scholarly journals ¡Entonemos del revés!: algunas estrategias para mejorar la entonación emocional de los alumnos de ELE / Let’s modulate our voice inside out!: some strategies to practice the emotional intonation with Spanish as a foreign language students

2019 ◽  
Vol 15 ◽  
Author(s):  
Carla Arlandis Toledano ◽  
Elena Meseguer Monfort
Keyword(s):  
Foreign Language ◽  
Key Words ◽  
Basic Emotions ◽  
Primary Motivation ◽  
Palabras Clave ◽  
Language Students ◽  
Expressive Intonation ◽  
Inside Out ◽  
Do So ◽  
Foreign Language Students

En este artículo se propone una secuencia de actividades basada en algunas ideas del Método verbo-tonal (Guberina/Murillo, 2008; Padilla, 2018) la cual consta de cinco actividades, secuenciadas en percepción-producción/consciente-inconsciente (Padilla, 2015), para practicar la entonación expresiva. El elemento motivador que se emplea a lo largo de la secuencia didáctica es la película Del revés. En esta secuencia de actividades perseguimos dos objetivos: contrastar la entonación neutra con la emotiva y practicar la entonación neutra y emotiva en enunciados declarativos. Para ello, haremos una contrastación de los valores emotivos con los neutros, trabajando las seis emociones básicas: alegría, miedo, asco, enfado, tristeza y sorpresa.   Palabras clave: verbo-tonal, actividades, entonación, expresiva, emociones   This article aims to develop a sequence of five activities based on some of the ideas of the verbo-tonal method (Guberina/Murillo, 2008; Padilla, 2018). They are classified as different processes in order to practice the expressive intonation: perception and production in a conscious and unconscious way (Padilla, 2015). The primary motivation is the movie- Inside out. This sequence of activities has two objectives: contrasting the neutral intonation with the emotional intonation and practicing the neutral and emotional intonation when using declarative statements. To do so, this sequence of activities will contrast the neutral values with the emotional ones by working with the six basic emotions: happiness, fear, disgust, anger, sadness and surprise. Key words: verbo-tonal, activities, intonation, expressive, emotions

scholarly journals ¡Entonemos del revés!: algunas estrategias para mejorar la entonación emocional de los alumnos de ELE / Let’s modulate our voice inside out!: some strategies to practice the emotional intonation with Spanish as a foreign language students

2019 ◽  
Author(s):  
Carla Arlandis Toledano ◽  
Elena Meseguer Monfort
Keyword(s):  
Foreign Language ◽  
Key Words ◽  
Basic Emotions ◽  
Primary Motivation ◽  
Palabras Clave ◽  
Language Students ◽  
Expressive Intonation ◽  
Inside Out ◽  
Do So ◽  
Foreign Language Students

En este artículo se propone una secuencia de actividades basada en algunas ideas del Método verbo-tonal (Guberina/Murillo, 2008; Padilla, 2018) la cual consta de cinco actividades, secuenciadas en percepción-producción/consciente-inconsciente (Padilla, 2015), para practicar la entonación expresiva. El elemento motivador que se emplea a lo largo de la secuencia didáctica es la película Del revés. En esta secuencia de actividades perseguimos dos objetivos: contrastar la entonación neutra con la emotiva y practicar la entonación neutra y emotiva en enunciados declarativos. Para ello, haremos una contrastación de los valores emotivos con los neutros, trabajando las seis emociones básicas: alegría, miedo, asco, enfado, tristeza y sorpresa.   Palabras clave: verbo-tonal, actividades, entonación, expresiva, emociones   This article aims to develop a sequence of five activities based on some of the ideas of the verbo-tonal method (Guberina/Murillo, 2008; Padilla, 2018). They are classified as different processes in order to practice the expressive intonation: perception and production in a conscious and unconscious way (Padilla, 2015). The primary motivation is the movie- Inside out. This sequence of activities has two objectives: contrasting the neutral intonation with the emotional intonation and practicing the neutral and emotional intonation when using declarative statements. To do so, this sequence of activities will contrast the neutral values with the emotional ones by working with the six basic emotions: happiness, fear, disgust, anger, sadness and surprise. Key words: verbo-tonal, activities, intonation, expressive, emotions

scholarly journals Genus im DaF-Unterricht in Italien: Was sagen Lehrwerke und Grammatiken?

2011 ◽  
Vol 49 (5) ◽  
Author(s):  
Marion Weerning
Keyword(s):  
Foreign Language ◽  
Great Problem ◽  
Language Students ◽  
Do So ◽  
Foreign Language Students

For foreign language students gender seems to be a great problem. This article about the teachability and learnability of German gender wants to show what Italian students learn about it and how they do so (and also how they could do it better).

scholarly journals PERCEIVED SATISFACTION WITH UNDERGRADUATE MEDICAL EDUCATION IN ROMANIAN AND FOREIGN LANGUAGE STUDENTS. TWO PERSPECTIVES ON MEDICAL EDUCATION

2018 ◽  
Vol 6 ◽  
pp. 547-551
Author(s):  
Liana Dehelean ◽  
Ana Maria Romosan ◽  
Ion Papava ◽  
Radu Stefan Romosan ◽  
Papazian Petru ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Foreign Language ◽  
Foreign Students ◽  
Teaching Staff ◽  
Future Career ◽  
Research Activities ◽  
Two Samples ◽  
Language Students ◽  
Foreign Language Students

Background: In Romania, foreign medical students have the possibility to learn the same curricula in Romanian, English, or French. The purpose of the study: To compare students’ satisfaction with training and future career opportunities from the perspective of Romanian and foreign students. Methods: The study was conducted for terminal year medical students divided into two samples, Romanian and foreign language students. The participants were invited to fill in a satisfaction questionnaire about their professional training and to express preferences for future career. Results: Foreign students were more satisfied with the lectures and the teaching staff. They attended optional lectures more frequently in comparison with Romanian students. Foreign students were more inclined to attend medical conferences and to enroll in PhD programs. While Romanian students were more inclined to consider emigration, foreign students prefer to practice in their native countries. Conclusions: Compared to their Romanian colleagues, foreign students were more engaged in educational and research activities.

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