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Relevant bibliographies by topics / Acting in a foreign language

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Academic literature on the topic 'Acting in a foreign language'

Author: Grafiati

Published: 27 July 2024

Last updated: 31 July 2025

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Journal articles on the topic "Acting in a foreign language"

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Danilin, Roman A. "Development of foreign language intercultural interaction skills of students for the purpose of foreign language teaching at a linguistic university." Neophilology, no. 25 (2021): 127–36. http://dx.doi.org/10.20310/2587-6953-2021-7-25-127-136.

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Development of foreign language intercultural interaction skills is one of the main goals of foreign language teaching to students of the “Pedagogical Education” (profile “English Language”) programme. At the same time, the content of teaching foreign language intercultural interaction is the subject of discussion in the scientific literature. In this study we present the history of the problem of formulating the goals of foreign language teaching, consider several models of foreign language communicative competence and intercultural competence. As a result, a list of inter-cultural skills is

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Süleyman, KASAP. "Mental Well-Being And Foreign Language Anxiety." Multicultural Education 7, no. 4 (2021): 226. https://doi.org/10.5281/zenodo.4716345.

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<em>Mental well-being can be defined as the individual's positive perception of himself and being aware of his strengths and limitations by realizing himself / herself, as well as being satisfied with himself/herself, acting autonomously and independently, and finding his life meaningful. This mental state will affect living condition such as health, education, work, social relationships, established and natural environments, security, civic participation and governance, housing and work-life balance. In this study, the mental well-being and foreign language anxiety level of 102 university

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Poseletska, Kateryna, Svitlana Kyrychenko, Olha Vlasenko, Iryna Koval, Iryna Potiuk, and Silviia Shpenyk. "Scenarios for the Use of Chatbots in Teaching a Foreign Language in the Higher Educational Institution (HEI)." Revista Romaneasca pentru Educatie Multidimensionala 15, no. 3 (2023): 347–59. http://dx.doi.org/10.18662/rrem/15.3/770.

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Nowadays, there are a huge number of applications that help to learn foreign languages in HEIs. The article gives a concept of chatbots, their application scenarios for the development of speaking skills of HEI students learning English; defines the role of chatbots in acquiring language practice; analyzes today's chatbots for learning foreign languages; investigates the functions of chatbots for modeling language behavior. Despite their imperfect intelligence, large companies (e.g., Apple, Google, and Amazon) have already placed chatbots in the center of their flagship devices. Chatbots are n

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Enever, Janet. "Global language policies." Language Teaching for Young Learners 2, no. 2 (2020): 162–91. http://dx.doi.org/10.1075/ltyl.19021.ene.

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Abstract This paper reviews patterns of primary foreign language policy across the world, analysing the development of policy and subsequent implementation processes with reference to the particular local histories and current politics at regional, national and supranational levels of governance. In providing an overview of current provision and recent research the paper draws on the theoretical frame of historical materialism to consider the impact of global forces in three economic regions of the world today in contexts where substantial growth in the provision of primary foreign languages i

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Бреева, Н. В. ""Soft Skills" formation and development in teaching a foreign language in the specialty of secondary vocational education 52.02.04 "Acting"." Modern Humanities Success, no. 4 (April 30, 2024): 212–18. http://dx.doi.org/10.58224/2618-7175-2024-4-212-218.

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в данной статье рассматривается важность формирования и развития навыков «Soft Skills» в процессе преподавания иностранного языка для студентов специальности среднего профессионального образования 52.02.04 «Актёрское искусство». Автор статьи подчеркивает значимость навыков общения, критического и креативного мышления, а также других «Soft Skills» для успешного обучения иностранного языка и развития актёрских навыков. Статья содержит анализ теоретических аспектов формирования и развития «Soft Skills» в контексте преподавания иностранного языка, проведенный на основе изученного материала отечест

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Wahono, Suparwoto Sapto, and Ira Hamida Nurul Zahro. "Using Inquiry Based Learning to Improve Students Speaking Skills." Journal of Language Intelligence and Culture 3, no. 2 (2021): 125–38. http://dx.doi.org/10.35719/jlic.v3i2.55.

