Search results for " TEA"
showing 10 items of 2077 documents
Los tríos amorosos en las dos comedias Serafina
2011
Se realizan una comparación entre la Comedia Serafina de Torres Naharro con la Anónima Valenciana de 1521, también llamada Comedia Serafina. En ambas obras se describe un triángulo amoroso, son diferentes resoluciones finales. Se analizan las relaciones amorosas en dos comedias de la primera mitad del siglo XVI: la anónima valenciana Comedia Serafina de 1521 y la de Torres Naharro, también denominada Comedia Serafina, aparecida en la Propalladia de 1517.
Fortuna Europea della Commedia dell’Arte. XXXII Convegno Internazionale. Roma, Centro Studi sul Teatro Medioevale e Rinascimentale, 2-5 ottobre 2008
2008
Cronaca dei lavori del Convegno Internazionale sulla fortuna della Commedia dell'Arte in Europa.
Fortuna dell’«Alda» di Guglielmo di Blois fra il XII e il XIII secolo: commedie elegiache, “fabliaux” e romanzi cortesi
2018
In questo intervento vengono studiate la fortuna e le imitazioni dell’Alda, commedia elegiaca latina di Guglielmo di Blois (scritta verso il 1169-1170), nella letteratura latina e volgare dei secc. XII e XIII. In particolare, dopo una presentazione generale dell’opera ci si sofferma su alcune commedie elegiache latine successive (Baucis et Traso, De mercatore, De uxore cerdonis di Iacopo da Benevento), su alcuni fabliaux antico-francesi del sec. XIII (Trubert di Douin de Lavesne, Li sohaiz desvez di Jean Bodel, l’anonimo De la damoisele) e sui romanzi di Chrétien de Troyes (Yvain) e di Roberto di Blois (Floris et Lyriopé). L’ultima sezione del lavoro è fondata, infine, sullo studio delle co…
Exploring the discursive construction of subgroups in global virtual teams
2021
The global teams literature has increasingly documented challenges due to demographic faultlines. While this literature tends to assume that faultlines are fixed and produce negative outcomes for teams, organizational communication scholars have long regarded team processes as dynamic and fluid. Drawing on a CCO perspective, we offer a re-conceptualization of subgroups as dynamic and discursively constructed. This study draws on an in-depth, longitudinal analysis of two global virtual teams to examine the discursive construction of subgroups and the role they play in team dynamics. Through a multi-method analysis of a corpus of 839 emails and 16 interviews with members of two global project…
Sensitizing Foreign Language Learners to Cultural Diversity Through Developing Intercultural Communicative Competence
2011
Language and culture are intricately interwoven thus teaching and learning a language inevitabely involves teaching and learning culture of its users. However, this always raises a question about which culture is involved, how the concept is understood and what it means for foreign language learners as well as for native speakers of the language involved. Culture is not monolithic, it comprises a variety of cultural practices that people engage in across a range of social configurations they participate in. The present chapter addresses current concepts of culture in the context of foreign/second language learning, discusses how they relate to foreign language teaching practices (as illustr…
Dealing with Intercultural Communicative Competence in the Foreign Language Classroom
2007
La voz como instrumento clave en la competencia comunicativa del docente universitario
2019
Actualmente, el perfil del profesor universitario engloba el desarrollo de competencias en áreas tan diferentes como complementarias: la docencia, la investigación y la gestión. En este trabajo se presenta una aproximación teórica al estado del arte respecto a las competencias del profesorado universitario en cuanto a su actuación docente. En concreto, se aborda la competencia comunicativa entendida como: a) la capacidad de formar enunciados que no solo sean gramaticalmente correctos sino también socialmente apropiados (Hymes, 1971) y b) el conjunto de conocimientos y destrezas/habilidades lingüísticas, discursivas, socioculturales que permiten la actuación eficaz y adecuada del hablante en…
Intercultural communicative competence in the context of the European higher education area
2009
Abstract In this paper, we analyse the close relationship between the European higher education area (EHEA), the common European framework of reference for languages and intercultural communicative competence (ICC) and show how the implementation of ICC in foreign language teaching can become an essential tool to acquire the full achievement of the EHEA. En este articulo analizamos la estrecha relacion entre el Espacio Europeo de Educacion Superior, el Marco Europeo de las Lenguas y la competencia comunicativa intercultural y mostrar como la implementacion de la CCI en la ensenanza de una lengua extranjera puede convertirse en una herramienta esencial para conseguir los objetivos del EEES.
Why we need TI-Oriented Language Learning and Teaching
2021
The teaching of foreign languages to students in Translation and Interpreting (TI) programmes should be framed within the field of Language for Specific Purposes (LSP). This would make it possible to pinpoint specific curricular content and methodological traits that contribute to the enhancement of the communicative competence and initial development of TI competences. This paper analyses the students’ perspectives on L2 teaching in a TI programme and how it should be undertaken to best comply with the linguistic demands imposed by translation and interpreting. A thematic analysis of 117 open questionnaires returned by students from Austria, Slovenia and Spain identified five areas to whic…
The Cultural Component in the First Language (L1) Teaching: Cultural Heritage, Identity and Motivation in Language Learning
2015
Abstract After almost three decades since the insertion of Catalan (Valencian) within the Valencian education system, its use hasn’t spread through all of the geographical domains and social scopes. In a context of language minorisation, an actual usage of a language is not guaranteed by just acquiring a sounder language competence. For a start we take into consideration a hipothesis defending that even though a comprehension of the goal culture in L2 is not just necessary for a significant use of the language within its society, we also have to realise the importance of the cultural import when using L1. We’ve framed our working field within some research projects which focus on the value …