Literatura académica sobre el tema "Engelsk teater"
Crea una cita precisa en los estilos APA, MLA, Chicago, Harvard y otros
Consulte las listas temáticas de artículos, libros, tesis, actas de conferencias y otras fuentes académicas sobre el tema "Engelsk teater".
Junto a cada fuente en la lista de referencias hay un botón "Agregar a la bibliografía". Pulsa este botón, y generaremos automáticamente la referencia bibliográfica para la obra elegida en el estilo de cita que necesites: APA, MLA, Harvard, Vancouver, Chicago, etc.
También puede descargar el texto completo de la publicación académica en formato pdf y leer en línea su resumen siempre que esté disponible en los metadatos.
Artículos de revistas sobre el tema "Engelsk teater"
Chvala, Lynell. "What are the core aims of English as a school subject? A study of teacher understanding in lower secondary school". Acta Didactica Norge 12, n.º 1 (12 de junio de 2018): 11. http://dx.doi.org/10.5617/adno.6181.
Texto completoHolmbukt, Tove y Minjeong Son. "Praksisnær lærerutdanning – et eksempel fra engelskfaget". Nordisk tidsskrift for utdanning og praksis 11, n.º 2 (1 de octubre de 2017): 75–93. http://dx.doi.org/10.23865/fou.v11.1775.
Texto completoFlognfeldt, Mona Evelyn. "Professional Feedback Loop: How Can Practising Teachers’ Reflection Inform English Language Teacher Education?" Acta Didactica Norge 10, n.º 2 (15 de abril de 2016): 252–70. http://dx.doi.org/10.5617/adno.2515.
Texto completoSarıkaya, Eren y Yıldız Uzuner. "Teacher Opinions about Hearing Impaired Children’s Literacy Learning". Journal of Qualitative Research in Education 1, n.º 1 (1 de noviembre de 2013): 31–61. http://dx.doi.org/10.14689/issn.2148-2624.1.1s2m.
Texto completoDahl, Anne y Anna Krulatz. "Engelsk som tredjespråk: Har lærere kompetanse til å støtte flerspråklighet?" Acta Didactica Norge 10, n.º 1 (28 de enero de 2016): 4. http://dx.doi.org/10.5617/adno.2397.
Texto completoMunden, Juliet Hilary. "Challenges and possibilities in educating EFL reading teachers". Acta Didactica Norge 12, n.º 2 (12 de junio de 2018): 6. http://dx.doi.org/10.5617/adno.5610.
Texto completoHoeks-Mentjens, M. C. L. F. "Taalleerproblemen en het Ontwikkelen van een Nieuwe Leergang Engels". Taal(leer)problemen 60 (1 de enero de 1998): 39–45. http://dx.doi.org/10.1075/ttwia.60.05hoe.
Texto completoK. Kumashiro, Kevin. "Postperspektiv på antidiskriminerande undervisning i engelska, matematik och samhälls- och naturorienterande ämnen". Tidskrift för genusvetenskap 30, n.º 1 (14 de junio de 2022): 9–35. http://dx.doi.org/10.55870/tgv.v30i1.3754.
Texto completoLauridsen, Karen M., Stacey M. Cozart, Ole Lauridsen y Annika Bücherts Lindberg. "Adjunktpædagogikum med en international dimension". Dansk Universitetspædagogisk Tidsskrift 11, n.º 21 (3 de octubre de 2016): 135–46. http://dx.doi.org/10.7146/dut.v11i21.23209.
Texto completoKırımoğlu, Hüseyin, Mehmet Dallı, Atike Yılmaz y Muhammet Say. "Examination of teacher candidates' attitudes towards sportive activities of mentally disabled ındividuals (Muğla Sıtkı Koçman Üniversity example)Öğretmen adaylarının zihinsel engelli bireylerin sportif etkinliklerine yönelik tutum düzeylerinin incelenmesi (Muğla Sıtkı Koçman Üniversitesi örneği)". Journal of Human Sciences 14, n.º 4 (8 de octubre de 2017): 3116. http://dx.doi.org/10.14687/jhs.v14i4.4670.
Texto completoTesis sobre el tema "Engelsk teater"
Mattsson, Tove y Josefine Rudholm. "Utomhuspedagogik i engelska : En kvalitativ studie om pedagogers syn på utomhuspedagogikens möjligheter och hinder i ämnet engelska". Thesis, Umeå universitet, Institutionen för naturvetenskapernas och matematikens didaktik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-150121.
Texto completoCsöregh, Anna-Marie. "Lärarlyftet i engelska för tidigare åldrar : Från engelskundervisare till engelsklärare". Thesis, Stockholms universitet, Institutionen för språkdidaktik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-158986.
Texto completoPersson, Emmy. "Att resa bortom textböckerna i en värld full av liv : Det upplevda värdet av studieresor utomlands i ämnet engelska på gymnasienivå". Thesis, Umeå universitet, Institutionen för språkstudier, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-135345.
Texto completoJansson, Petra. "Learning by Doing : Can Students Become More Proficient in Grammar Through Feedback by Underlining?" Thesis, Karlstad University, Division for Culture and Communication, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-25.
Texto completoThe aim of this paper was to investigate if students could become more proficient in their grammatical skills through feedback by underlining. The focus is on the problems students have with verbs when they learn English as a foreign language. 16 students from two different classes participated in the investigation. Eight of the students were interviewed on two occasions. They were shown essays they had written during the fall term of 2005. The teacher had underlined the errors they had made. During the interviews the students were asked to correct and explain the errors. The other eight students served as a control group since it could be suspected that the interviews might have an impact on the students’ performance.
The results of this paper show that the students who were interviewed were able to correct most of the errors that had been underlined. The students in this group also seemed to improve more than the control group, but the results of this investigation are inconclusive, since the total number of errors made was fairly small. Therefore, it is difficult to determine how much the students improved their proficiency in English grammar.
