2021): 178–89. http://dx.doi.org/10.24093/awej/call7.13.
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The article focuses on the authors’ pedagogical experience of exploiting digital narratives in a foreign language education at a modern university (on the basis of National Technical University of Ukraine “KPI” named after Igor Sikorsky). The study aims to consider multimodality in terms of foreign language didactics. It was designed by the constructivism theory and narratology in terms of teaching a foreign language. The research exploited the set of theoretical methods: analyzing, summarizing, and interpreting scholarly sources on the issue under scrutiny; generalization and conceptualization of the authors’ pedagogical experience. Applying those methods in coherence logic enabled the effective study and interpretation of the concepts of “narrative” and “digital narrative” in their interrelations. In the study, the narrative is viewed as a sociocultural tool that provides students with deeper self-understanding, and complements the communicative system of foreign language acquisition with metacognition and values of life meaning. The digital narrative as a form of expression, empowered and determined by digital technologies incorporates multimodal communication and narrative as a cognitive unity. The authors have stated that multimodality, grounded on information technologies, is introducing entirely new semiotic resources into the communicative environment of foreign language learning. It is also generating innovative ways and forms of oral and written interaction. Multimodal learning activities illustrating the specifics of creating digital narratives by learners of English as a foreign language, are highlighted. The significance of the study lies in the fact that the ongoing COVID-19 pandemic is unquestionably a rather fertile condition for active implementing digital technologies into foreign language education, and developing different multimodal learning activities in this area
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Kibbee, Douglas A. „John Palsgrave’s ‘Lesclaircissement De La Langue Francoyse’ (1530)“. Historiographia Linguistica 12, Nr. 1-2 (01.01.1985): 27–62. http://dx.doi.org/10.1075/hl.12.1-2.03kib.
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Summary John Palsgrave, an Englishman, wrote the first detailed grammar of the French language, Lesclaircissement de la langue francoyse (1530). This work is remarkable not only for its length but also for its quality. Palsgrave wrote a pedagogical text for his English readers, using a system which leads the learner from the development of passive skills (interpretation, both oral andintellectual, of written texts) to the development of active skills (expressing oneself in the target language). At the same time, he responded to the French Humanist desire to bring the vernacular languages under the control of ‘rules certayne’. In its grammatical method, Lesclaircissement exemplifies a stage in the development of Humanist grammar, as the Renaissance grammarians moved from a method based on forms to a more abstract representation of linguistic facts. As such, Palsgrave’s work stands half-way between the early Renaissance calques upon Donatus and the later excursions into logical grammar. In phonetics, Palsgrave’s attention to detail leads him to a clear recognition of the importance of nasal vowels in French (even if his articulatory description of the nasal vowels leaves something to be desired). In phonology, he aspires to a greater level of abstraction through his attempts to link liaison and elision phenomena to French phonotactics. In morpho-syntax, he uses the notion of perfection in language to provide an underlying structure in which the syntactic and the logical structure are explicit. He then explains how the languages in question ‘circumlocute’ to express the underlying structures. In this way, he prefigures the work of Meigret in French grammar. For all of his accomplishments, however, Palsgrave’s work had little influence on his successors. It had only one printing of 750 copies, and Palsgrave himself restricted the sales. Still, the work deserves our attention because of its wealth of detail and because of the method it uses.
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САВЧЕНКО, А. В. „Устойчивые сравнения в языке спортивного дискурса: русско-украинские параллели“. Studia Slavica Academiae Scientiarum Hungaricae 64, Nr. 1 (Juni 2019): 159–69. http://dx.doi.org/10.1556/060.2019.64112.
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Nowadays, sports play an important role in the world, both from the pure competitive (even emulative) and political point of view. The influence of sports is also traced here at the linguistic level: many words and expressions from the field of sports penetrate the language but, on the other hand, the sphere of sports itself becomes a fertile ground for the emergence of new expressive words and idioms having different stylistic and expressive colours that can perform various pragmatic functions. In the language of sports, lexical units often acquire a new meaning related to sports; in some cases, the meanings of already existing metaphorical phraseological models are actualized. The paper is devoted to the problem of the status and description of one of the types of phraseological units, i.e. stable comparisons, which are used in the sphere of sports or sports discourse in modern Russian and Ukrainian languages. On the one hand, these units have their origins in sports slang as well as in mass media language and also come from common phraseology and other discourses. On the other hand, such units have not only a high expressive level but they are often used as picturesque and metaphorical means in other discourses, e.g. political, social, or economic. Such expressions are nowadays very popular and commonly used both in spoken language (speech) and in mass media language. Stable comparisons are, in fact, a universally figurative and expressive means of language which can be used in any situation, context, and in any pragmatic field of language use. The sphere of sports is not an exception, where such language units fulfil various functions both in the language of sports journalism (oral reportages, articles on sports, internet communication and discussions in internet forums specializing in sports) and in the speech of the athletes themselves. This paper discusses some of the most commonly used stable comparisons in the sphere of sports (i.e. sports discourse) both in Russian and Ukrainian languages. The metaphorical models of such units are examined from the point of view of Russian-Ukrainian language convergence. It can be stated that the language of modern Russian sports journalism can be seen today to a certain extent as a possible (or potential) prototype for the development of Ukrainian-language sports discourse. Generally speaking, live contacts in interdiscourse sports communication, including the language of sports journalism, however, are still ongoing and active language interaction at the level of vocabulary and phraseology remains one of the most effective means of enriching the vocabulary of the national language.
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Minami, Masahiko. „Connecting L1 and L2 acquisition: From the perspective of macro and micro narrative structure“. Journal of Japanese Linguistics 35, Nr. 2 (26.11.2019): 143–64. http://dx.doi.org/10.1515/jjl-2019-2008.
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Abstract The studies presented in this paper connect the story-related quality and the language-related quality of narrative discourse. The term “coherence” refers to whether or not a text makes sense at a global level, whereas “cohesion” describes the linguistic relationships among clauses in a narrative, such as how the surface linguistic elements of a text are linked to one another at a local level. Using a content-based narrative analysis, a trilogy – a set of three independent but interrelated studies – introduced in this paper quantitatively analyze oral personal narratives through three lenses. As examples of devices for cohesion, the paper qualitatively examines the use of two linguistic devices, tense (past and non-past) and voice (active and passive), and tries to show how narrators deploy organizational strategies in the use of these linguistic forms. The paper (1) examines varied topics in different narrative contexts (genre, topic, oral or written), (2) reveals how both coherence and cohesion serve as the twin engines of narrative, and (3) emphasizes the significance of paying attention not only to the narrative content/structure but also to the appropriate use of linguistic devices so that we can fully grasp language-specific ways of expressing affective elements in narrative.
