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Is there a link between industry involvement in higher education learning and student job creation intention?
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| 42 |
Early years and key stage 1 teachers’ attitudes towards outdoor and online play
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| 43 |
Polymedia Based Instruction in Purposive Communication
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In: Puissant ; 1 ; 98-112 (2022)
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| 44 |
Semi-supervised cycle-consistency training for end-to-end ASR using unpaired speech
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Integración de la competencia global con telecolaboración en la formación del profesorado en contextos CLIL ; Integrating the Global Competence with Telecollaboration in CLIL Teacher Training
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| 46 |
English language teaching, learning and assessment in Sri Lanka: Policies and practices in the school education system
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Facing medicalization on the school floor: research, theory and practice ; Enfrentando a medicalização no chão da escola: pesquisa, teoria e prática
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In: Obutchénie. Revista de Didática e Psicologia Pedagógica; 2022: v.6, n.1 (jan./abr. 2022) ; 177-197 ; 2526-7647 (2022)
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| 48 |
Feasibility of an automated interview grounded in multiple mini interview (MMI) methodology for selection into the health professions: an international multimethod evaluation
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In: BMJ Open (2022)
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| 49 |
Психолингвистические методы как основа организации тренингов вербальной креативности ; Psycholinguistic Methods as a Basis for Organization of Verbal Creativity Training
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Culturally and Linguistically Responsive Care: An Exploration of Speech-Language Pathology Students' Training and Competence
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| 51 |
Two Sides of Intelligibility: The Practice and Perception of Performed Accents Onstage
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Abstract:
The profession of voice and dialect is built upon the premise of maximum understanding for the audiences attending theatre. This maximum understanding, or intelligibility, has historically driven the practice and continues to shape the profession today. Intelligibility has been used as an objective measure for countless performers throughout the history of performance. However, intelligibility may not be an objective threshold of listening, but a socially constructed term used for both the practice and perception of voices onstage. The work of this dissertation unpacks the idea of audience intelligibility from two perspectives—a critical examination of the relatively short history of the profession of voice and dialect in English-speaking countries, and an empirical investigation into the audience’s role in building intelligibility for actors. Intellgibility is in fact susceptible to social structures and individual’s preconceived normative ideas towards language.Analysis in the history of voice and dialect reveals two recurring goals throughout the past two centuries. One goal of the practice was to eliminate any non-standard language usage in actors and students, to eliminate and traces of linguistic lived experiences for students onstage. The second goal is to replace these non-standard language varieties with sanitized or stereotyped versions of acceptable language varieties, appearing as either a general standardized accent, or stereotypical versions of foreign or regional dialects. The main results of the series of linguistic experiments appear in three main themes. The first main theme is the context of language (e.g., listening to a performance) will necessarily change how listeners perceive language. The second theme is that there are multiple ways to achieve maximum constructed intelligibility, which makes way for more diverse voices in performance. The third theme uncovers the ambiguous relationship between authenticity, imitation, and stereotype, which leads to bigger questions of the role authenticity continues to play in performance. I then offer modifications to a profession by taking seriously the notion of intelligibility as a socially constructed judgment that has a real-world effect on perception. The findings from the history and the experiments contribute to my position about the state of contemporary voice and dialect practices. I use the findings from the body of this dissertation to grapple with my own position as a white theatre maker and advocate for practices that respect the linguistic autonomy of students and actors while honoring the needs of theatrical production.
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Keyword:
actor training; audience studies; dialect; language perception; linguistics; performance
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URL: https://scholarsbank.uoregon.edu/xmlui/handle/1794/27053
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| 52 |
The perception, production and the effect of explicit instruction in L2 English and Spanish vowels in foreign language (FL) adult learners
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TRANSFORMATIVE LEARNING THROUGH ORAL NARRATIVE IN A PARTICIPATORY COMMUNICATION CONTEXT: AN INQUIRY INTO RADIO DRAMA-BASED TRAINING AMONG ZAMBIAN CAREGIVERS OF ABUSED AND EXPLOITED CHILDREN
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In: Theses and Dissertations--Communication (2022)
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Integrating the Global Competence with Telecollaboration in CLIL Teacher Training ; Integración de la competencia global con telecolaboración en la formación del profesorado en contextos CLIL
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In: Distance Education Journal; Vol. 22 No. 69 (2022): Ordinario ; Revista de Educación a Distancia (RED); Vol. 22 Núm. 69 (2022): Ordinario ; 1578-7680 (2022)
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| 55 |
Positive expressive writing as a tool for alleviating burnout and enhancing wellbeing in teachers and other full-time workers
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| 56 |
The perspectives of augmentative and alternative communication experts on the clinical integration of non-invasive brain-computer interfaces
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In: Special Education and Communication Disorders Faculty Publications (2022)
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| 57 |
Desarrollo profesional de maestros de educación especial a través de la narración digital
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In: Comunicar: Revista científica iberoamericana de comunicación y educación, ISSN 1134-3478, Nº 71, 2022 (Ejemplar dedicado a: Discursos de odio en comunicación: Investigaciones y propuestas), pags. 93-104 (2022)
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Competencias TIC y mediáticas del profesorado.: Convergencia hacia un modelo integrado AMI-TIC
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In: Comunicar: Revista científica iberoamericana de comunicación y educación, ISSN 1134-3478, Nº 70, 2022 (Ejemplar dedicado a: Nuevos retos del profesorado ante la enseñanza digital), pags. 21-33 (2022)
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| 59 |
A Review and Discussion of In-service EFL Teachers’ Language Assessment Literacy Level in Junior High School in China
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In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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A Review and Discussion of In-service EFL Teachers’ Language Assessment Literacy Level in Junior High School in China
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In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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