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English is one of the existing languages in this world. Speaking is one of the important skills in English. A priority for many second language or foreign language learners is the mastery of speaking. Speaking is one of the indicators that someone understands English. As a foreign language, English tends to be difficult to be learnt by foreign language learners. The researcher aimed to find out if the use of inquiry-based learning method can improve the students’ speaking skill at the tenth-grade students of vocational high school. This research used classroom action research (CAR). The cycles

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Wahono, Suparwoto Sapto, and Ira Hamida Nurul Zahro. "Using Inquiry Based Learning to Improve Student’s Speaking Skills." Journal of Language Intelligence and Culture 2, no. 2 (2021): 125–38. http://dx.doi.org/10.35719/jlic.v2i2.55.

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English is one of the existing languages in this world. Speaking is one of the important skills in English. A priority for many second language or foreign language learners is the mastery of speaking. Speaking is one of the indicators that someone understands English. As a foreign language, English tends to be difficult to be learnt by foreign language learners. The researcher aimed to find out if the use of inquiry-based learning method can improve the students’ speaking skill at the tenth-grade students of vocational high school. This research used classroom action research (CAR). The cycles

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Zhao, Ruohan. "Causes and Consequences of Foreign Language Speaking Anxiety among Chinese College Students." Journal of Language, Culture and Education 1, no. 1 (2024): 25–30. http://dx.doi.org/10.70267/rrv65g59.

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Speaking anxiety is the most prominent and common phenomenon in the process of foreign language learning. As one of the important affective factors, anxiety has a pivotal influence on students' motivation promotion, effect absorption, and the establishment of the thinking-acting pool in foreign language learning. In this article, we will try to analyse the causes of foreign language speaking anxiety among Chinese university students from the comprehensive perspectives of individual students, family expectations, educational resources, and domestic and international environments, and shed light

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ERMOLAEVA, Zh E., and H. F. VALIEV. "The use of psychoacoustics data in teaching Russian as a foreign language." CULTURE AND SAFETY 1 (2023): 50–57. http://dx.doi.org/10.25257/kb.2023.1.50-57.

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The article considers psychoacoustics issues related to the difficulties of percepting of Russian speech by foreigners. A hypothesis has been proposed that the complexity of perception depends on the words and language frequency. A spectral analysis was carried out using the voice acting of the frequent words of the Russian and English languages by means of female and male voices of artificial intelligence. Recommendations have been given to teachers who teach Russian to foreign students on how to improve the quality of listening comprehension activities.

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Shchukina, Galina O. "Organizing Integrated Сlasses in a Foreign Language". Vestnik of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics 29, № 4 (2024): 98–103. http://dx.doi.org/10.34216/2073-1426-2023-29-3-98-103.

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The article discusses the implementation of exercises adopted from acting, screenwriting, poetry, music, and drawing teaching to develop various foreign language skills. Taking into consideration the beneficial impact of poly-artistic approach to organizing the education process, the author attempts to apply tasks and techniques for professional creators training to ensure better learning outcomes, especially in terms of improvised speaking and writing. The integration of the arts in liason with the whole language approach creates an adequate basis for reaching the highest stage of a foreign l

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Dissertations / Theses on the topic "Acting in a foreign language"

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Lutzker, Peter. "The art of foreign language teaching improvisation and drama in teacher development and language learning." Tübingen Basel Francke, 2007. http://deposit.d-nb.de/cgi-bin/dokserv?id=2970328&prov=M&dok_var=1&dok_ext=htm.

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Sun, Lixia. "Reviewing computer-assisted language learning (CALL) in a vocational school in China." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=init_5543_1178702325.

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In recent years, advances in computer technology have motivated Chinese teachers to reassess computer use and consider it as a valuable part of daily foreign language learning and teaching. Software programmes, USB (Universal Serial Bus) technology, and computer networks are providing teachers with new methods of incorporating culture, grammar, and real language use in the classroom. Students gain access to audio, visual and textual information about the language through the use of computers. The aim of this study was to investigate vocational school English students and teachers concerns and

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Hennebry, Mairin. "Investigating the impact of formal Modern Foreign Language instruction in developing active European citizenship." Thesis, University of Oxford, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.523102.

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Georgiou, Mary. "Intercultural competence in foreign language teaching and learning : action inquiry in a Cypriot tertiary institution." Thesis, University of Nottingham, 2011. http://eprints.nottingham.ac.uk/11866/.

