scholarly journals Looking for Henry: Improvisation and Storytelling in Foreign-Language Theatre

2012 ◽  
Vol VI (2) ◽  
pp. 7-17
Author(s):  
Fiona Dalziel ◽  
Andrea Pennacchi
Keyword(s):  
Second Language Acquisition ◽  
Foreign Language ◽  
Group Dynamics ◽  
Bertolt Brecht ◽  
Language Competence ◽  
Bruce Lee ◽  
Peter Brook ◽  
Henry Vi ◽  
Selection Of

This article describes the role of improvisation and storytelling in a student production of Shakespeare’s Henry VI, Part One at Padua University. It explains why the student directing the play and language instructor chose this challenging piece and how they attempted to increase engagement with the project by involving the participants directly in text adaptation. The article explores the improvisation and storytelling activities proposed to the students, which had the aim of fostering their language competence and creating strong group dynamics while familiarising them with the play. These tasks formed the basis of the final version for performance, which consisted in a selection of the original scenes together with some novel scenes, linked together by short narratives produced by the students themselves. In describing this experience, the authors reflect on the benefits of the multidisciplinary nature of foreign language drama, where influences as diverse as Bertolt Brecht, Peter Brook and Bruce Lee can converge in a truly learner-centred approach to second language acquisition.

Tauchnitz for Translators. The Circulation of English-language Literature in Finland

2019 ◽  
Vol 16 (2-3) ◽  
pp. 161-179
Author(s):  
Outi Paloposki
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Book History ◽  
Language Skills ◽  
Point Of View ◽  
Book Production ◽  
German Publisher ◽  
Language Literature ◽  
Selection Of

The article looks at book production and circulation from the point of view of translators, who, as purchasers and readers of foreign-language books, are an important mediating force in the selection of literature for translation. Taking the German publisher Tauchnitz's series ‘Collection of British Authors’ and its circulation in Finland in the nineteenth and early twentieth century as a case in point, the article argues that the increased availability of English-language books facilitated the acquiring and honing of translators' language skills and gradually diminished the need for indirect translating. Book history and translation studies meet here in an examination of the role of the Collection in Finnish translators' work.

Making Use Of Students’ Native Language Potential Strategy To Increase Second Language Acquisition

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Monika Gultom
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Learning Strategies ◽  
Native Language ◽  
Noun Phrases ◽  
Alternative Learning ◽  
Potential Strategy

<p>Alternative learning strategies, in the concept of second language acquisition (SLA), concern more on the identification of second language students’ characteristic. One of the alternative learning strategies that will be discussed in this paper is about the role of native language (L1) with a demonstration of Papuan Malay language possessive pronouns and noun phrases in the context of teaching English as a foreign language (FL) in Jayapura, Papua. The discussion about the structure of Papuan Malay language possessive pronouns and noun phrases might give insight for second language (L2) teachers in Papua on making use their students’ L1 as a potential strategy to help them to increase their second language acquisition.</p>

Features of teaching a foreign language in the digital educational environment of the University

2020 ◽  
Vol 5 (1) ◽  
pp. 47-57
Author(s):  
Tat'yana Tancura
Keyword(s):  
Foreign Language ◽  
Social Life ◽  
Educational Process ◽  
Language Teachers ◽  
Learning Tools ◽  
Language Competence ◽  
Electronic Learning ◽  
High Level ◽  
The Impact

The article examines the impact of the digitalization process on the creation and use of modern electronic tools and technologies for teaching a foreign language in higher education. The article presents the main electronic tools and technologies that are used in the Financial University during the educational process of teaching a foreign language. The author notes the effectiveness of the implementation of the personality-oriented approach, which is provided by individualization and differentiation of training using the Bank of test tasks created by university teachers, and the electronic educational platform Rosetta Stone Advanced. The use of electronic learning tools and digital technologies allows to develop self-organization of the student. Changing the role of the teacher to the role of the manager of educational activities contributes to the formation of the ability to constant self-studying the student throughout his professional and social life. The effectiveness of the electronic learning tools use is proved by the high level of students’ foreign language competence and their assessment of the foreign language teachers’ pedagogical activity with the results of the survey "Students’ view on teachers".

