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Introduction to Prelinguistic and Minimally Verbal Communicators on the Autism Spectrum
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24 |
Translating research to practice in prelinguistic communication
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25 |
Chinese learners' perceptions towards teachers' language use in lexical explanations: A comparison between Chinese-only and English-only instructions
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26 |
Expressionist Analysis Of Wilfred Owen's Poems: Anthem For Doomed Youth, Dulce Et Decorum Est, A Terre, Futility And Strange Meeting
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27 |
International Students and the ‘English Problem’ in Australian Universities: A Discursive Perspective
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28 |
Language specialists’ views on academic language and learning support mechanisms for EAL postgraduate coursework students: The case for adjunct tutorials
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29 |
Play to learn: self-directed home language literacy acquisition through online games
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30 |
Multilingualism and assimilationism in Australia's literacy-related educational policies
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33 |
Using a Virtual Learning Environment for the Development of L2 Academic Reading
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Bown, AN. - : Macquarie University, 2015
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34 |
Digital technologies & language teaching: real innovation or just another fad?
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35 |
Engagement as Perception-In-Action in Process Drama for Teaching and Learning Italian as a Second Language
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Abstract:
This article takes an interdisciplinary approach, combining some core elements of drama education with sociocultural theory. )t draws on the findings of a doctoral study exploring the nature of learner engagement when process drama is used to teach )talian as a second language. )n particular, the article focuses on the construct of engagement as perception-in-action in improvised social interactions, in role, with adult learners at an intermediate-advanced level. The article opens with an overview of recent research on process drama for second language learning. )t then provides the theoretical framework for the study, discussing process drama pedagogy and the construct of engagement. Next, the context of the study is discussed, in terms of methodology, methods, and participants. The discussion continues with an analysis of engagement as perception-in-action, first by zooming into a segment of classroom interaction, and then zooming out to three case studies. Finally, findings on engagement are discussed, in terms of agency as self-regulation in managing improvisation with language and with the elements of drama, including dramatic irony. The article concludes by pointing to dialogic interaction in process drama mediating, and being mediated by, dramatic tension, and the implications for second language learners and teachers. ; Full Text
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Keyword:
Applied Linguistics and Educational Linguistics
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URL: http://hdl.handle.net/10072/63161
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37 |
Australia loves language puzzles: The Australian Computational and Linguistics Olympiad (OzCLO)
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38 |
Drama: Threat or Opportunity? Managing the ‘Dual Affect’ in Process Drama
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39 |
English as a medium of instruction in East and Southeast Asian universities
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40 |
English in Southeast Asia: Pedagogical and policy implications
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