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Potapchuk, Tetiana. „Children's folklore as a means of formation of communicative competence in young children of school age“. Pedagogìčnij časopis Volinì 1(16), Nr. 2020 (2020): 75–80. http://dx.doi.org/10.29038/2415-8143-2020-01-75-80.
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Today, the issues of creativity, the disclosure of the creative beginning of each child as a real subject of life, are gaining a new sound. Society today desperately needs people who think creatively, are able to create culture, live р р, develop р. Therefore, the formation of an educated, creative personality р one of the priority tasks of education reform р Ukraine. Under the conditions of the national revival of the spirituality and culture of the Ukrainian people, oral folk art can р an effective means of forming communicative competence. Therefore, younger students should р offered the best examples of folklore. After all, they are close to the children’s world. The ред of oral folk art during the educational process with children has its own methodology and sequence, which takes into account the specifics and features of the child’s age, compliance with which will contribute to the development of speech р general and the formation of speech and communicative competence. Also, one of the important, effective ways to develop verbal creativity р junior high school has always been a folk tale, as one of the varieties of folklore. After all, р р a fairy tale that best activates children’s imagination and creative thinking, serves as a model of literary language and a means of developing coherent speech, a source of images and plots. Listening to fairy tales allows you to expand, enrich your vocabulary, lay a solid foundation for coherent speech and communicative competence. After all, fairy tales, as a rule, include repetitions, repeated listening to which helps to memorize words and individual expressions and, consequently, replenish the passive vocabulary.The teacher needs to create appropriate conditions for the full speech development of students. After all, by systematically using various genres of oral folk art р the educational process, significant results can р achieved. Oral folk art provides an example of literary correct, pure language, significantly enriches the passive and active vocabulary, forms knowledge about the environment, as a result р the basis for the formation of both language and speech competence of primary school children.
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Valentinova, Olga. „Word Image as a Cultural Sign in Language, art and Intellectual Journalism (on «Ontology of the Poetic Word Art and Ostrannenye» by M.L. Novikova)“. Theoretical and Practical Issues of Journalism 9, Nr. 2 (27.05.2020): 379–86. http://dx.doi.org/10.17150/2308-6203.2020.9(2).379-386.
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With the development of information technology, the influence of mass-media on the active processes in the language and society is steadily increasing. In this context, the problem of forming high professional culture of journalistic community, which involves working knowledge of information culture, linguistic culture and creative potential of the native language, is essential. Unlike an artist who does not invent images, but thinks in them, a journalist uses language imagery rationally, but not only a means of persuasion aimed mainly at manipulation. Intelligent journalism uses the image as an economical tool of expressing a complex idea, especially when logical thinking is ineffective. The monograph «Ontology of the Poetic Word Art and Ostrannenye» by M.L. Novikova explores imagery as a universal creative principle that enables one to see essential things, previously unnoticed, while conceptualizing the reality. This principle of creation, which features one mechanism, but different functions, works in the language, in the Arts - in oral lore, plastic and synthetic arts, and in intellectual journalism. The book will be of great interest for journalists. It allows readers to see the mechanism of forming the imagery and evaluate and master the creative word as both a tool for constructing new meanings that de-automatize perception, and a conductor of public attitudes, the latter being a special form of peoples interaction, a conceptual space that reflects the world view of a person and society in a particular period of time.
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Gerver, David, Patricia E. Longley, John Long und Sylvie Lambert. „Selection Tests for Trainee Conference Interpreters“. Meta 34, Nr. 4 (30.09.2002): 724–35. http://dx.doi.org/10.7202/002884ar.
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Abstract This preliminary study devised and tested a series of psychometric tests to facilitate selection of simultaneous and consecutive interpreter-trainee candidates. Twelve tests, based either on text materials, linguistic subskills or speed-stress, were correlated with judges' ratings of the final interpretation examination. Students who passed the exam had higher mean scores on all tests than those who failed. Test scores were positively inter-correlated between completion-detection tests and simultaneous interpretation ratings and between recall tests and consecutive examination ratings. Text-based tests were more predictive than subskills or speed-stress tests. The relationship between test type and interpreting is discussed together with possible reasons underlying differential performance on tests of the same kind. Problems in the recruitment and training of conference interpreters have been the frequent subject of debate by members of the profession (Keiser 1978; Longley 1978; Namy 1978). Although there have been some publications on psychological and other theoretical aspects of the interpreter's skills (Barik 1973; Gerver 1976; Seleskovitch 1976; Karmiloff-Smith 1978; Moser 1978; Chernov 1979; Lambert 1983), there has been no systematic research on student selection and training in this field. What qualities and skills are required for success as an interpreter or as a trainee in the field? Although no previous empirical research has been carried out on this subject, there does appear to be some consensus among interpreters and teachers of interpreting as to the skills and qualities sought in new members of the profession. A survey of articles written by members of the profession, as well as transcripts of interviews with working interpreters, suggested some agreement of the following as being essential for success as a trainee or in the profession. 1. Profound knowledge of active and passive languages and cultures. 2. Ability to grasp rapidly and convey the essential meaning of what is being said. 3. Ability to project information with confidence, coupled with a good voice. 4. Wide general knowledge and interests, and a willingness to acquire new information. 5. Ability to work as a member of a team. The specific aim of the present study was to develop and evaluate objective tests to assess the second item mentioned above, that is the candidate's ability to grasp rapidly and to convey the meaning of spoken discourse. It was expected that the tests would contribute to improving selection procedures, hence the number of students passing the final examination, as well as the course itself. The present study arose from the decision of Patricia Longley, one of the co-authors and former director of the Interpretation Programme at the Polytechnic of Central London, to initiate the establishment of objective criteria for the selection of students for the postgraduate course in conference interpreting techniques at the School of Languages in London. The course, founded by Patricia Longley in 1963, and now headed by Jennifer MacKintosh, is an intensive six-month course in simultaneous and consecutive interpretation. Over 200 applications are received each year from candidates throughout the world, about half of whom are invited to London for interviews and informal tests, lasting a day. Only 25 to 30 candidates are selected for the course. The informal tests consist of written translation tests in addition to tests of both aural and oral language skills in the candidates' other languages. During the tests, candidates are first asked to repeat texts in the source language (shadowing) before progressing to interpretation of texts from their passive languages into their active language. These texts progress from simple sentences to more complex, albeit non-technical, longer passages. Unusual and unexpected phrases are inserted into the more difficult passages for interpretation in order to assess candidates' skills in coping with the unexpected and with passages which cannot be translated word-for-word. The interviews are designed to assess candidates' general background knowledge and interests, motivation, presentation of self, and general suitability for the profession. Whether or not there is a current market for the candidate's particular language combination is also taken into account at the time of selection. The intensive, six-month course involves training in both simultaneous and consecutive interpretation, and in the note-taking skills essential to the latter form of interpreting, in conference practices, and in a variety of subjects likely to be encountered in conference settings. The final examinations are oral in both forms of interpretation in the candidate's principal working languages, and are conducted by a board of external examiners who are themselves senior practising interpreters in major international organizations such as the U.N., Council of Europe, I.L.O., and the W.H.O. A secondary aim of the study was to explore alternative types of tests. Since the task of the interpreter is to transform spoken textual information from one language into another, either immediately (for simultaneous interpretation) or after some delay (for consecutive interpretation), the first type of test - termed text-based - assumed the processing of connected discourse to be a crucial feature of the interpreter's task. The approach was based on recent work in the area of text processing (Kintsch 1974; MacKintosh 1985). Text-based tests required either the recall of the information presented or the completion of individual target words in the text. The second type of test - termed subskill-based - assumed language subskills such as synonym generation, sentence re-expression and vocabulary selection to be an adequate reflection of the interpreter's task. The approach was based on the development of a set of factor referenced cognitive tests of verbal ability (Eckstrom et al. 1976). In addition, both simultaneous and consecutive interpretation are performed under conditions of speed-stress, since the interpreter is paced by the speaker over whom he has little or no control. Hence, the third type of test - termed stress-based-assumed speed stress to be a general performance factor not particular to, but exemplified by, interpreting. The approach was based on the development of a speed test requiring the solution of problems involving letter series performed under a time constraint (Furneaux 1956). It was expected that the present research would throw some light on whether text-based, subskill-based or speed stress-based tests reflected the crucial features of the interpreter's task for the purpose of testing trainee candidates' abilities.
