Relevant bibliographies by topics / Communicative approach

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
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Academic literature on the topic 'Communicative approach'

Author: Grafiati
Published: 4 June 2021
Last updated: 27 January 2023

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Journal articles on the topic "Communicative approach"

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Zhang, Yuxuan, Jiao Chen, and Hongning Tian. "Misunderstandings of Communicative Approach in College English Teaching." BCP Education & Psychology 7 (November 7, 2022): 43–45. http://dx.doi.org/10.54691/bcpep.v7i.2605.

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The Communicative Approach, started in the 70s, focus on real communication and interaction. This approach is prevalent in English teaching as it proposed an alternative to the then ubiquitous systems-oriented approaches. In the Communicative Approach, instead of focusing on the acquisition of vocabulary and grammar, it emphasizes the development of learner’s competence to communicate in real-life situations. In other words, it aims at cultivating communicative competence rather than the grammatical or linguistic competence. Although the Communicative Approach is an effective method to teach English, it is often misunderstood and misused by many English teachers, especially college English teachers. This thesis explains what the essence of communicative teaching method is, what are its characteristics, and what misunderstandings teachers usually have about it, in the hope that the Communicative Approach can be used correctly and effectively in college English teaching and students can actually increase their English competence from this approach.
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Gmytrasiewicz, Piotr. "How to Do Things with Words: A Bayesian Approach." Journal of Artificial Intelligence Research 68 (August 17, 2020): 753–76. http://dx.doi.org/10.1613/jair.1.11951.

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Communication changes the beliefs of the listener and of the speaker. The value of a communicative act stems from the valuable belief states which result from this act. To model this we build on the Interactive POMDP (IPOMDP) framework, which extends POMDPs to allow agents to model others in multi-agent settings, and we include communication that can take place between the agents to formulate Communicative IPOMDPs (CIPOMDPs). We treat communication as a type of action and therefore, decisions regarding communicative acts are based on decision-theoretic planning using the Bellman optimality principle and value iteration, just as they are for all other rational actions. As in any form of planning, the results of actions need to be precisely specified. We use the Bayes’ theorem to derive how agents update their beliefs in CIPOMDPs; updates are due to agents’ actions, observations, messages they send to other agents, and messages they receive from others. The Bayesian decision-theoretic approach frees us from the commonly made assumption of cooperative discourse – we consider agents which are free to be dishonest while communicating and are guided only by their selfish rationality. We use a simple Tiger game to illustrate the belief update, and to show that the ability to rationally communicate allows agents to improve efficiency of their interactions.
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Sri Hardini, Zaini Munawir, Waridah. "AN ANALYSIS COMMUNICATIVE LANGUAGE TEACHING." JURNAL PENELITIAN PENDIDIKAN BAHASA DAN SASTRA 6, no. 2 (October 18, 2021): 78–87. http://dx.doi.org/10.32696/jp2bs.v6i2.940.

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The title of this Independent Research is An analysis of communicative language teaching .The analysis that is carried out is focused only on the communication approach to students or pupils with various methods that will be given. The goal of Communicative Language Teaching is to have one’s students become communicatively competent. While this has been the stated goal of many of the other methods in the communicative approach the notion of what it takes to be communicatively competent is much expanded. Adherents of the communicative approach, which we will consider in this Analysis acknowledge that structures and vocabulary are important. However they feel that preparation for communication will be inadequate if only these are taught. Students may know the rules of language usage, but will be unable to use the language. When we communicate, we use the language to accomplish some function, such arguing, persuading, or promising. More over, we carry out these functions within a social context. A speaker will choose a particular way to express his argument not only based upon his intent and his level of emotion, but also on whom he is addressing and what his relationship with that person is. Furthermore, since communication is a process, it is sufficient for students to simply have knowledge of target language forms, meanings and functions. Students must be able to apply this knowledge in negotiating meaning. It is through the interaction between speaker and listener (or reader and writer) that meaning becomes clear. The listener gives the speaker feedbacks as to whether or not he understands what the speaker has said. In this way, the speaker can revise what he said and try to communicate his intend meaning again, if necessary.
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Zaitseva, Margaryta, and Lyudmyla Pelepeychenko. "Social Interaction: Communicative Approach." Theory and Practice in Language Studies 12, no. 1 (January 2, 2022): 123–29. http://dx.doi.org/10.17507/tpls.1201.15.