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This study explores the potential of teaching intercultural competence in foreign language courses through the example of a pedagogical experience in a higher education institution. Language research increasingly acknowledges the intercultural dimension of foreign language education and foreign language teachers’ social and moral responsibilities. Successful intercultural interactions presuppose unprejudiced attitudes, hence learners’ intercultural competence: tolerance and understanding of other cultures as well as cultural self-awareness. Intercultural communicative competence can therefore

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Gao, Li. "Teaching reading in English as a foreign language: a study of a grade 10 class in Taiyuan City, China." Thesis, University of the Western Cape, 2007. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_6754_1255508055.

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<p>Since economic reform started in China in 1978, the educational objectives for English language teaching have undergone many changes. In secondary school, reading and writing abilities have become increasingly important, not only in assisting students to study and work in English language contexts, but also in setting up the foundation for further English learning at university level. Thus, new materials have been devised and new teaching methods have been used. However, in practice, the English reading skills of many learners do not seem to have improved and learners have difficulty in ach

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Otaala, Laura Ariko. "Action researching the interaction between teaching, learning, language and assessment at The University of Namibia." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&amp.

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The purpose of this study was to investigate the views of students and lecturers at the University of Namibia about teaching and learning. The study specifically determined the views of students and lectures in relation to language, teaching, learning and assessment as well as what we might learn from analysis of these views to assist in improving teaching, learning and assessment.

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Nitta, Takayo. "Affective, cognitive and social factors affecting Japanese learners of English in Cape Town." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_1842_1210749983.

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<p>This research used diary studies and interviews with five Japanese learners of English to investigate the different affective, cognitive and social factors that affected their learning of English in Cape Town between 2004 and 2005. The findings of this study corroborate arguments put forward by Gardner that factors such as learning goals, learning strategy, attitude, motivation, anxiety, self-confidence and cultural beliefs about communication affect the acquisition of a second language and correlate with one another.</p>

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Lee, Eun-Jo. "Exploring L2 Writing Strategies from a Socio-cognitive Perspective: Mediated Actions, Goals, and Setting in L2 Writing." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1306898143.

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Lu, Cheng-Wei. "Activity theory as a basis for negotiation training in adult English-as-a-foreign-language instruction." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2959.

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The project offers Taiwanese teachers who work with adults a new concept of teaching crosscultural negotiation skills as part of their EFL instruction. It also presents Taiwanese teachers with a method of analyzing their educational practice to encourage more active and engaged teaching with a useful curriculum and its corresponding assessment.

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Manaliyo, Jean-Claude. "Tourism and multilingualism in Cape Town: language practices and policy." Thesis, University of the Western Cape, 2009. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_8152_1283326267.

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<p>Language diversity continues to create a language barrier to international tourism. Tourists from non-English speaking countries face a language barrier in South Africa and this affects their experiences in the country. Measuring and understanding something of this challenge is the purpose of this study. The focus is on how the tourism industry in Cape Town uses languages to sell and promote the city internationally. The study investigates procedures, strategies, and policies adopted by the tourism industry in Cape Town to cater for tourists from across the world. In addition, the study als

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Books on the topic "Acting in a foreign language"

1

Lutzker, Peter. The art of foreign language teaching: Improvisation and drama in teacher development and language learning. Francke Verlag, 2007.

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2

Dudnik, Leonid. Referencing of foreign language texts. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1077513.

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The textbook offers a model of abstract activity — the scientific basis of the system of educational actions for the formation of abstract competence. The issues of translation as a way of carrying out abstract actions are considered and texts for compiling abstracts in Russian and English are proposed. It is aimed at the formation and development of the skills of abstracting foreign-language texts in the process of learning foreign languages at universities.  Meets the requirements of the federal state educational standards of higher education of the latest generation. It is

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Herman, Lewis. Foreign dialects: A manual for actors, directors, and writers. Routledge, 1996.

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Geoff, Brindley, and Macquarie University. National Centre for English Language Teaching and Research., eds. The Second language curriculum in action. Published ... by the National Centre for English Language Teaching and Research on behalf of the Dept. of Immigration, Local Government and Ethnic Affairs, 1990.

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5

Tinker, Sachs Gertrude, and City University of Hong Kong. Dept. of English and Communication., eds. Action research in English language teaching. Dept. of English and Communication, City University of Hong Kong, 2002.