Dissertationen zum Thema "Active oral language expression"
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Nogues, Melendez Cristina María. „Enhancing oral expression in english as a foreign language through task-based learning and dynamic assessment“. Doctoral thesis, Universitat Politècnica de València, 2013. http://hdl.handle.net/10251/31648.
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Esta tesis se presenta al análisis de una propuesta pedagógica orientada a la enseñanza de las destrezas orales en inglés como lengua extranjera en el ámbito universitario. En ella los estudiantes participan en tareas comunicativas en las que prima la interacción oral grupal, articulada en torno a una serie de seminarios, debates y simulaciones sobre temas relacionados con su campo de estudio. El trabajo en grupo se lleva a cabo de forma independiente con asistencia y supervisión del profesor. Cada grupo dispone de un espacio web colaborativo (wiki) donde lleva a cabo la integración de los contenidos así como la plataforma docente PoliformaT, desde la que se gestionan los contenidos y las tareas. En el estudio participan un grupo experimental y un grupo control formados por sujetos con un nivel intermedio bajo de inglés que estudian inglés profesional y académico en la Universitat Politècnica de València. Partiendo de un diseño basado en una medición pre y post tratamiento, el estudio pretende demostrar que existe una mejora en la expresión oral en general y en las variables de complejidad, corrección y fluidez de los participantes en el grupo experimental como consecuencia de su participación en tareas comunicativas con un alto grado de interacción grupal con relación al grupo control, en el que los estudiantes no intervienen en actividades colaborativas.This thesis reports on a case study which investigated the potential of Dynamic Assessment within the framework of Task-Based Teaching and Learning as a pedagogical approach aiming to improve oral performance in an English as a foreign language context. At the core of the pedagogical procedure was the enhancement of metalinguistic and metacognitive awareness. The study involved undergraduates (N = 30) at lower intermediate level of proficiency studying English for academic and professional purposes at Universitat Politècnica de València. Drawing on sociocultural theory constructs, a nine-week pedagogical treatment based on Dynamic Assessment principles was designed and implemented to pursue the following aims: (a) to investigate how metalinguistic awareness is evidenced through Dynamic Assessment; (b) to assess the value of this pedagogical approach in relation to the participants¿ oral performance; and (c) to investigate the participants¿ thoughts and perceptions regarding various aspects of Dynamic Assessment. Based on a pre-post test research design, the results suggest that there was overall improvement in the participants¿ oral performance although there were differences across measures. The statistical analyses are discussed in the light of Dynamic Assessment as an approach to second language development. The thesis provides an analysis of the metalinguistic dimension which was an integral aspect of the Dynamic Assessment procedure; the participants focused on a wide range of morphosyntactic, lexical, and discourse features reflecting the students¿ emerging language capacities. Finally, the rich data gathered through a variety of instruments, i.e., tests, transcripts of videotaped oral performance, interviews, and questionnaires, allowed us to gain valuable insights into the participants¿ thoughts and perceptions regarding Dynamic Assessment. We conclude the dissertation with a discussion of the feasibility of implementing individual and group DA in a foreign language context and some pedagogical implications of our findings
Nogues Melendez, CM. (2013). Enhancing oral expression in english as a foreign language through task-based learning and dynamic assessment [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/31648
TESIS
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Chittaladakorn, Khemlada. „Unorthodox Oral Expressions in English Dictionaries, Corpora, Textbooks, and English Language Instructional Materials“. BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2911.
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The aim of this project is to provide useful data from published dictionaries, corpora, and instructional materials, as well as sample lessons, to promote the teaching of Unorthodox Oral Expressions (UOEs) to learners of English as a second/foreign language. In the first chapter, the author reviews relevant literature, explains what UOEs are, and discusses the importance of incorporating UOEs in EFL or ESL classrooms. In the second chapter, a linguistic categorization of UOEs is given. In the third chapter, the results are given of an examination of 10 different dictionaries. The purpose of this examination was to find which of 56 target UOEs are included in each dictionary and what kind of definitions are given for them. The results show that many common UOEs are not included in most, or any, dictionaries. For the UOEs that are included in most dictionaries, the definitions do not always agree, and factors such as intonation are not taken into account. Moreover, the explanations on how the UOEs can be used are not complete. In the fourth chapter, three English language corpora are examined to discover which of the target 56 UOEs are the most frequently used. The results show some differences in UOE frequency between the corpora that include both spoken and written English text and the spoken English corpora. In the fifth chapter, the teaching of UOEs in ESL textbooks is analyzed. The results show that most of these books do not teach UOEs explicitly. In chapter six, experimental instructional units are provided. Results of piloting these lessons at Brigham Young University's English Language Center are discussed. In the last chapter, the author suggests possible future research involving UOEs.
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Ting, Eewen. „A Dictionary of Unorthodox Oral Expressions for English Learners and Teachers“. BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/4453.