Drifalk, Rickard. "Teaching and learning English in a Swedish school : A case study of television media usage". Thesis, Växjö University, School of Humanities, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-5246.
Texto completoThe purpose of this essay was to investigate how films and TV-series were used in a Swedish lower secondary school, but also the pupils’ and teachers’ attitudes towards using television media. A questionnaire was handed out to 49 pupils asking them, for example, if they thought they learned grammar from watching films. In addition two teachers were interviewed and asked questions about what they thought about using television media in their teaching and how often they used it in their teaching. The results showed that both teachers and pupils were positive towards television media. The pupils thought they learned grammar, pronunciation, improved their listening comprehension and learned new vocabulary. They also stated that a lesson based on television media was more fun than a usual lesson and something they would like to see more of . However, the pupils were doubtful whether they learned more during such a lesson than a lesson based on the textbook. Copyright problems were an issue for the two teacher and they also stated that it requires more time to plan a meaningful activity involving television media compared to the traditional teaching. However, they felt that when they took the time to plan such an activity, it was worth it and the pupils reacted in a positive way.
Lindberg, Jesper. "Educational Approaches & Strategies for ESL Teaching in Swedish Compulsory Schools". Thesis, Högskolan i Jönköping, Högskolan för lärande och kommunikation, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-43316.
Texto completoSklar, Fabiana. "English as a Foreign language in Brazil and Sweden : A comparative study". Thesis, Karlstad University, Faculty of Arts and Education, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-6353.
Texto completoIn Brazil, English is studied from first grade of elementary school. For some reason after eleven years of study, students in general have problems communicating orally and in writing. Swedish students, on the other hand, seem to be able to communicate quite proficiently in English, even though it is also considered to be foreign language learning. The purpose of this comparative study is to discover what differs in the Brazilian and Swedish learning and teaching that makes the Swedish results superior. The purpose was to compare English learning as a foreign language in Sweden and in Brazil, and questionnaires were distributed to teacher and students. Of the many possibilities raised as hypotheses for the effective English learning in Sweden, teacher’s educational background, working hours per week, number of students per teacher, were found to be more problematic in Brazil, according to the teachers’ questionnaire. When it comes to students, it appears that Brazilian students show a lack of commitment to their learning tasks and awareness of the importance of learning English. In addition, several social aspects have to be taken into account when judging the educational situation of a country, but the importance of a good education can never be overlooked.
Rydahl, Susanna. "Oral Feedback in the English Classroom : Teachers' Thoughts and Awareness". Thesis, Karlstad University, Division for Culture and Communication, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-84.
Texto completoThe main aim of this paper was to find out if and how teachers in upper secondary school use oral feedback when they correct their students' oral mistakes. I also wanted to find out which approach the teachers find most useful and if they use different approaches depending on the error made by the student.
I have found that the majority of the teachers find oral feedback as an important tool to help students achieve a higher proficiency in a second and foreign language. My results also show that feedback is most often used when the student makes errors regarding content and pronunciation. Most of my respondents are aware of the necessity of applying different feedback approaches to different errors made by the students. My investigation shows that teachers chose to give feedback on different occasions, both directly, but more commonly, indirectly, to a single student or later on to a full class. Most teachers also prefer a mix of feedback approaches depending on the specific student and situation.
My intention with this study has also been to determine what factors influence the students' uptake. My respondents have, among several factors, stressed the importance of comfortable learning situations, students' personal interest and size of group.
Libros sobre el tema "Engelsk teater"
Keroes, Jo. Tales out of school: Gender, longing, and the teacher in fiction and film. Carbondale: Southern Illinois University Press, 1999.
Buscar texto completo1927-, Schoenbaum S. y Wagonheim Sylvia S. 1938-, eds. Annals of English drama, 975-1700: An analytical record of all plays, extant or lost, chronologically arranged and indexed by authors, titles, dramatic companies, &c. 3a ed. London: Routledge, 1989.
Buscar texto completoScott, Kastan David y Stallybrass Peter, eds. Staging the Renaissance: Reinterpretations of Elizabethan and Jacobean drama. New York: Routledge, 1991.
Buscar texto completoShakespeare, William. Macbeth. 2a ed. New York, NY: Modern Library, 2009.
Buscar texto completoAlan, Sinfield, ed. Macbeth, William Shakespeare. New York: St. Martin's Press, 1992.
Buscar texto completoShakespeare, William. Macbeth. London: Ravette, 1994.
Buscar texto completoShakespeare, William. The tragedy of Macbeth: A facing-pages translation into contemporary English. Los Angeles: Lorenz Educational Publishers, 1995.
Buscar texto completoShakespeare, William. The tragedy of Macbeth. Portsmouth, NH: Boynton/Cook Publishers, 1990.
Buscar texto completoShakespeare, William. Makebai =: Macbeth. 8a ed. Taibei Shi: Shi jie shu ju, 1996.
Buscar texto completoShakespeare, William. Macbeth: Thrift study edition. Mineola, N.Y: Dover Publications, 2009.
Buscar texto completoCapítulos de libros sobre el tema "Engelsk teater"
Block, Geoffrey. "The Art of Adaptation". En The Richard Rodgers Reader, 152–57. Oxford University PressNew York, NY, 2002. http://dx.doi.org/10.1093/oso/9780195139549.003.0017.
Texto completoActas de conferencias sobre el tema "Engelsk teater"
Berinšterová, Marianna, Miroslava Bozogáňová, Monika Magdová, Jana Kapová y Katarína Fuchsová. "PROCRASTINATION AND SELF-CONCEPT IN MORE/LESS CONSCIENTIOUS STUDENTS". En International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact034.
Texto completo