The role of (un)awareness in SLA

2017 ◽  
Vol 50 (2) ◽  
pp. 189-211 ◽  
Author(s):  
Ronald P. Leow ◽  
Lucia Donatelli
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Broad Perspective ◽  
Learning Conditions ◽  
L2 Learning

The construct ‘awareness’ is undoubtedly one of the more difficult constructs to operationalize and measure in both second language acquisition (SLA) and non-SLA fields of research. Indeed, the multi-faceted nature of awareness is clearly exemplified in concepts that include perception, detection, and noticing, and also in type of learning or learning conditions (implicit, explicit, incidental, subliminal), type of consciousness (autonoetic, noetic, anoetic), and type of awareness (language, phenomenal, meta-cognitive, situational). Given this broad perspective, this article provides, from a psycholinguistic perspective, a timeline on the research that addresses the role of awareness or lack thereof in second/foreign language (L2) learning.

scholarly journals Pengajaran Bahasa Arab di Taman Kanak-Kanak (Tinjauan Teori Perkembangan Kognitif Jean Piaget)

2018 ◽  
Vol 8 (1) ◽  
pp. 32
Author(s):  
Cecep Jaenudin
Keyword(s):  
Second Language Acquisition ◽  
Foreign Language ◽  
Teaching Methods ◽  
Active Role ◽  
Developmental Theory ◽  
Foreign Languages ◽  
School Age Children ◽  
School Age ◽  
Jean Piaget

Today there are many schools – the school started foreign language lesson in good things, including the Arabic one. Even students in the pre-school category-began to introduced with languages-foreign languages. Parents or teachers may be glad when his son started to be proficient in the use of foreign languages. But whether the teaching of foreign languages at pre-school age children is in compliance with the development of his cognitive. The purpose of this study is to describe the process of activity teaching Arabic in kindergarten and explain how the view of the theory of the development of kognitf Jean Piaget against the teaching process. On the principle of cognitive developmental theory of Jean Piaget said that children at pre-school age already have a symbolic and intuitive function is active. Both of these functions that can help students in doing a second language acquisition. Material presented is adapted to the development of cognitive learners. Teaching methods undertaken by teachers is a method which can enhance the active role of the learners in the lesson. However, teachers should always do their teaching in the process of creation, this is to cultivate the interest of learners in learning Arabic.

THE ROLE OF TEXT AND METHODS OF WORK WITH IT IN TEACHING A FOREIGN LANGUAGE AT THE PRESENT TIME

2021 ◽  
pp. 41-49
Author(s):  
Tat’yana V. Baranova ◽  
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Communicative Competence ◽  
Foreign Languages ◽  
Scientific Article ◽  
Amount Of Information ◽  
Self Study ◽  
New Generation ◽  
Selection Of

The present article is dedicated to the necessity and importance of continuing teaching students to work with great amount of information in the form of texts, as well as to acquire methods and strategies of this work. Gradual but unfaltering rejection of the use of texts in teaching a foreign lan- guage can lead to lowering the level of its mastering. To understand the deep reasons for the existing situation in this sphere, it is necessary to look at the experts’ opinions of the new generation of young people. In spite of the quick changes in the world, education preserves its strict standards that establish the landmarks upon which the pedagogical and educa- tional processes are built. In the course of several last years the teachers of the department of foreign languages have participated in the preparation of English-language materials for the Olympiads, organized by the RSUH. The author analyzes strategies and tactics of work with big texts, selection of topics, used in these Olympiads, as well as the tasks, developed for operating such texts. These types of work with big amount of information lead us to the neces- sity of forming and developing in students such aspect of the communicative competence, as its text-forming component. Here we can speak about all the skills, technologies, tactics and strategies, that are used to facilitate the stu- dent’ work in the analysis of existing texts, creation of new texts, stimulation of class and home self-study in the spheres of creative scientific and artisticwork, for example, writing an artistic essay or a scientific article. And the basis for such work will be constituted by the text.

