Page: 1 2 3 4 5 6 7 8 9... 1.429
| 83 |
Production of Dutch variable plurals in language corpora ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 84 |
Glottolog 4.4 Resources for Afrikaans
|
|
: Max Planck Institute for Evolutionary Anthropology, 2021
|
|
BASE
|
|
Show details
|
|
|
| 85 |
Glottolog 4.4 Resources for Skepi Creole Dutch
|
|
: Max Planck Institute for Evolutionary Anthropology, 2021
|
|
BASE
|
|
Show details
|
|
|
| 86 |
"Makasar, Makassar, Mangkasara" : penetapan administrasi dan pilihan yang membingungkan penutur asli serta pengguna
|
|
|
|
BASE
|
|
Show details
|
|
|
| 87 |
Makasar, Makassar, Mangkasara: Administrative determinations and choices that confuse native speakers and other users
|
|
|
|
BASE
|
|
Show details
|
|
|
| 88 |
Desenvolvimento da consciência metalinguística na aquisição bilingue de português e neerlandês: estudo de caso
|
|
|
|
BASE
|
|
Show details
|
|
|
| 89 |
Perfect disguises: Building an evidence base for improvisational drama techniques
|
|
|
|
Abstract:
Dutch secondary school pupils seldom speak the foreign language in class, citing anxiety as a primary factor (Haijma, 2013). Implementing improvisational drama techniques (IDTs), however, could help ameliorate this situation by generating positive affective reactions, such as confidence and joy, and in turn stimulate pupils to speak. The concept IDT in this study contains two key elements. Firstly, participants take on roles in fictitious situations. Secondly, the activities must elicit spontaneous speech as to offer language learners opportunities to practice real-life communication, which is central to the goal of this research. The question driving this study was: What types of IDTs induce positive affective reactions among pupils and, as such, have the potential to stimulate spoken interaction in FL classrooms? The study yielded 77 IDTs associated with positive affective reactions through a literature review and an analysis of student teacher reflections on their IDT use in their English classrooms. This combined evidence lends credence to the conception that it could be the essence of improvisational drama that generates positive reactions, rather than the type of activity—the essence being an invitation to enter a fictional world, combined with the improvisational element that readies learners for spontaneous interactions.
|
|
Keyword:
Dutch secondary school; Improvisational techniques; Performative teaching; Speaking skills
|
|
URL: http://hdl.handle.net/10468/11724
https://doi.org/10.33178/scenario.15.1.1
|
|
BASE
|
|
Hide details
|
|
|
| 90 |
APPEALINGLY UNPEELED: THE LAYERED LEMONS IN DUTCH GOLDEN AGE AND CONTEMPORARY ART
|
|
|
|
In: Graduate Student Theses, Dissertations, & Professional Papers (2021)
|
|
BASE
|
|
Show details
|
|
|
| 91 |
Dutch listeners’ responses to Dutch, British and American English accents in three contexts.
|
|
|
|
In: Dutch Journal of Applied Linguistics, Vol 10 (2021) (2021)
|
|
BASE
|
|
Show details
|
|
|
| 92 |
Towards a Legal Dictionary Dutch–Limburgish: Preferences and Opportunities
|
|
|
|
In: Lexikos, Vol 31, Pp 146-158 (2021) (2021)
|
|
BASE
|
|
Show details
|
|
|
| 93 |
Literary Quotations in Bilingual Dictionaries: A Case Study of a Nineteenth-century Dutch–Chinese Dictionary
|
|
|
|
In: Lexikos, Vol 31, Pp 51-67 (2021) (2021)
|
|
BASE
|
|
Show details
|
|
|
| 94 |
ANNA: A Dictionary with a Name (and what Lies Behind it)
|
|
|
|
In: Lexikos, Vol 22, Pp 406-426 (2021) (2021)
|
|
BASE
|
|
Show details
|
|
|
| 95 |
Perception and production of [voice] contrasts in Dutch word-initial plosives
|
|
|
|
In: Proceedings of the Linguistic Society of America; Vol 6, No 1 (2021): Proceedings of the Linguistic Society of America; 340–353 ; 2473-8689 (2021)
|
|
BASE
|
|
Show details
|
|
|
| 99 |
Negotiating a Gendered Neo-Calvinist Pillar: Immigrant Loss, Transformation, and Lifelong Learning
|
|
|
|
BASE
|
|
Show details
|
|
|
Page: 1 2 3 4 5 6 7 8 9... 1.429 |
|