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To learn a language successfully, one needs to incorporate terms which are used commonly by native speakers but cannot be found in dictionaries. Words like uh-huh, oops, ouch, and brrr, are some examples of these terms. These expressions, commonly categorized under such linguistic labels as interjections (Ameka, 1992), alternants (Poyatos, 2002), and response cries (Goffman,1981), are what Dr. Lynn Henrichsen (1993) and Rebecca Oyer (1999) termed Unorthodox Oral Expressions (UOEs). These utterances are considered unorthodox because many of them are not formal or standard English words. Because of that, “we do not consider them part of the productive system of English,” so English dictionaries and textbooks rarely include these words (Luthy, 1983, p.19). Also, they are used mostly in informal speech rather than in formal written English. Hence, non-native English learners usually don’t have the opportunity to learn these informal utterances in English classes (Chittaladakorn, 2011; Oyer, 1999).Though unorthodox, these expressions are important for English language learners (ELL) to learn so that they will be able to carry out more natural and native-like conversations and understand what these utterances mean when native speakers use them. Because UOEs are so under-taught and there are so few teaching UOEs, there is a great need for a UOE dictionary that includes not only pronunciation and meaning, but also the syntactic features and semantic and pragmatic functions of these expressions. This project includes the creation of an online UOE dictionary to fill that need in English language acquisition.
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Bernard, Leticia. „La integraciòn de técnicas de motivaciòn y control de estrés, como medio didàctico, en la enseñanza de la expresiòn oral (lengua extranjera) a nivel superior“. Thesis, Perpignan, 2016. http://www.theses.fr/2016PERP0012/document.
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Cette recherche vise à saisir l’importance d’intégrer la motivation et le contrôle du stress comme moyens didactiques dans l’enseignement de l’expression orale (L2) au niveau supérieur. Elle se propose de savoir dans quelle mesure les techniques de motivation et contrôle du stress peuvent influencer au niveau de l’amélioration de la reproduction orale. Le choix du public sur lequel l’étude est appliquée, a été effectué sur la base des expériences obtenues les années précédentes avec des élèves universitaires. Certains ont présenté des symptômes de manque de motivation et une augmentation de l’émotivité au moment de s’exprimer face à un public dans une deuxième langue. De plus il faut que les étudiants soient, tout comme les adolescents, motivés et pour satisfaire à la fonction de facilitation, on se doit d’évaluer avec précision leur niveau de stress pour remédier à leurs difficultés. L’université, pour être la dernière marche d’accès à la vie professionnelle, a la mission à travers ses formateurs, de donner aux étudiants les outils indispensables à leur réussite dans un monde en perpétuelle évolution. L’objectif de cette étude est de démontrer que l’expression orale dans une langue étrangère peut être améliorée mais également que l’on peut renforcer la confiance en soi et participer au développement personnel, par l’intégration de techniques de motivation et de contrôle de stressThis research work is about the importance of motivation and stress management as didactic tools to teach languages for higher education (L2). It identifies the impact of motivation and stress management to improve oral expression.The population target for this study was university students and it was selected based on their previous years’ experiences. Some of them had the required symptoms such as lack of motivation and an increase in emotions when they had to express themselves in a second language. Additionally, the students had to be motivated for this study and their level of stress had to be qualified also. Universities represent the last step before students enter the work environment. They have a mission to provide the tools required for their success in a fast pace world. The objective of this study is to demonstrate that oral expression in a second language can be improved. It shows also that it is possible to increase self-esteem and further improve personal abilities, by integrating motivational and stress management techniques
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Brun, Eric. „Sur l'évolution altéritaire-ethnocentriste en classe de cycle 2 dans le cadre d’un projet d'Éveil aux langues-cultures du monde : une analyse comparative longitudinale à travers l’expression orale“. Thesis, Aix-Marseille, 2015. http://www.theses.fr/2015AIXM3037/document.
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Cette thèse vise à comprendre l'évolution des attitudes à l'égard de la différence chez les enfants de cycle 2 et de leurs enseignants - à travers leur expression orale - avant et au cours de l'apprentissage d'une langue vivante à l'école. La recherche longitudinale a commencé en maternelle grande section (rentrée scolaire 2012-2013) auprès de six groupes-classes de trois écoles situées dans la région Provence-Alpes-Côte d'Azur pour un effectif total de 155 élèves et de 6 enseignantes. L'étude s'est poursuivie l'année suivante en cours préparatoire (2013-2014) auprès des mêmes groupes-classes puis s'est achevée l'année suivante à mi-parcours du cours élémentaire 1 (2014-2015) auprès d'un effectif final de 112 enfants. Les attitudes et l'expression orale des enfants et de leurs enseignantes ont été observées ponctuellement à chaque rentrée scolaire pour les enfants et continuellement pour les deux acteurs tout au long de l'année à travers la mise en place d'un projet nommée "Éveil aux Langues-Cultures du Monde" (EALCM) inspiré du Cadre de Référence pour les Approches Plurielles des Langues et des Cultures (Michel Candelier et al., 2012). La recherche analyse par conséquent l'évolution de la disposition attitudinale des enfants et de leurs enseignantes à l'égard de l'Autre sur la période triennale en prenant appui essentiellement sur les interactions verbales qui se sont nouées entre eux en classeThis dissertation aims to understand the evolution of attitudes regarding the concept of difference among Cycle 2 children and their teachers - through their oral expression - before and throughout the learning process of a foreign language at school. The longitudinal study started in 2012-13 in three kindergarten schools located in the region of Provence-Alpes-Côte d'Azur comprehending a total of 155 students and 6 teachers. The study continued the following years (2013-14 and 2014-15) with the same groups in the 1st and 2nd grades of Elementary school with a total of 112 students. The attitudes and the oral expression of the students and of their teachers were observed in the beginning of each school year through a project here named "Éveil aux Langues-Cultures du Monde" (EALCM) inspired by the FREPA A Framework of Reference for Pluralistic Approaches to Languages and Cultures (Michel Candelier et al., 2012). The research analyses the evolution of the attitudinal disposition of the children and their teachers during a triennial period essentially considering their verbal interactions in the classroom
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Corrêa, Marina Isadora da Silva. „Agir para comunicar e aprender: ressignificando a expressão oral em um curso de conversação em língua francesa para aprendizes iniciantes“. Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/8/8146/tde-01102018-120853/.
