標(biāo)題: Titlebook: Embodying Language in Action; The Artistry of Proc Erika Piazzoli Book 2018 The Editor(s) (if applicable) and The Author(s) 2018 Second Lan [打印本頁] 作者: 專家 時(shí)間: 2025-3-21 16:15
書目名稱Embodying Language in Action影響因子(影響力)
書目名稱Embodying Language in Action影響因子(影響力)學(xué)科排名
書目名稱Embodying Language in Action網(wǎng)絡(luò)公開度
書目名稱Embodying Language in Action網(wǎng)絡(luò)公開度學(xué)科排名
書目名稱Embodying Language in Action被引頻次
書目名稱Embodying Language in Action被引頻次學(xué)科排名
書目名稱Embodying Language in Action年度引用
書目名稱Embodying Language in Action年度引用學(xué)科排名
書目名稱Embodying Language in Action讀者反饋
書目名稱Embodying Language in Action讀者反饋學(xué)科排名
作者: Nonporous 時(shí)間: 2025-3-21 20:34 作者: inquisitive 時(shí)間: 2025-3-22 01:20 作者: 才能 時(shí)間: 2025-3-22 06:27 作者: persistence 時(shí)間: 2025-3-22 08:53 作者: Munificent 時(shí)間: 2025-3-22 14:26
https://doi.org/10.1007/978-94-017-4841-4gement and artistry, and at?imagination as an aesthetic key to awaken participants’ sense of agency and playfulness. The chapter includes a process drama structure, The Secret Strategy, designed within her doctoral research.作者: Munificent 時(shí)間: 2025-3-22 19:30 作者: 改變 時(shí)間: 2025-3-23 00:14 作者: gruelling 時(shí)間: 2025-3-23 03:14
Language Engagement and Teacher in Role the difference between make-believe and make belief in classroom dynamics. It includes a drama structure, Pygmalion, a workshop that investigates the connection between teacher and learner, artist and the work of art, power and agency.作者: 斷斷續(xù)續(xù) 時(shí)間: 2025-3-23 06:47
Navigating Performative Language Pedagogy adult L2 students with intellectual disabilities. The chapter includes a process drama structure, David and Goliath, a workshop that draws on Caravaggio’s art work as pre-text to explore the tension between parents and son, as well as?community and personal achievement.作者: Nomadic 時(shí)間: 2025-3-23 12:44 作者: cortisol 時(shí)間: 2025-3-23 16:35 作者: Observe 時(shí)間: 2025-3-23 19:17 作者: bibliophile 時(shí)間: 2025-3-24 01:35
Book 2018engages learners’ imagination, body and voice to create a felt-experience of the second language and culture. Divided into three parts, it begins by examining the aesthetic and intercultural dimension of performative language teaching, the elements of drama and knowing-in-action. The central part of作者: oblique 時(shí)間: 2025-3-24 05:33
https://doi.org/10.1007/978-3-658-29023-8tral question underpinning the book, namely: . It illustrates how the three parts of the book complement each other to address this question from a theoretical, practical and research-based perspective.作者: climax 時(shí)間: 2025-3-24 09:47
https://doi.org/10.1007/978-3-663-14020-7language key. The chapter includes a process drama structure, Names and Identity, a workshop investigating the productive tension between the sound of our name in our native language and in non-native language/s, and perception of the connection these sounds may have with identity.作者: prolate 時(shí)間: 2025-3-24 11:55
https://doi.org/10.1007/978-3-322-83428-7 includes a process drama structure, At the Gypsy Camp, a workshop reflecting on intercultural issues involving the co-existence of Roma people and Italian people, considering actualities and stereotypes related to minority ethnic communities.作者: AVERT 時(shí)間: 2025-3-24 15:12 作者: GLOOM 時(shí)間: 2025-3-24 20:53
Mikro?konomik im Bachelor-Studiumof the research. The chapter ends with a reflection on the researcher’s aesthetic engagement, which provoked an active response—bridging the contexts of the research and the context of the drama. The chapter includes a narrative overview of The Journalists, a process drama designed within the doctoral research.作者: Ceramic 時(shí)間: 2025-3-25 02:14 作者: SEMI 時(shí)間: 2025-3-25 04:42 作者: Condense 時(shí)間: 2025-3-25 09:06 作者: N斯巴達(dá)人 時(shí)間: 2025-3-25 15:22 作者: tendinitis 時(shí)間: 2025-3-25 17:53 作者: Basal-Ganglia 時(shí)間: 2025-3-25 22:26
Performative Research: Methodology and Methodsof the research. The chapter ends with a reflection on the researcher’s aesthetic engagement, which provoked an active response—bridging the contexts of the research and the context of the drama. The chapter includes a narrative overview of The Journalists, a process drama designed within the doctoral research.作者: 憲法沒有 時(shí)間: 2025-3-26 02:21 作者: ensemble 時(shí)間: 2025-3-26 04:18
