scholarly journals A arte da performance no desenvolvimento da produção oral em inglês

2019 ◽  
Vol 9 (2) ◽  
pp. 476
Author(s):  
Nilton Mendes
Keyword(s):  
Task Performance ◽  
Target Language ◽  
Performance Tasks ◽  
English Teaching ◽  
Language Choices ◽  
Language Students ◽  
Oral Development

The English teaching classroom can be the stage for different tasks for oral development. The artistic concept of performance for creating scenes for the practice of speaking in the classroom can put the student to reflect on the language choices that he makes during a task. Performance scenes can be moments of creation, risk, and experimentation with the language that lead the student to outcomes possibly not imagined by him initially. By creating opportunities for performance tasks for students to use the target language, students can be empowered to “go beyond themselves in order to become who they are by being who they are not” (Holzman, 1997), discovering new ways of negotiation and expression in another language.

scholarly journals Teaching Design of English Picture Book for Primary Schools Based on Performance Culture Teaching Method-Taking the Story Time in Unit 1 of the Third Grade of the PEP Version as an Example

2021 ◽  
Vol 17 (4) ◽  
pp. 203
Author(s):  
Yuan Dandan
Keyword(s):  
Primary School ◽  
Picture Book ◽  
Teaching Method ◽  
Target Language ◽  
Third Grade ◽  
English Teaching ◽  
Performance Culture ◽  
The Third ◽  
Teaching Design ◽  
Culture Teaching

<p>The performance culture teaching method was first proposed by the American Sinologist Wu Weike. It is a teaching method to learn a second language through the comprehension and practice of the target language. It focuses on culture and practice. The learner presents the story in a rehearsal manner in the context of the target language culture. Picture book teaching is a popular teaching method for primary school English teachers at this stage. Its novel feature of moving from outside class to classroom makes it an indispensable teaching method in primary school English teaching. This article takes the PEP version of the third grade English textbook as an example for teaching design and integrates the performance culture teaching method with the picture book teaching in the primary school English classroom teaching. The focus of research in teaching design is teaching implementation, that is, the application of performance methods in primary school English classrooms. This teaching design combines picture book teaching and performance culture teaching methods to promote primary school English teaching.</p>

scholarly journals Designing and Implementing an ESP Course: Revisiting an Experience

2017 ◽  
Vol 17 (28) ◽  
pp. 197
Author(s):  
Elvia Ureña Salazar
Keyword(s):  
International Students ◽  
Costa Rica ◽  
Graduate Students ◽  
English For Specific Purposes ◽  
Target Language ◽  
International Programs ◽  
Effective Strategy ◽  
Work Context ◽  
English Teaching ◽  
Speakers Of Other Languages

This essay pretends to deep on how the process of making decisions in designing an ESP (English for Specific Purposes) course registered by three TESOL graduate students, structured by the author along with participants, a requirement of the Master of English Teaching for Speakers of Other Languages at University of Costa Rica (UCR).During the course the designers should help a group of UCR workers to communicate in English effectively with international students who want to study at UCR or those who were already participating in international programs. This study introduces data about the apprentices who benefit from this academic activity, tasks designed and taught, aswell as the evaluation and assessment used. Finally, it suggests some recommendations for those who may consider the option of designing an ESP course as an effective strategy to promote the use of the target language in a work context.

CSCL – a tool to motivate foreign language learners: The Finnish application

ReCALL ◽  
2003 ◽  
Vol 15 (1) ◽  
pp. 51-67 ◽  
Author(s):  
TUIJA LEHTONEN ◽  
SIRPA TUOMAINEN
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Community ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Target Language ◽  
Computer Supported Collaborative Learning ◽  
On Line ◽  
Language Students

This article discusses the applications of the theory of Computer Supported Collaborative Learning (CSCL) to teaching and learning a foreign language, in this case, one of the ‘Less Commonly Taught Languages’, Finnish. The ‘Virtually Finnish’ project was based on the idea of creating a larger, virtual Finnish learning community among the second-year Finnish language students in five US universities during the fall semester, 2001. CSCL was chosen as a base, as its principal goal is to aid the learners in sharing and distributing their knowledge to the whole learning community. In addition to discussing the set up and the content of the project, the students’ feedback about their language learning experience in the CSCL-environment will be examined. Furthermore, the conclusions, and the realization of our goals from the perspective of CSCL, as well as the students’ feedback on the collaborative process will be discussed. Based on the knowledge gained from limited feedback, a discussion of tools to aid language students in becoming a part of motivating and authentic collaboration projects on-line will be discussed. Looking at the students’ work on-line, as well as the feedback received, it was realized that certain skills crucial for communication have been neglected in teaching. Furthermore, it was realized that teaching on-line learning strategies in addition to teaching the target language is crucial. Future plans, and ideas for research in the area of CSCL will be shared in anticipation of inspiring others to undertake further research.