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Em um mundo globalizado e cada vez mais conectado, os indivíduos são chamados a agir e interagir nos diversos contextos comunicativos. No que diz respeito ao ensino-aprendizagem de línguas estrangeiras, a expressão oral ocupa um lugar de destaque, como uma das principais competências a ser desenvolvida desde os níveis iniciantes. No contexto universitário, a prática oral nos cursos de línguas e as possibilidades de ampliação dos espaços de comunicação em diferentes situações devido à internacionalização das universidades, tornam-se imprescindíveis. Além de uma formação mais reflexiva e formativa, o desenvolvimento da expressão oral dos aprendizes pressupõe compreender a aula de língua e seu complexo funcionamento. Isto posto, observamos a necessidade de multiplicar os espaços de prática do oral na universidade e de repensar ações pedagógicas efetivas que possam contribuir à formação do aprendiz iniciante e ao desenvolvimento de sua expressão oral. Ao considerar a sala de aula de língua estrangeira como um espaço de troca e de transformação voltado para a ação interativa e reflexiva (BIGOT, 2009; KOCH, 2012), valemo-nos da concepção de ensino-aprendizagem da perspectiva acional (CONSELHO DA EUROPA, 2001; PUREN, 2009; ROSEN, 2009), em que os aprendizes devem produzir e refletir para tornarem-se futuros atores sociais independentes (WEBER, 2013). Esta pesquisa foi desenvolvida no âmbito de um curso de Letras - habilitação em francês - de uma universidade pública paulista, no contexto de ensino-aprendizagem de Francês Língua Estrangeira (FLE) em níveis iniciantes. A metodologia utilizada é qualitativa, e se insere em um estudo de pesquisa-ação (THIOLLENT, 2009). A partir da criação e elaboração de um curso de conversação, objetivamos investigar o desenvolvimento da expressão oral de aprendizes iniciantes por meio da realização de tarefas comunicativas em torno da temática de uma viagem à França, com a finalidade de observar quais aspectos estariam relacionados ao desenvolvimento da prática oral em língua francesa. Apoiados em uma análise qualitativa das interações orais desses aprendizes durante a realização de tarefas no curso, os resultados indicaram que ocorreu uma efetiva ressignificação em relação às representações sobre o oral e sobre o processo de aprendizagem como um todo. Esse movimento de ressignificação foi constatado, primeiramente, pela articulação entre as escolhas metodológicas feitas pelo professor e as tarefas comunicativas propostas de acordo com a temática do curso; num segundo momento, pela ampliação e variedade das situações em que os aprendizes interagiam oralmente e por último, pela autorreflexão que realizaram, pela qual se pôde observar o impacto do curso para o desenvolvimento da expressão oral dos aprendizes.In a globalized and increasingly connected world, individuals are called to act and interact in various communicative contexts. In terms of teaching and learning foreign languages, the oral expression occupies a prominent place as one of the main competences to be developed with beginners. Oral expression training of a foreign language in the university context is becoming more and more relevant due to the expansion of international exchange between universities. In addition to a more reflective and consistent learning, the development of the oral expression at the beginner levels presupposes the understanding of language in the classroom context and its complex functioning. Thus, we observed the need to expand the practice space of oral expression in the university and to rethink effective pedagogical actions that can contribute to the training of beginners and the development of oral expression. When we consider the foreign language classroom as a place for interchange and transformation geared to interactive and reflexive action (BIGOT, 2009; KOCH, 2012), we consider therefore a notion of teaching and learning from the actional perspective (COUNCIL OF EUROPE, 2001; PUREN, 2009; ROSEN, 2009), in which learners must produce and think in order to become future independent social actors (WEBER, 2013). This research was developed within the scope of a French major course of a public university in the context of teaching and learning French as a Foreign Language at beginner levels. Grounded in qualitative methodology and inserted in an actionresearch study (THIOLLENT, 2009), it was created and elaborated a French conversation course where we aimed to investigate the development of oral expression in beginners from the accomplishment of communicative tasks around the theme of a trip to France in order to observe which of these aspects would be related to the development of oral practice in the French language. From a qualitative analysis of the oral interactions between beginners during these tasks, the results indicate that an effective re-signification occurred in relation to representations about the oral expression and the learning process as a whole. This re-signification movement was verified, firstly, by the articulation between the methodological choices made by the teacher and the communicative tasks proposed in accordance with the theme of the course; secondly, by the increased variety of situations in which learners interacted with one another and, lastly, for their self-reflection, in the which it was observed the impact of the course in terms of the development of oral expression in beginner learners.
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Normand, Marion. „Analyse des représentations de la langue anglaise en lien avec les compétences en expression orale en L2 chez des apprenants de BTS“. Thesis, Bourgogne Franche-Comté, 2019. http://www.theses.fr/2019UBFCH024.
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Les jeunes apprenants français de BTS de l’École Nationale d’Industrie Laitière et des Biotechnologies (ENILBio) de Poligny, bien qu’ayant reçu un enseignement de plusieurs années en anglais langue étrangère, éprouvent souvent des difficultés à comprendre, mais surtout à s’exprimer oralement dans cette langue. En tant qu’enseignante, c’est un problème auquel je me heurte quotidiennement sans parvenir à trouver des explications et des solutions.Le but de cette recherche est d’explorer les raisons qui expliquent la gêne souvent ressentie par les étudiants au contact de l’anglais oral qu’ils sont amenés à parler dans le contexte scolaire et extra-scolaire, et de s’interroger sur leurs pratiques (dans la classe et hors de celle-ci) et représentations. Ce travail tente donc de comprendre pourquoi les élèves de BTS ne s’expriment pas, peu ou mal, en mettant en lien leurs expériences de la langue et leurs représentations, et en étudiant leur degré réel de compétence en expression orale.Cette recherche laisse une large place à la parole des élèves, que j’ai mise en évidence au travers de questionnaires et d’entretiens individuels en français. Les résultats qualitatifs et quantitatifs recueillis au cours de ces étapes sont mis en relation avec les données d’une tâche d’expression orale à laquelle les étudiants volontaires ont bien voulu se soumettre.Si l’influence du cadre institutionnel semble jouer un rôle primordial dans la (non) prise de parole des jeunes à l’école et en dehors de ses murs, les liens entre représentations de l’anglais, représentations de soi en tant qu’apprenant de langue et exposition à celle-ci sont plus difficiles à déterminer.Quelles sont alors les perspectives pour aider les apprenants de BTS à améliorer leurs compétences orales ? Ce travail tente d’ouvrir des voies pour répondre à cette questionAlthough French learners studying at BTS level at the National School of Dairy Industry and Biotechnologies (ENILBio) in Poligny have studied English as a second language for several years, they often have difficulty not only understanding it, but more importantly speaking it. As a teacher, it is a problem I am faced with daily and to which I haven’t been able to find explanations or solutions.The aim of this research is to explore the reasons that explain why students often feel embarrassed when they have to speak the language in and outside school, and to question their own practices and representations. This work aims at understanding why BTS students don’t speak English – or speak it little or badly – by linking their experiences with the language, their representations and their actual speaking skills.This research emphasizes what students have to say about this subject through questionnaires and face-to-face interviews in French. The gathered qualitative and quantitative results are analysed in relation to a speaking task which was carried out by student volunteers.The institutional context plays a crucial part in the fact that students speak English (or not) in and outside school, but the links between the representations of the English language, the students’ representations of themselves as language learners and their exposure to the language remain unclear.What are the prospects to help BTS learners to improve their speaking skills? This research tries to open new ways to answer this question
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Mahajan, Nidhi. „L’apprentissage du français langue étrangère par le biais des chansons françaises aux hindiphones : analyse et propositions“. Thesis, Montpellier 3, 2018. http://www.theses.fr/2018MON30033/document.