ies, pre-service teachers, international students and children involved in a Content and Language Integrated Learning (CLIL) programme. A unique combination of theory, research and reflective practice, this boo978-3-030-08585-8978-3-319-77962-1作者: 記憶法 時(shí)間: 2025-3-26 09:43 作者: 饒舌的人 時(shí)間: 2025-3-26 14:54 作者: 整理 時(shí)間: 2025-3-26 18:00 作者: 背景 時(shí)間: 2025-3-26 21:05 作者: FUME 時(shí)間: 2025-3-27 04:47
The Elements of Drama: An Intercultural Perspectiverom an intercultural perspective, and possible implications for second language learning. These include intercultural characters and relationships; intercultural dramatic focus; intercultural dramatic tension, time and place, narrative, language and movement; intercultural mood and symbol; and inter作者: 仔細(xì)閱讀 時(shí)間: 2025-3-27 07:08 作者: Cardioplegia 時(shí)間: 2025-3-27 12:42
Play, Emotions and Distancingindividuals engaged in play, and its implications for second language learning. It also discusses protecting ‘into’ emotions, and distancing in L2/drama. In a praxis-oriented move, the second half of the chapter immerses the reader in a reflective practitioner account of a Content and Language Integ作者: 幸福愉悅感 時(shí)間: 2025-3-27 15:55 作者: 西瓜 時(shí)間: 2025-3-27 20:43
Navigating Performative Language Pedagogy It opens with a brief overview of the Common European Framework of Reference for Languages (CEFR)?levels,?and?alignment with various dramatic forms in performative language pedagogy, both large-scale and small-scale. It also contemplates language assessment in process drama from a variety of perspe作者: 紋章 時(shí)間: 2025-3-27 22:51
Performative Research: Methodology and Methodsaphor to make sense of the research problem, and its transformation into a visual metaphor to crystallise the research design. In a reflexive gesture, seven methodological challenges are outlined, framed as ‘problem-setting’ scenarios emerging from the study, problematised within the unique context 作者: 命令變成大炮 時(shí)間: 2025-3-28 05:18
Learner Engagementr engagement is analysed across three domains. Within the domain of Second Language Acquisition, language engagement is construed as an active perception-in-action process. Within the domain of Intercultural Education, intercultural dramatic tension emerges as a vital element to sustain intercultura作者: MUTE 時(shí)間: 2025-3-28 08:28
Teacher Artistryanguage learning. Translanguaging reflective practice enabled the author to unveil a tacit dissonance in her overt and covert attitudes related to reflecting in action when structuring process drama. The analysis tracks a progression from ‘unconscious incompetence’ to ‘unconscious competence’, acros作者: encomiast 時(shí)間: 2025-3-28 10:47
Conclusion: Embodying Language in Actionprocess drama. It considers issues related to identity in the teacher as artist, and touches on the lingering myth of creativity as the gift of only a talented few—inviting teachers to unsubscribe from this view, to fully embrace the paradigm of the artistry of teaching. It highlights the importance作者: commensurate 時(shí)間: 2025-3-28 17:43
Erika PiazzoliProvides new qualitative research and produces practical recommendations for use in second language teaching through drama.Combines theory from drama and second language teaching to produce fresh insi作者: 哭得清醒了 時(shí)間: 2025-3-28 21:48 作者: 修飾 時(shí)間: 2025-3-29 01:05 作者: 頭盔 時(shí)間: 2025-3-29 05:24
https://doi.org/10.1007/978-3-663-14020-7hese concepts are explored not only through theory, but also through examples of classroom practice and reflection. It illustrates the key features of process drama, touches on research on drama and second language acquisition, and contextualises the theatre/drama debate—revisited in a performative 作者: 懶惰人民 時(shí)間: 2025-3-29 11:10 作者: Antarctic 時(shí)間: 2025-3-29 14:25
https://doi.org/10.1007/978-3-322-85960-0rom an intercultural perspective, and possible implications for second language learning. These include intercultural characters and relationships; intercultural dramatic focus; intercultural dramatic tension, time and place, narrative, language and movement; intercultural mood and symbol; and inter作者: Ambiguous 時(shí)間: 2025-3-29 19:27
https://doi.org/10.1007/978-3-322-84766-9ce in process drama. The author also considers bilingual reflective practice and translanguaging—as?a strategy to explore reflection-in-action and reflection-on-action. Discussion is presented through a praxial approach that aims to bridge the author’s reflective practice with research and theory. T