When activity shapes the repertoire of second language learners

2007 ◽  
Vol 7 ◽  
pp. 121-147 ◽  
Author(s):  
Dolors Masats ◽  
Luci Nussbaum ◽  
Virginia Unamuno
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Community Of Practice ◽  
Language Learners ◽  
English Learners ◽  
Second Language Learners ◽  
Language Choice ◽  
Target Language ◽  
Language Choices ◽  
Pair Work

Interactionists interested in second language acquisition postulate that learners’ competences are sensitive to the context in which they are put into play. Here we explore the language practices displayed, in a bilingual socio-educational milieu, by three dyads of English learners while carrying out oral communicative pair-work. In particular, we examine the role language choice plays in each task.  A first analysis of our data indicates that the learners’ language choices seem to reveal the linguistic norms operating in the community of practice they belong to. A second analysis reveals that they exploited their linguistic repertoires according to their interpretation of the task and to their willingness to complete it in English. Thus, in the first two tasks students relied on code-switching as a mechanism to solve communication failures, whereas the third task generated the use of a mixed repertoire as a means to complete the task in the target language.

scholarly journals Task-Specific Fatigue Among Older Primary Care Patients

2016 ◽  
Vol 29 (2) ◽  
pp. 310-323
Author(s):  
Perrin E. Romine ◽  
Dan K. Kiely ◽  
Nicole Holt ◽  
Sanja Percac-Lima ◽  
Suzanne Leveille ◽  
...  
Keyword(s):  
Primary Care ◽  
Task Performance ◽  
Community Dwelling ◽  
Cross Sectional ◽  
Performance Tasks ◽  
Test Items ◽  
Primary Care Patients ◽  
Chair Rise ◽  
Sectional Analysis ◽  
Climbing Stairs

Objective: Fatigue is a common condition contributing to disability among older patients. We studied self-reported task-specific fatigue and its relation with mobility task performance among community-dwelling primary care patients. Method: Cross-sectional analysis of baseline demographic and health data from a prospective cohort study of 430 primary care patients aged 65 years or older. Fatigue was measured using the Avlund Mobility–Tiredness Scale. Performance tasks included rising from a chair, walking 4 m, and climbing two flights of stairs. Results: Among demographic and health factors, pain was the only attribute consistently predictive of fatigue status. Self-reported chair rise fatigue and walking fatigue were associated with specific task performance. Stair climb fatigue was not associated with stair climb time. Discussion: Pain is strongly associated with fatigue while rising from a chair, walking indoors, and climbing stairs. This study supports the validity of self-reported chair rise fatigue and walking fatigue as individual test items.

scholarly journals The Impact of a Cultural Research Course Project on Foreign Language Students’ Intercultural Competence and Language Learning

2017 ◽  
Vol 8 (1) ◽  
pp. 97 ◽  
Author(s):  
Fang Li ◽  
Yingqin Liu
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mandarin Chinese ◽  
Intercultural Competence ◽  
Learning Experience ◽  
Target Language ◽  
Cultural Research ◽  
Language Students ◽  
The Impact ◽  
Foreign Language Students

This study explores whether using a cultural research course project can positively impact foreign language students’ intercultural competence and language learning. Using a case study method, the researchers recruited 12 student participants from an Intermediate Mandarin Chinese I class and from an Introduction to Mandarin Chinese I class in the Fall 2014 semester at a small public southwest university in USA. The project asked the participants to do a PowerPoint oral presentation on special topics from the target language culture and then to write a reflective cultural comparison English essay on this learning experience during the final exam. The findings show that, through doing the project, the students have improved their intercultural competence in that they have a more positive attitude towards “otherness,” enriched their cultural knowledge of the target language society and  that of their own, and obtained skills in critically appreciating and evaluating both similarities and differences  between the target language culture and their own. The students also expanded their language learning experience beyond the classroom and textbook and acquired better language skills in listening, speaking, and writing Chinese characters while they became more interested in and motivated by learning the target language and culture. Recommendations for future study are discussed.

scholarly journals Performance Tasks as Mediation to Communicating in English and as Enhancing Language Learner Engagement

2020 ◽  
Author(s):  
Saeko Toyoshima
Keyword(s):  
English Language Learners ◽  
English Learners ◽  
Language Learner ◽  
Learning Motivation ◽  
Target Language ◽  
Performance Task ◽  
Learner Engagement ◽  
Performance Tasks ◽  
Research Perspective ◽  
A Performance

