背景
发表于 2025-3-26 21:05:47
http://reply.papertrans.cn/31/3081/308030/308030_31.png
FUME
发表于 2025-3-27 04:47:14
The Elements of Drama: An Intercultural Perspectiverom an intercultural perspective, and possible implications for second language learning. These include intercultural characters and relationships; intercultural dramatic focus; intercultural dramatic tension, time and place, narrative, language and movement; intercultural mood and symbol; and inter
仔细阅读
发表于 2025-3-27 07:08:12
http://reply.papertrans.cn/31/3081/308030/308030_33.png
Cardioplegia
发表于 2025-3-27 12:42:03
Play, Emotions and Distancingindividuals engaged in play, and its implications for second language learning. It also discusses protecting ‘into’ emotions, and distancing in L2/drama. In a praxis-oriented move, the second half of the chapter immerses the reader in a reflective practitioner account of a Content and Language Integ
幸福愉悦感
发表于 2025-3-27 15:55:22
http://reply.papertrans.cn/31/3081/308030/308030_35.png
西瓜
发表于 2025-3-27 20:43:39
Navigating Performative Language Pedagogy It opens with a brief overview of the Common European Framework of Reference for Languages (CEFR) levels, and alignment with various dramatic forms in performative language pedagogy, both large-scale and small-scale. It also contemplates language assessment in process drama from a variety of perspe
纹章
发表于 2025-3-27 22:51:41
Performative Research: Methodology and Methodsaphor to make sense of the research problem, and its transformation into a visual metaphor to crystallise the research design. In a reflexive gesture, seven methodological challenges are outlined, framed as ‘problem-setting’ scenarios emerging from the study, problematised within the unique context
命令变成大炮
发表于 2025-3-28 05:18:25
Learner Engagementr engagement is analysed across three domains. Within the domain of Second Language Acquisition, language engagement is construed as an active perception-in-action process. Within the domain of Intercultural Education, intercultural dramatic tension emerges as a vital element to sustain intercultura
MUTE
发表于 2025-3-28 08:28:57
Teacher Artistryanguage learning. Translanguaging reflective practice enabled the author to unveil a tacit dissonance in her overt and covert attitudes related to reflecting in action when structuring process drama. The analysis tracks a progression from ‘unconscious incompetence’ to ‘unconscious competence’, acros
encomiast
发表于 2025-3-28 10:47:48
Conclusion: Embodying Language in Actionprocess drama. It considers issues related to identity in the teacher as artist, and touches on the lingering myth of creativity as the gift of only a talented few—inviting teachers to unsubscribe from this view, to fully embrace the paradigm of the artistry of teaching. It highlights the importance