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Le présent travail a pour but d’analyser et de montrer comment une chanson, dans toute sa richesse langagière, musicale et socioculturelle peut devenir un réel outil d’apprentissage. Tout d’abord, une étude de la situation actuelle de l’enseignement du FLE en Inde, révèle l’emploi limité à la grammaire et au vocabulaire des chansons et démontre l’insuffisance de l’exploitation des chansons françaises dans leur intégralité : les aspects esthétiques et artistiques sont très peu abordés. Ensuite, une réflexion théorique porte sur les domaines de la didactique de l’oral, de la musique et plus particulièrement, des chansons. Elle met en relation les concepts interdisciplinaires tels que la musique, l’émotion, le plaisir, la réception et l’expérience esthétique, la motivation, la culture, les chansons, l’oral, etc. du point de vue de l’enseignement/apprentissage d’une langue. Cette recherche vise l’identification des manques et des besoins, à travers une pré-enquête et des entretiens réalisés dans des établissements différents de New Delhi. Enfin, une remédiation sous forme d’un projet artistique appliquée à des apprenants indiens hindiphones de 3ème année de FLE, montre les effets bénéfiques de l’étude transversale en évoquant le rôle pertinent des chansons sur le développement cognitif, affectif et socioculturel. Le côte ludique de l’apprentissage à travers les chansons suscite le plaisir esthétique et un nouveau désir de s’exprimer dans une langue. Cette thèse concerne non seulement plus de 300,000 apprenants indiens du FLE mais également, tous les domaines de la didactique, des neurosciences, de la psychologie, de l’interculturalité, de la linguistique et de la musicologie. Les propositions développées ici sont également applicables à d’autres languesThe present work aims at analysing and showing how a song, in all its linguistic, musical and sociocultural richness, can become a real tool of learning. First of all, the current situation of the teaching of French as a foreign language (FLE) has been studied, that reveals the use of the songs being limited to their grammar and vocabulary. Its analysis brings to the forefront the insufficient use of French songs in their entirety:aesthetic and artistic aspects being the less addressed aspects. In order to address this situation, the focus has been put on studying the theoretical notions in the domain of teaching of oral, music and particularly, songs. These notions are furthermore analyzed in the light of teaching/learning of a language to study the interdisciplinary concepts such as music, emotion, pleasure, aesthetic reception and experience, motivation, culture, songs, oral, etc. This research aims at identifying what is lacking and needed, with the help of pre-survey and interviews conducted in different institutes of New Delhi. Last but not the least, an art based project has been suggested to the native Hindi speakers studying in the 3rd year of FLE. This project highlights the advantages of the cross-sectional study referring to the important role of songs on the cognitive, emotional and sociocultural development. The playful side of learning through songs arouses aesthetic pleasure and new desire to express oneself in a language. This thesis not only concerns more than 300,000 Indians students of FLE but also relates to the fields of didactics, neurosciences, psychology, interculturality, linguistics and musicology. The suggestions developed here in this project apply equally to other languages as well
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Aranda, Maria del Carmen de la Torre. „Interações orais online no ensino do francês língua estrangeira: o projeto Cefradis“. Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/8/8146/tde-24082011-141810/.
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Este estudo propõe-se a investigar a contribuição que práticas de interação verbal oral realizadas no contexto de uma formação online podem trazer para o aperfeiçoamento da expressão oral do estudante de francês língua estrangeira. Apoiado na metodologia da pesquisa-ação, o projeto Cefradis (Cours Pilote de Français Avancé à Distance) foi desenvolvido em 2010 junto a um grupo de estudantes do 3º ano de Letras da Universidade de São Paulo. A arquitetura de base do projeto consistiu em alternar produções orais individuais com interações online, bem como o feedback fornecido aos estudantes como forma de comentar aspectos qualitativos de sua produção textual oral. A conversação online sobre temas da atualidade apresentados desde o ponto de vista de locutores francófonos propiciou aos estudantes um uso real do francês falado em atividades comunicativas que não são habitualmente vivenciadas no cotidiano de sua formação universitária. Todas essas práticas didáticas foram possibilitadas por recursos tecnológicos de comunicação mediada por computador, de edição de áudio, registro, armazenamento e compartilhamento do material textual produzido ao longo do projeto. Destaca-se, portanto, a contribuição da mediação tecnológica para o desenvolvimento do processo de ensino e aprendizagem. No entanto, os discursos dos estudantes revelam o papel preponderante que a interação e a mediação humanas exerceram durante este processo, tanto para o fortalecimento de seus recursos pessoais de expressão oral quanto para o despertar de uma consciência linguística sobre seu modo de falar na língua estrangeira.This study investigates how oral interaction practices carried out online, via the Cefradis Project, contribute to helping learners of French as a foreign language improve their verbal expression. Grounded in action-research methodology, the CefradisProject (Cours Pilote de Français Avancé à Distance) was developed in 2010 with a group of undergraduate students in their third year of Language and Literature at the University of São Paulo. The framework of the project consisted in alternating individual oral production activities with online interactions and incorporated giving feedback to participants to comment on qualitative aspects of their production of oral text. Scheduled online conversations about current events presented from points of view held by French-speaking people engaged the students in authentic use of spoken French in communicative activities not usually experienced by them in their daily university lives. Teaching practices such as these were made possible through the use of technological resources of computer-mediated communication, audio editing, data recording, and the storing and sharing of text material produced throughout the project. The significant role of technological mediation in the development of the teachinglearning process is therefore explored in this study. However, the feedback of participants reveals the predominant role that human interaction and human mediation play in this process, not only in the strengthening of the learners´ personal resources for verbal expression but also in the awakening of their linguistic awareness of their own ways of speaking in French.
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Valladares, Segovia Juan Carlos. „LA ANSIEDAD Y SU RELACIÓN CON LA EXPRESIÓN ORAL EN EL APRENDIZAJE DE LENGUAS EXTRANJERAS : Una elaboración de revisión sistemática de la literatura“. Thesis, Högskolan Dalarna, Spanska, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:du-18398.