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Alfërova, L. D. Dialekty v st͡senicheskoĭ rechi: Monografii͡a. Izdatelʹstvo Peterburgskoĭ gosudarstvennoĭ akademii teatralʹnogo iskusstva, 2010.

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Meier, Paul. Accents and dialects for stage and screen: An instruction manual for 24 accents and dialects commonly used by English-speaking actors. Paul Meier Dialect Services, 2009.

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Wallace, Michael J. Action research for language teachers. Cambridge University Press, 1997.

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Frank, Christine. Grammar in action: Awareness activities for language learning. Prentice-Hall International, 1987.

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Frank, Christine. Grammar in action: Awareness activities for language learning. Prentice-Hall, 1987.

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Book chapters on the topic "Acting in a foreign language"

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Carr, Jo, and Anne Pauwels. "Changing thinking, transforming action." In Boys and foreign language learning. Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230501652_9.

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Tuin, Dirk, and Gerard Westhoff. "The Task Force of the Dutch National Action Programme as an Instrument for Developing and Implementing Foreign-Language Policy." In Perspectives on Foreign Language Policy. John Benjamins Publishing Company, 1997. http://dx.doi.org/10.1075/z.81.03tui.

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Martínez-Flor, Alicia, Ariadna Sánchez-Hernández, and Júlia Barón. "Chapter 1. L2 pragmatics in action." In Language Learning & Language Teaching. John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/lllt.58.01mar.

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Over the last four decades, interlanguage pragmatics studies have paid special attention to instructional pragmatics; that is, to what extent instruction plays a role in developing learners’ second/foreign language (L2) pragmatic ability in instructional settings (Plonsky & Zhuang, 2019). Research has traditionally focused on the teaching-learning process, but there is still a lack of scholarly interest in the two main protagonists: the teachers and the learners. To address this research gap, the present chapter presents an overview of the current picture of L2 pragmatics in instructional

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Lee, Jeong-Ae. "Using Minimal Language to Help Foreign Learners Understand Korean Honorifics." In Minimal Languages in Action. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64077-4_8.

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Maskeliunas, Rytis, Algimantas Rudzionis, and Vytautas Rudzionis. "Advances on the Use of the Foreign Language Recognizer." In Development of Multimodal Interfaces: Active Listening and Synchrony. Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-12397-9_18.

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Čok, Tina. "Classification of Verbal Actions in Typologically Unrelated Languages." In Cognitive Implications for Raising Cross-language Awareness in Foreign Language Acquisition. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-27829-7_3.

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Siever, Holger, and Anne Simone Wehberg. "Chapter 13. Using action-oriented methods in foreign language classes to enhance translation competence." In Instrumentalising Foreign Language Pedagogy in Translator and Interpreter Training. John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/btl.161.13sie.

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This chapter presents an empirical study conducted in foreign language classes and in translator training classes (Spanish–German). The main aim of the study was twofold: (1) to show whether methods used in translation classes could be used in foreign language classes to enhance foreign language competence; and (2) to show whether, and if so how, translation competence could be enhanced by using action-oriented methods in translator training classes. So, instead of beginning class by analysing the source text’s features and then translating the source text right away, students first discussed

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Aguirre Fernández Bravo, Elena, and María Dolores Guindal Pintado. "Chapter 4. Free voluntary reading as a language and knowledge enhancement tool and its impact on interpreting students’ self-perceived B language fluency." In Instrumentalising Foreign Language Pedagogy in Translator and Interpreter Training. John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/btl.161.04fer.

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The present proposal argues that it is relevant to design, implement and test more practical strategies to help Interpreting students enhance their second active working language to meet market requirements. Within the framework of a dialogue interpreting B.A. course, a free voluntary reading (FVR) experiment was conducted, based on the extensive literature proving that self-selected reading contributes to improving second language acquisition. The aim was to explore its potential as a Language and Knowledge Enhancement tool in improving native Spanish Interpreting students’ self-perceived flu

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Jiang, Dayu. "Expertise Reversal Effect: When Years of Active Learning Account for Language Expertise (Experiment 2)." In Cognitive Load Theory and Foreign Language Listening Comprehension. Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-97-2317-1_9.

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Aro, Mari. "In Action and Inaction: English Learners Authoring Their Agency." In Beliefs, Agency and Identity in Foreign Language Learning and Teaching. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/9781137425959_4.

