Hits 1.221 – 1.236 of 1.236
1221 |
Motivational conditions experienced by diverse adult learners in cohort-based accelerated degree programs: quantifying learner perceptions for assessment and enhancement of adult motivation to learn
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1222 |
The community of inquiry framework and academic advising: online student perceptions
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1223 |
Dialogue journal writing and adult ESL students: a tool for learning language and culture
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1224 |
Survey of immigrant participation in the adult education community of Edmonton
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Ho, Laura E.. - : University of Alberta. Department of Secondary Education.
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1225 |
A descriptive study of adult ESL programs in Edmonton
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Hodgson, Margaret.. - : University of Alberta. Department of Adult, Career, and Technology Education.
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1226 |
Being a teacher in an adult multicultural ESL class
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Gnida, Sara Marie.. - : University of Alberta. Department of Adult, Career, and Technology Education.
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1227 |
Windows of meaning in adult E.S.L.: teacher meanings in a special basic E.S.L. program for adult immigrants with little formal education
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1228 |
A survey of adult EFL programs in community schools in Beijing
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Xie, Mianmian.. - : University of Alberta. Department of Adult, Career, and Technology Education.
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1229 |
Linc programs in Edmonton as adult education practice: learners' perspectives
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1230 |
The effect of motivational orientation on academic achievement and persistence of rural community college students: A test of a motivational model from a self-determination theory perspective
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1231 |
Identification and anlysis of factors that influence adult students to participate in distance learning programs
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1232 |
A study of the relationship between a cloze and a word opposite reading vocabulary placement instrument designed for adults
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1233 |
Acting and Second Language Pragmatics: Pedagogical Intersections
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Abstract:
The study sheds light on the interrelations between interlanguage pragmatics and the use of a popular acting method, the Stanislavsky System, for second language (L2) acquisition. The theoretical investigation explores various uses of acting in second language education. The empirical enquiry represents an exploratory case-study of two adult EFL learners attending a theatre course in English. Through teacher journals, interviews, and the analysis of the students’ pragmatic performance as captured by a video camera, the researcher hypothesizes that the pragmatic development of the students involved in drama comes from three main sources: the script, the acting exercises, and the necessity to communicate in English during the theatre course. In all three cases, the zone of proximal development in relation to pragmatic competence emerged as a result of a teacher-generated impetus to use L2, numerous opportunities for imitation and repetition, continuous peer-support, and the collaborative spirit created in the classroom. ; MAST
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Keyword:
0279; 0465; acting; adult education; case study; drama; education; foreign language; intonation; L2; musical; pedagogy; performance; pragmatic competence; pragmatics; second language; second language education; sociolinguistic competence; sociolinguistics; theatre
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URL: http://hdl.handle.net/1807/32210
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1234 |
Reading Racism: Race and Privilege in Young Adult Fiction
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1235 |
Socio-cultural Inclusiveness and Workplace E-learning: From Dominant Discourse to Democratized Discourses
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1236 |
The Integration of Language and Content: Form-focused Instruction in a Content-based Language Program
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