The Role of Gender in the Linguistic Performance of Foreign Language Learners: Does Gender Make a Difference?

2016 ◽  
Vol 1 (2) ◽  
Author(s):  
Hosny Mostafa Al-Dali
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Adult Learners ◽  
Foreign Language ◽  
Language Learners ◽  
Linguistic Performance ◽  
Foreign Language Learners ◽  
Males And Females ◽  
Number Of Males

<p>The present study examines the variation in the proficiency of adult learners (males and females) of English as a foreign language.  It is a generally accepted fact in L<sub>1</sub> acquisition that females enjoy a rate advantage, initially at least. However, I know of no study that has systematically investigated the rate of second language acquisition (SLA) in females versus males. It might be safe to cite few SLA studies: Farhady, 1982; Eisenstein, 1982; Lakoff, 1973; Zimmerman and West, 1975; and Gass and Varonis, 1986. Although these studies reported sex-related differences, they were incidental to their main focus. The subjects for the present study are 180 students in the Department of English, Faculty of Arts, Minufiya University. They are divided into three groups according to their academic status in their university: Beginners (60); Intermediate (60); and advanced (60). Each group is equally divided into males (30), and females (30). Accordingly, the total number of males is 90, and that of females is 90, as well. All subjects performed three tasks: 1) listening; 2) reading, and 3) structure and written expressions, similar, to those used in the TOEFL test. The overall umbrella, under which all these tasks are designed, is ‘systematicity’; and/or ‘variability’; and whether learners' sex is responsible for it. Results are obtained and conclusions are made. </p><strong>Keywords</strong>: Variability; L<sub>2</sub> learners’ proficiency, sex.

Modality and Intake in Second Language Acquisition

1995 ◽  
Vol 17 (1) ◽  
pp. 79-89 ◽  
Author(s):  
Ronald P. Leow
Keyword(s):  
Second Language Acquisition ◽  
Adult Learners ◽  
Foreign Language ◽  
Present Perfect ◽  
Language Experience ◽  
Assessment Task ◽  
Linguistic Item ◽  
Main Effects ◽  
And Task

This study replicates, in the aural mode, Leow's (1993) study on the effects of simplification, type of linguistic item, and second/foreign language experience on learners' intake of linguistic items contained in written input. Aural simplified/unsimplified input with either the present perfect or present subjunctive form was made available to learners at two levels of language experience. Statistical analyses performed on the raw scores of a pre- and posttest multiple-choice recognition assessment task revealed significant main effects for type of linguistic item, language experience, and task and a significant interaction between language experience and task. While results corroborate those found in the written mode for the effects of simplification and language experience on adult learners' intake, the same did not hold true for type of linguistic item, underscoring the need for research to consider seriously the role of modality while addressing cognitive processes in SLA.

scholarly journals Das Potenzial von Feedback als Form der Lehrer-Schüler-Interaktion bei der Entwicklung der kommunikativen Sprachkompetenz – der aktuelle Forschungsstand

Neofilolog ◽  
2017 ◽  
pp. 179-191
Author(s):  
Monika Janicka
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Learning Processes ◽  
Language Competence ◽  
Current State ◽  
Input And Output ◽  
Individual Learning Processes ◽  
State Of Research ◽  
Changing Role

The contemporary learning culture perceives learners as active and aware participants in the learning process. This implies a new understanding of interactions in the classroom. The present paper is focused on feedback as a special type of teacher-learner interaction and its potential for cognitive activation of learners and constructive enhancement of individual learning processes. Feedback which activates learners and increases the amount of the input and output in the foreign language is able to enhance students` communicative language competence. The article discusses the changing role of feedback referring to the current state of research.

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