Songs and drama integrated in EFL learning
At present there is a growing concern among language teachers about developing non-traditional approaches to bridge the gap between classroom settings and real life situations. The article is intended to reveal the rich potential of musical performances based on the use of educational drama and songs in EFL teaching. The ever-increasing amount of research articles in various fields ranging from cognitive science and psycholinguistics to anthropology and sociolinguistics - to name just a few - highlight numerous benefits of the evolving trend. However a complex approach to integrating songs and drama in EFL learning has not so far received all the attention it deserves. The authors discuss an attempt at elaborating such an approach largely targeting young students in a L1 setting, its primary goal being to make them more motivated and receptive to language learning. We start by a brief overview of the present day state of the art, then move on to outlining the concept of the ELT Theatre and its implications for EFL learning, and finally illustrate some options of systemically implementing the approach offered to organising extra-curriculum at different stages of language acquisition.
This paper brings together several approaches for the quantitative analysis of characters in literary texts, discusses the potential of a multidimensional description beyond top characters (protagonists) and suggests an approach for typologising quantitative dominance relations within the cast of a drama.
The article addresses the issue of using English songs to assist students of non-language departments master basic linguistic skills and communicative abilities. The authors offer a systematic and flexible approach to dealing with educational songs, demonstrate advantages of implementing numerous tasks to be varied and adapted to the needs of particular target audiences. The considered approach is intended to raise students’ motivation in learning foreign language.
We here investigate whether the well-known laterality of spoken language to the dominant left hemisphere could be explained by the learning of sensorimotor links between a word's articulatory program and its corresponding sound structure. Human-specific asymmetry of acoustic-articulatory connectivity is evident structurally, at the neuroanatomical level, in the arcuate fascicle, which connects superior-temporal and frontal cortices and is more developed in the left hemisphere. Because these left-lateralised fronto-temporal fibres provide a substrate for auditory-motor associations, we hypothesised that learning of acoustic-articulatory coincidences produces laterality, whereas perceptual learning does not. Twenty subjects studied a large (n=48) set of novel meaningless syllable combinations, pseudowords, in a perceptual learning condition, where they carefully listened to repeatedly presented novel items, and, crucially, in an articulatory learning condition, where each item had to be repeated immediately, so that articulatory and auditory speech-evoked cortical activations coincided. In the 14 subjects who successfully passed the learning routine and could recognize the learnt items reliably, both perceptual and articulatory learning were found to lead to an increase of pseudoword-elicited event-related potentials (ERPs), thus reflecting the formation of new memory circuits. Importantly, after articulatory learning, pseudoword-elicited ERPs were more strongly left-lateralised than after perceptual learning. Source localisation confirmed that perceptual learning led to increased activation in superior-temporal cortex bilaterally, whereas items learnt in the articulatory condition activated bilateral superior-temporal auditory in combination with left-pre-central motor areas. These results support a new explanation of the laterality of spoken language based on the neuroanatomy of sensorimotor links and Hebbian learning principles.
Aristotle’s neat compartmentalization notwithstanding (Poetics, ch. 9), historians and playwrights have both been laying claim to representations of the past – arguably since Antiquity, but certainly since the Renaissance. At a time when narratology challenges historiographers to differentiate their “emplotments” (White) from literary inventions, this thirteen-essay collection takes a fresh look at the production of historico-political knowledge in literature and the intricacies of reality and fiction.
Written by experts who teach in Germany, Austria, Russia, and the United States, the articles provide a thorough interpretation of early modern drama (with a view to classical times and the 19th century) as an ideological platform that is as open to royal self-fashioning and soteriology as it is to travestying and subverting the means and ends of historical interpretation. The comparative analysis of metapoetic and historiosophic aspects also sheds light on drama as a transnational phenomenon, demonstrating the importance of the cultural net that links the multifaceted textual examples from France, Russia, England, Italy, and the Netherlands.
Internet video resources provide wide opportunities for studying dissemination of national cultures and the impact of these cultures in different countries. Thus, YouTube Analytics allows obtaining various information for each video published on YouTube, such as Performance metrics (views and watch time), Engagement metrics (likes, dislikes, comments, etc.), Demographics (information on the gender and the location of viewers), etc. The study described in this paper concerns the dynamics of interest in Russian music videos published on YouTube. The data for this research were taken from a personal music channel https://www.youtube.com/GMartynenko devoted to classical and traditional vocal music. The dynamics of interest in Russian music videos was traced during three years (2014–2016). It turned out that among neighboring countries of Russia it is possible to distinguish two groups of countries, the users from which have similar music preferences. The list of countries with high interest in Russian musical culture is presented. It turned out that one of leading positions in this list belongs to Latvia. Because of that the dynamics of interest expressed by YouTube users from Latvia has been specially analyzed for the same time period.
The paper is focused on the study of reaction of italian literature critics on the publication of the Boris Pasternak's novel "Doctor Jivago". The analysys of the book ""Doctor Jivago", Pasternak, 1958, Italy" (published in Russian language in "Reka vremen", 2012, in Moscow) is given. The papers of italian writers, critics and historians of literature, who reacted immediately upon the publication of the novel (A. Moravia, I. Calvino, F.Fortini, C. Cassola, C. Salinari ecc.) are studied and analised.
In the article the patterns of the realization of emotional utterances in dialogic and monologic speech are described. The author pays special attention to the characteristic features of the speech of a speaker feeling psychic tension and to the compositional-pragmatic peculiarities of dialogic and monologic text.