<p>This paper discusses whether technology-based performance tasks could become a mediator to communicating in English and enhance language learner engagement. The present study investigated how low-proficiency Japanese English-language learners could change their attitude toward communication in their target language by completing a performance task involving making and presenting a digital portfolio. Such students should need to mediate between themselves linguistically and contextually when completing a performance task for communication. The study adapted two types of questionnaires: open-ended questions about the performance task and four Likert-type questions about L2 learning motivation. Twenty-five students completed the questionnaires. The present study asked the students to answer each questionnaire twice, once at the end of the first semester and once at the end of the second semester. The data from the open-ended questions were analyzed qualitatively from a phenomenological research perspective, while the data collected from the four Likert-type questions were statistically analyzed. The students’ comments on the task showed that they positively engaged in the performance task throughout the two semesters by reflecting on themselves as English learners, with some difficulty mediating themselves in L1 and L2. However, the results of the Likert-type questionnaire suggested that such positive engagement would not necessarily lead to simultaneous English learning motivation. The results indicate that the task might become a “headstream” of directed motivational current (DMC) for the students.</p>

scholarly journals A Reflection of English Teaching

MANUSYA ◽  
2004 ◽  
Vol 7 (3) ◽  
pp. 1-5 ◽  
Author(s):  
Kanchana Prapphal
Keyword(s):  
Structural Approach ◽  
Target Language ◽  
Translation Method ◽  
English Teaching ◽  
Grammar Translation Method ◽  
Communicative Approach

From the Grammar-Translation Method, the Structural Approach to the Communicative Approach, we have gained insights into how to assist our students to acquire and use the target language. It might be concluded from these approaches that "There is no intellectual growth without some reconstruction, some reworking" (Dewey 1938: 64).

scholarly journals STUDENTS’ TRANSLATIONS OF ADJECTIVAL COMPOUNDS: A CORPUS ANALYSIS

2020 ◽  
Vol 9 (22) ◽  
Author(s):  
Isidora M. ́Wattles ◽  
Biljana B. Radić-Bojanić ◽  
Isidora M. Wattles
Keyword(s):  
English Language ◽  
Structural Characteristics ◽  
Real Life ◽  
Morphological Structure ◽  
Corpus Analysis ◽  
Target Language ◽  
Structural Differences ◽  
Language Students ◽  
The University

The aim of the paper is to analyze English language students’ translations of adjectival compounds and examine various linguistic choices, given the structural differences between English and Serbian. The research relies on a students’ corpus compiled at the University of East Sarajevo and observes the students’ translations of three texts from English into Serbian. A total of nine adjectival compounds with a similar morphological structure was excerpted (brick-faced, hand-carved, pint-sized, real-life, self-conscious, self-possessed, self-reliant, small-featured, tree-lined). Their translations might prove to be problematic for various reasons such as lack of translation equivalents, culture-specific lexemes, or differences in structural characteristics of the two languages. The paper thus provides the morphological and semantic analyses of the source vocabulary, lists the offered translations, and categorizes the adequacy of translation in the target language. Some pedagogical implications are offered in the conclusion.

scholarly journals Creativity In The Use of Translation Microstrategies By Translation Students At The University of Bahrain

2020 ◽  
Vol 3 (10) ◽  
pp. 7-17
Author(s):  
Nuri Ageli
Keyword(s):  
English Language ◽  
Target Language ◽  
Source Text ◽  
News Agency ◽  
Language Students ◽  
A Minor ◽  
University Of Bahrain ◽  
The University ◽  
Professional Translator

This study aims to examine University of Bahrain graduating translation students’ use of creative microstrategies in rendering into English a news text and compare it with the translation of a Bahrain News Agency professional translator. The study seeks to identify the students’ creative microstrategies based on the classification proposed by Anne Schjoldager’s‘ (2008) model of macrostrategies.  The participants were 15 English language students with a minor in translation who were expected to graduate in the semester during which the study was conducted. They were required to translate a news text from Arabic to English in order to reveal the creative microstrategies used  and then their performance was compared with that done by a professional translator employed by Bahrain News Agency (BNA)and published on its official website . The findings of the study have shown that translation students are inclined to focus more on the syntactic microstrategies rather than on the semantic and pragmatic ones when processing and rendering the source text into the target language. Unlike the professional translator, students' lack of negotiation with and deeper analysis of the text has deprived their performance to a certain extent from the  creativity required in translation and rendered it into a mechanical exercise.  

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