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La importancia de la dimensión afectiva que acompaña el proceso de adquisición de lenguas extranjeras es indiscutible. Sin embargo, a pesar de esta realidad, y de la evolución de los enfoques comunicativos como métodos de enseñanza de idiomas, la literatura continúa asegurando la existencia de aprensión lingüística en el aula y su efecto debilitador en el proceso de aprendizaje de una nueva lengua. Este estudio tiene como objetivo examinar cómo el aprendiz experimenta la variable de la ansiedad al expresarse oralmente y en qué medida el profesorado de lenguas extranjeras puede lograr crear condiciones en la clase que reduzcan los niveles de ansiedad. En este trabajo utilizamos la revisión sistemática de literatura como estrategia de investigación, un método que constituye una buena herramienta, permitiéndonos sintetizar coherentemente, de forma rigurosa, los resultados de los estudios empíricos sobre el fenómeno de la ansiedad. Los análisis revelan, en primer lugar, que los síntomas experimentados por aprendices de una nueva lengua suelen manifestarse en cada uno de los niveles que integran al individuo, en un nivel emocional, psicológico, fisiológico, de comportamiento y psicopedagógico; en segundo lugar, los investigadores plantean diversas estrategias a nivel psicológico, pedagógico y socio ambiental con el objetivo principal de incrementar en el aprendiz una serie de recursos personales para hacer frente a la ansiedad. Comentamos las implicancias pedagógicas de estos resultados para una mejor comprensión de la ansiedad y del aprendizaje de una lengua extranjera.The importance of the affective dimension that accompanies the process of language acquisition is indisputable. However, despite this, and the evolution of communicative approaches to language teaching, scientific literature continues to point at the obstructing effect of anxiety on the language learning process. This study aims to examine how the students of foreign languages experience the anxiety variable when expressing themselves orally, and to what extent the teachers in the foreign language classroom can create conditions that reduce anxiety levels. In this paper we conduct a systematic evidence-based literature review as research method. This investigation model seeks to comprehensively cover the field in order to find the best evidence on the subject with methods that are both explicit and transparent. The analysis reveals, firstly, that high anxiety levels are experienced at five different levels: emotional, cognitive, physiological, behavioral, and in a psychoeducational level; secondly, the body of knowledge suggest several psychological, educational and social environmental strategies for helping students to cope with anxiety. The implications of these results for a better understanding of anxiety and foreign language learning are discussed.
Bücher zum Thema "Active oral language expression"
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Carrow-Woolfolk, Elizabeth. OWLS (oral and written language scales) manual: Listening comprehension and oral expression. Circle Pines, MN: American Guidance Service, 1995.
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Sandy, Chuck. Active skills for communication. Boston: Heinle Cengage Learning, 2009.
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Sandy, Chuck. Active skills for communication. Boston: Heinle Cengage Learning, 2009.
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Sandy, Chuck. Active skills for communication. Boston: Heinle Cengage Learning, 2010.
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Sandy, Chuck. Active skills for communication. Boston: Heinle Cengage Learning, 2009.
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Curtis, Kelly, und Anderson Neil J, Hrsg. Active skills for communication. Boston: Heinle Cengage Learning, 2010.
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Sandy, Chuck. Active skills for communication. Boston: Heinle Cengage Learning, 2009.
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Sheppard, Ronnie L. Enhancing learning through oral and written expression: Strategies for subject area teachers. Columbus, Ohio (P.O. Box 14822, Columbus 43214): National Middle School Association, 1985.
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Delamain, Catherine. Construire des habiletés en communication: 200 activités pour enfants d'âge préscolaire. Montréal: Chenelière Éducation, 2010.
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Laird, Andrew. Powers of expression, expressions of power: Speech presentation and Latin literature. Oxford: Oxford University Press, 1999.
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de Prada Pérez, Ana, und Nick Feroce. „Chapter 4. The effect of grammatical person on subject pronoun expression in the oral narratives of Spanish second language learners“. In Current Theoretical and Applied Perspectives on Hispanic and Lusophone Linguistics, 85–108. Amsterdam: John Benjamins Publishing Company, 2020. http://dx.doi.org/10.1075/ihll.27.04dep.
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Pinar, Alex. „Learning Languages Abroad“. In Study Abroad Contexts for Enhanced Foreign Language Learning, 23–43. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3814-1.ch002.
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This chapter presents research on language learning abroad and its influence on the development of oral expression. By using biographical-narrative research methods, specifically linguistic life stories, this work examines the experiences and beliefs of a Japanese student of Spanish who has studied this language in Spain on several occasions. This study attempts to determine how study abroad has influenced his language training and the development of his communicative competence, in particular oral expression. At the same time, it describes how the length of each stay abroad has helped or hindered the language learning process, the interaction with native speakers, and the practice of speaking skills.
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Pollin-Galay, Hannah. „Accent as Archive: Yiddish and Language Biographies“. In Ecologies of Witnessing, 156–201. Yale University Press, 2018. http://dx.doi.org/10.12987/yale/9780300226041.003.0005.
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This chapter examines the symbolic valences of the Yiddish language in all three ecologies. As idioms of new life, of reordering, the very sounding of English or Hebrew speech on tape establishes a teleological direction in the narrative, foreshadowing different types of language conversion that the witness will undergo at some point in the story. Since oral and video media highlight accents and speech patterns, a tonal Yiddish undercurrent may have a significant impact on testimonial meaning, creating the impression that there is a source language, an alternate voice that haunts the one narrating. If Yiddish embodies a meaning-system that was lost, then quoting, recalling, or ignoring this tongue is a way for witnesses to enact the results of cultural transformation. The chapter then tackles the question of how Yiddish functions as a language of testimony at the end of the twentieth century and beginning of the twenty-first. Here, witnesses make the language into both an artifact of memory and a tool of expression. These Yiddish oral recordings constitute a new chapter in the history of Yiddish oral art.
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Brown, David. „Motivation and Learning Outcomes in Reciprocal SCMC Language-Learning“. In Computer-Assisted Language Learning, 1746–63. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7663-1.ch084.
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In reciprocal learning, learners of different mother tongues are paired so that each can help the other learn their language. Developments in ICT have broadened the possibilities for reciprocal learning, enabling synchronous computer-mediated communication (SCMC). This study focuses on 48 French-speaking learners paired with 48 British students. Each pair worked synchronously and quasi-autonomously on communication activities in a real-time, quasi-face-to-face environment via Skype. This article reports on the pedagogical potential of the above SCMC scheme. The data discussed are drawn from a quantitative study carried out during the scheme. Two instruments were used for data-collection during the investigation: a self-report questionnaire on motivation, and a battery of language tests completed after the SCMC encounters had taken place. The same tests were also taken by a control group (N=48). The findings suggest that SCMC improves oral expression and interactivity in that it helps learners to enhance language confidence and language knowledge gains.
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Lynch, John Roy. „Cleveland’s Reelection“. In Reminiscences of an Active Life, herausgegeben von John Hope Franklin, 349–64. University Press of Mississippi, 2008. http://dx.doi.org/10.14325/mississippi/9781604731149.003.0036.
