Parliamo Italiano: Drama and Italian Language Acquisition among University Students
Notice bibliographique
Résumé
As communities across Canada are becoming increasingly diverse and multilingual there is a growing need for progressive approaches to language acquisition. Language learners often experience immense feelings of shame and foreign language anxiety which presents challenges within the learning process. (Bordreault 2010, Sağlamel and Kayaoğlu 2013, and Jordan 2015) Drama has proved itself as a medium with which participants can express themselves in a manner that is not accessible otherwise and therefore, its potential in language-learning environments is extremely promising. (Brown 2008, Dervishai 2009, Ntelioglou 2011, and Stinson and Winston 2015) The question that we are exploring is: How does drama impact language learners' abilities and confidence in speaking and understanding a foreign language? To answer this question, in the month of March, we will facilitate four 1-hour workshops over the course of one week with first year Italian language students at the University of Windsor. Using critical drama practices learned from the Drama in Education & Community program at the university, we will lead participants in drama activities that will be facilitated and experienced solely in Italian. Over the course of the study, we will be using reflective praxis, observation, and questionnaire research methodologies to measure potential changes in the participant's abilities and attitudes towards speaking a foreign language. We hypothesize that the subjects of this study will show increased confidence and ability when interacting with the Italian language. We hope that our findings will benefit the growing body of research surrounding language acquisition and inform future practices in the classroom as the student body continues to grow into a diverse and multilingual community.As communities across Canada are becoming increasingly diverse and multilingual there is a growing need for progressive approaches to language acquisition. Language learners often experience immense feelings of shame and foreign language anxiety which presents challenges within the learning process. (Bordreault 2010, Sağlamel and Kayaoğlu 2013, and Jordan 2015) Drama has proved itself as a medium with which participants can express themselves in a manner that is not accessible otherwise and therefore, its potential in language-learning environments is extremely promising. (Brown 2008, Dervishai 2009, Ntelioglou 2011, and Stinson and Winston 2015) The question that we are exploring is: How does drama impact language learners' abilities and confidence in speaking and understanding a foreign language? To answer this question, in the month of March, we will facilitate four 1-hour workshops over the course of one week with first year Italian language students at the University of Windsor. Using critical drama practices learned from the Drama in Education & Community program at the university, we will lead participants in drama activities that will be facilitated and experienced solely in Italian. Over the course of the study, we will be using reflective praxis, observation, and questionnaire research methodologies to measure potential changes in the participant's abilities and attitudes towards speaking a foreign language. We hypothesize that the subjects of this study will show increased confidence and ability when interacting with the Italian language. We hope that our findings will benefit the growing body of research surrounding language acquisition and inform future practices in the classroom as the student body continues to grow into a diverse and multilingual community.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,006 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,005 | 0,003 |
| Communication savante | 0,006 | 0,002 |
| Science ouverte | 0,001 | 0,004 |
| Intégrité de la recherche | 0,001 | 0,003 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,006 | 0,001 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».