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Conference papers on the topic "Acting in a foreign language"

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Pančevac, Milica, and Ana Tripković. "Challenges in Using Active Learning it Strategies in Foreign Language Teaching for Higher Education." In Sinteza 2025. Singidunum University, 2025. https://doi.org/10.15308/sinteza-2025-431-437.

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Chornous, Vira, and Halyna Husar. "Foreign language in the context of standardization of foreign language education in the medical field." In Current Challenges and New Opportunities in Science and Education. PE Lesiuk T.P., 2025. https://doi.org/10.64076/ihrc250626.02.

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Chornous, Vira, and Halyna Husar. "Foreign language in the context of standardization of foreign language education in the medical field." In Current Challenges and New Opportunities in Science and Education. PE Lesiuk T.P., 2025. https://doi.org/10.64076/iedc250626.02.

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Ermanov, Davron, and Munisa Saydullayeva. "USING BODY LANGUAGE IN LANGUAGE TEACHING." In Modern approaches and new trends in teaching foreign languages. Alisher Navo'i Tashkent state university of Uzbek language and literature, 2024. http://dx.doi.org/10.52773/tsuull.conf.teach.foreign.lang.2024.8.5/psld8751.

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This course paper studies what body language is, its importance in the classroom and why teachers should use it while teaching students. Especially when teaching foreign languages, the teacher's teaching body language has a great impact on the effectiveness of the lesson and understanding the lessons topic. In classroom, using body language can help the lesson to be interesting and interactive and students can easily learn and understand the basic meaning of the topic. It is an important method for teachers to learn about the students by noticing the students’ body language. Teachers can figur

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Dolzhich, Elena Anatolievna, Svetlana Vladimirovna Dmitrichenkova, and Polina Andreevna Dolzhich. "STUDENT ENGAGEMENT IN FOREIGN LANGUAGE LEARNING." In Themed collection of papers from Foreign international scientific conference «Joint innovation - joint development». Part 1. by HNRI «National development» in cooperation with PS of UA. May 2024. - Harbin (China). Crossref, 2024. http://dx.doi.org/10.37539/240530.2024.43.73.008.

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The authors analyze foreign language teaching methods and resources considering psychological characteristics of modern students. The methodological basis of the study is the dialogic paradigm of education. Active learning methods with integration of Information and Communication Technologies encourage students to stay focused on their learning and to participate actively in the learning process. The research also contains analysis of digital resources, which contribute to improve students’ learning activity. The results of the research can be successfully used in teaching foreign languages.

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Shih, Y. E. "Language in action: applying mobile classroom in foreign language learning." In Fifth IEEE International Conference on Advanced Learning Technologies (ICALT'05). IEEE, 2005. http://dx.doi.org/10.1109/icalt.2005.188.

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Gonzalez Curiel, Ania Delia. "Creating Short Animated Videos With Young Foreign Language Learners Through the Khan Academy Kids App." In 5th World Conference on Arts, Humanities, Social Sciences and Education. Eurasia Conferences, 2024. http://dx.doi.org/10.62422/978-81-968539-1-4-021.

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This presentation delves into the synergy of creative storytelling and technology to enhance language acquisition in young learners (YLs). Acknowledging the effectiveness of narrative exploration in fostering language proficiency and motivation, the session explores the integration of the Khan Academy Kids app as a powerful tool for YLs to craft original 1-minute animated videos in the foreign language classroom. The presentation will present a dynamic project where YLs utilized the target language learned during specific units to conceive and articulate their own narratives, progressing to dr

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Taikumanova, Mahabbat, and Elmirа Uteubayeva. "ACMEORIENTED DEVELOPMENT OF TEACHERS IN THE INTEGRATED EDUCATIONAL SPACE." In Modern pedagogical technologies in foreign language education: trends, transformations, vectors of development. ACCESS Press, 2021. http://dx.doi.org/10.46656/proceeding.2021.foreign.language(31).