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This chapter focuses on Grover Cleveland's reelection. President Benjamin Harrison administration was one of the best America has ever had. The president was an able lawyer and a great statesman but he was not what may be called a tactful politician. He was plain, honest, candid, and outspoken. He was not only emphatic in giving expression to his opinions, but he was sometimes unfortunate in using language that was more forceful than the occasion required. He never failed to consult and confer with the representative men of his party in and out of Congress about making appointments to office, but he would not always accept their suggestions or act favorably upon their recommendations. In fact, such suggestions and recommendations were frequently ignored and disregarded. In this way and on this account he made more enemies than friends among the representative men of his own party. In his candidacy for renomination in 1892, those men were, of course, against him.
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Seifert, Tami, und Shlomit Yaron. „Movement Literacy as a First Language“. In Advances in Multimedia and Interactive Technologies, 220–33. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9261-7.ch014.
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Movement is an inseparable part of our daily lives. Research indicates that learning through the moving body (embodiment) is meaningful learning. This chapter presents language of movement as a necessary avenue in the study of literacy and learning, and describes perceptions, uses, and applications of kinesthetic language as part of the learning experience. The language of movement is described as a literacy learned at three levels: Level 1 focuses on movement tools as applicable in learning in cultural fields. Level 2 is fed by movement aspects and perceptions as they support a learning space. Level 3 is fed by perceptions of relations between variables, seeing each existential space as composed of a collection of stimuli equal in value to and enabling focus on the creation of a learning space. A learning space can be envisaged as one that offers a rich arena for mutual interaction of expression, learning and creation, enriching and supporting the expansion of the learner's world, necessary for active, innovative, experimental, inquisitive, and boundary-breaking involvement.
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Bruno De, Witte. „Part II Substantive Aspects, Ch.16 Language as Cultural Heritage“. In The Oxford Handbook of International Cultural Heritage Law. Oxford University Press, 2020. http://dx.doi.org/10.1093/law/9780198859871.003.0016.
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This chapter addresses linguistic heritage as part of cultural heritage. The use of a language not only serves as a means of functional communication but also expresses the speaker’s cultural identity as well as the cultural heritage developed by all previous users of that language. One can say that legal measures that allow for the public use of a particular language, or that impose the use of that language in certain contexts, contribute to the preservation of the cultural heritage of a country. However, UNESCO’s Intangible Heritage Convention includes within its scope the oral traditions and forms of expressions that use language as their tool. In other words, language is protected because, and to the extent that, it gives expression to an element of a community’s intangible cultural heritage other than the language itself. Therefore, international law plays only a limited role in protecting language-as-heritage.
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Serova, Tamara Sergeevna, und Elena Leonidovna Pipchenko. „Research Project's Solution of Communicative-Cognitive Problem-Based Tasks of Flexible Foreign Language Reading“. In Examining Content and Language Integrated Learning (CLIL) Theories and Practices, 247–66. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3266-9.ch014.
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The points of techniques of students' communicative-cognitive problem-based tasks solution concerning foreign language flexible reading interrelated with writing, speaking, and listening have been considered; methodological aspects of the research were revealed; problems of organization of speech communication aimed at exchange of new information were outlined. The chapter describes four stages of work aimed at solution of the problem-based tasks and mentions active work of students with numerous texts, their fragments in relation to the extraction, conceptualization and comprehension of information on the basis of the six steps algorithm. The character of every step giving the examples of the achieved goals-results are disclosed. On the basis of the research, the authors have concluded that flexible reading allows students to extract information and create their own oral and written texts; the technology of training is the efficient method of formation of the key notions by means of lexical instrument.
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Rambe, Patient. „Appraisal Theory“. In Handbook of Research on Educational Technology Integration and Active Learning, 358–79. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8363-1.ch018.
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While Writing Centres provide dialogic spaces for student articulation of voice, they insufficiently deal with asymmetrical power relations built into expert-novice conversations, which potentially disrupt novices' democratic expression of their voices. Yet the conversational nature of Facebook presents opportunities for ESL students to express their voices. This chapter: 1) Employs draft essays of first-year ESL students submitted to a Writing Centre to unravel their challenges with asserting their voice, 2) Uses reflective narratives of Writing consultants and ESL students to understand how their English language acquisition is impacted by their appropriation of Facebook and 3) Unravels how Facebook complements the mandate of Writing Centres of developing the academic voice of students. Findings suggest that students lacked confidence in asserting their authorial presence and familiarisation with academic conventions. Students and consultants' essays demonstrated a balanced appropriation of attitudinal and judgement categories and engagement resources, with implications for the potential of Facebook to mediate student expression of their voice.
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Seifert, Tami, und Veronika Zimon. „Using Tablet Applications as Assistive Tools in Teaching English as a Foreign Language“. In Mobile Technologies in Educational Organizations, 263–82. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8106-2.ch013.
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A case study examined the contribution of tablet applications for English language acquisition and improvement of reading and reading comprehension skills among pupils diagnosed with learning disabilities and those not diagnosed with learning disabilities. Participants were Grade 4 pupils from a public school in central Israel in two groups. Group 1 included two boys and two girls diagnosed with learning disabilities; Group 2 included two boys and two girls not diagnosed with learning disabilities. English learning applications were used with the intent of improving the abilities of letter recognition, reading, reading comprehension, listening comprehension, and oral expression in English in a fun way relevant to the pupils' lives. Findings indicated a more pronounced improvement in English reading and reading comprehension skills among pupils who were diagnosed with learning disabilities. The research also confirms that the use of tablet applications resulted in increased motivation for learning.
Konferenzberichte zum Thema "Active oral language expression"
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Baptista, Dina. „ACTIVE LEARNING STRATEGIES IN THE TEACHING OF ORAL AND WRITTEN EXPRESSION TECHNIQUES IN PORTUGUESE IN HIGHER PROFESSIONAL TECHNICAL COURSES“. In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1197.
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Vecino-Ramos, Sonia, und Paola Ruiz-Bernardo. „Desarrollo de la expresión y la oralidad a través de clubs de lectura en el aula de inglés en Escuelas Oficiales de Idiomas“. In IN-RED 2020: VI Congreso de Innovación Educativa y Docencia en Red. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/inred2020.2020.12021.
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The reading clubs or book clubs are an innovative practice in the foreign language classroom that, apart from the reading comprehension, allow the students to share their individual and personal experience with their classmates, and, thus, improve their speaking by means of the practice of orality, as well as to promote their critical and reflexive thinking throudh the contualization offered by the book. This communication explains the case study of these clubs in English classes at Official School of Languages in Castellón in the B1, B2 and C1 levels. To evaluate the experience a self-designed survey was administered based on their reading development and centered in the students perception related to their improvement in reading comprehension and oral expression. From the results, it can be concluded that the students perception towards the use of reading clubs in the classroom to practise oralitiy and speaking is positive, which makes it advisable to use them in other languages and different educational levels.