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In this article, the problems of the teacher's professional development, as well as the pedagogical conditions of the acmeoriented mentoring within educational institutions are being examined. The characteristics of mentoring, the features of the integrated educational space of pedagogical education in the training of teachers also had been presented here. Nowadays, the need for mentoring is quite urgent to an extent that a modern teacher must be able to instantly 'react' to the ongoing changes within the educational system. A proper 'response' to such metamorphoses in the institutional enviro

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Huelsing, Anna, and Andrea Horbach. "Opinions Are Buildings: Metaphors in Secondary Education Foreign Language Learning." In 13th Workshop on Natural Language Processing for Computer Assisted Language Learning. Linköping University Electronic Press, 2024. http://dx.doi.org/10.3384/ecp211007.

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Automatic metaphor detection has been an active field of research for years. Yet, it was rarely investigated how automatic metaphor detection can aid language learning. We therefore present MEWSMET, a corpus of argumentative essays written by English as Foreign Language learners annotated for metaphors. We differentiate between two kinds of metaphors: metaphors that are comprehensible to native speakers, even though they themselves would not use them (comprehensible metaphors, CMs) and metaphors that native speakers would use (target language metaphors, TLMs). We use MEWSMET in two ways: First

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SOLCAN, Angela. "The effective role of authentic tasks in learning to speak a foreign language fluently." In "Ştiință și educație: noi abordări și perspective", conferinţă ştiinţifică internaţională. Ion Creangă Pedagogical State University, 2024. https://doi.org/10.46727/c.v3.21-22-03-2024.p356-363.

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The progress of didactics is reflected in the new methods and techniques which contribute to a new conceptualization of training of communicative language skills for students. The actions of the last decade regarding the reform of the education system incite textbooks designers and teachers to new provocations. The authentic task occupies an important place in language teaching, beginning especially with the introduction of the CEFR in 2001, then with the appearance of the Complementary Volume in 2018. Its role is reinforced in our country due to the National Curriculum for foreign languages,

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Reports on the topic "Acting in a foreign language"

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Бакум, З. П., and В. О. Лапіна. Educational Dialogue in the Process of Foreign Language Training of Future Miners. Криворізький державний педагогічний університет, 2014. http://dx.doi.org/10.31812/0564/395.

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On the basis of scientific analysis the article authors develop a scheme that allows planning and organizing the process of learning foreign languages with the use of dialogic didactic means during foreign language training of future miners. The article gives a definition of „educational dialogue‟, observes its structure, and defines its stages: modeling (a future educational dialogue model designing and ways of its implementation at a lesson); motivational (identifying problem, task for solving which encourage further active learnsearch activity of educational dialogue participants); searchin

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BEKUZAROVA, N. V., and E. M. Nazarenko. E-course in foreign language. SIB-expertise, 2023. http://dx.doi.org/10.12731/er0672.16022023.

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SWA CONSULTING INC RALEIGH NC. Evaluating Predictors of Foreign Language Learning. Defense Technical Information Center, 2011. http://dx.doi.org/10.21236/ada585074.

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Juveland, Sara. Foreign Language Students' Beliefs about Homestays. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.289.

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Dorr, Bonnie. LEXICALL: Lexicon Construction for Foreign Language Tutoring. Defense Technical Information Center, 1997. http://dx.doi.org/10.21236/ada458641.

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Ore, Brian M., Stephen A. Thorn, David M. Hoeferlin, Raymond E. Slyh, and Eric G. Hansen. Foreign Language Analysis and Recognition (FLARE) Progress. Defense Technical Information Center, 2015. http://dx.doi.org/10.21236/ada616191.

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Dowdall, Paul. TEFL - Teaching ECONOMICS as a Foreign Language. The Economics Network, 2004. http://dx.doi.org/10.53593/n208a.

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Bienkowski, Sarah, Reanna Poncheri Harman, Kathryn Nelson, et al. Special Operations Forces Language and Culture Needs Assessment: Foreign Language Proficiency Bonus. Defense Technical Information Center, 2010. http://dx.doi.org/10.21236/ada634202.

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Suárez Acevedo, Brian Gonzalo, Kerry Kathleen Burns, Alfredo Duarte Fletcher, and José Fernando Gómez Rueda. Teaching english as a foreign language through volleyball. Universidad Cooperativa de Colombia, 2016. http://dx.doi.org/10.16925/greylit.1610.

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Slyh, Raymond E., and Eric G. Hansen. Detecting the Difficulty Level of Foreign Language Texts. Defense Technical Information Center, 2010. http://dx.doi.org/10.21236/ada516000.

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