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The article focuses on the study of requirements for communication in the social sphere and justification of their specificity in comparison with other types of verbal interaction. The relevance of the stated problem is determined by the significant influence of social communications on society and the dependence of public safety on the effectiveness of social interaction. The study aimed at identifying the types of violations of commonly known maxims in the social sphere and substantiating the specificity of requirements for social communicative interaction. Two main methods were used in the research: projecting and modeling. The well-known communication maxims were divided into two groups. The first group contains those that define the requirements for organizing the content of the message and are aimed at ensuring the fullness of its perception by the addressees. The second group includes maxims, which establish requirements for the moral climate of communication and the implementation of the principle of politeness. The data of interviews given by representatives of governmental bodies to journalists of certain TV channels and blogs, as well as the analysis of Internet news videos revealed the types of violations of the well-known maxims of communication in the social domain. The main ones are: ignoring the maxims of the second group in interviews and non-compliance with the maxims of the first group in news programs. It has been proved that the well-known maxims of communication need to be revised taking into account the conditions of social contact discourse. The specificity of maxims in social communicative interaction was substantiated.
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Jumamuratova, N. "Using communicative approach in the learning process." Ренессанс в парадигме новаций образования и технологий в XXI веке, no. 1 (May 30, 2022): 175–76. http://dx.doi.org/10.47689/innovations-in-edu-vol-iss1-pp175-176.

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The article is devoted to the consideration of the communicative approach in the practice of teaching English as a foreign language. The purpose of the communicative approach is to teach how to use the studied foreign language as a means of constructive communication, depending on the goals and objectives of communication, participants and the situation of communication. The article discusses the ways of constructing training sessions, the selection of linguistic and grammatical material in accordance with the requirements of the communicative approach.
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Kapitan, Tetiana. "THE COMMUNICATIVE ORIENTATION OF THE EDUCATIONAL PROCESS IN THE TEACHING OF FOREIGN LANGUAGES." Academic Notes Series Pedagogical Science 1, no. 192 (March 2021): 77–80. http://dx.doi.org/10.36550/2415-7988-2021-1-192-77-80.

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Today there is an increase in the number of people willing to learn English, which is due to the desire to communicate fluently with foreigners, get an education abroad, read foreign literature, watch foreign channels, communicate online, find high-paying jobs in Ukraine and develop comprehensively. A well-developed personality has a better ability to learn something new, feels free and more confident in communicating with other people, as perfect command of English has recently become an integral skill of modern educated people. It is known that language knowledge and relevant speaking skills form the language competence of students; regional, country and linguistic knowledge - socio-cultural and sociolinguistic competence; speaking skills - speaking competence of students. All the types of competences form students' foreign language communicative competence, the development of which is especially important in foreign language teaching. The speed and quality of the formation of communicative competence largely depend on the level of the formation of students' general educational competence. Nowadays one of the dominant methods of foreign languages teaching is communicative. The main purpose of the communicative method is to teach students to communicate with interlocutors. This method harmoniously combines many methods and ways of teaching foreign languages, so it is the basis for the evolution of various educational methods. In the process of learning by this method, students develop communicative competence - the ability to use the language depending on the specific situation. They develop the skill of communication during the communication. According to this aspect, all the exercises and tasks must be communicatively justified by the lack of information, choice and reaction. Communicatively oriented learning task encourages students to work, because it evokes a sense of achievement, confidence, creates a joyful and pleasant atmosphere of learning, promotes a sense of responsibility, expands interests, ensures the use of information from other school subjects. The experience has shown that language material is easier to learn in this way than learning isolated words and grammar rules. The communicative approach is aimed at organizing the learning process, adequate to real communication, because it involves modeling the basic patterns of communication. Communicative (speaking) orientation means that when mastering speaking material (phonetics, vocabulary, grammar), the final step is to demonstrate how the speaking material intended for study can be used to achieve relevant communication in a foreign language.
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Kraukle, Sandra. "Communicative Approach to Inclusive Education in Pre-School." Discourse and Communication for Sustainable Education 4, no. 1 (February 2, 2015): 50–56. http://dx.doi.org/10.2478/dcse-2013-0004.

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Abstract The understanding of the basic principles of inclusive education motivates the inclusion of children with special needs in general education schools. The paper presents the process of implementing inclusive education in Latvia and the teachers' and parents' understanding of the role of communication in including children with special needs, communication strategies, basic qualities and their use in teachers' work with children with special needs. Teachers and parents were asked to answer a questionnaire to determine if: (1) parents and teachers understand the value of communication in developing social, emotional and cognitive development and the implementation of inclusive education for children with special needs and (2) teachers of general pre-schools are ready to communicate with special needs children with and their parents while implementation inclusive education. This research confirms that teachers lack communicative competencies working with children with special needs (especially with children with limited communication skills) and their parents.
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Asy’ari, Hasyim. "المدخل الاتصالي في تعليم اللغة العربية." لسـانـنـا (LISANUNA): Jurnal Ilmu Bahasa Arab dan Pembelajarannya 8, no. 2 (March 20, 2019): 31. http://dx.doi.org/10.22373/ls.v8i2.4551.

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Humans need language in order to interact with society. They express their thoughts and intentions with language. Language is a communication tool in society. And learning a foreign language not only learns grammar, but the ability to communicate with other communities. The approach that fits this purpose is the communicative approach. Communicative is the process of conveying thoughts and perceived by speech methods that include meaningful writing and a clear subject of thought. This approach aims to develop language competence in general by directing learners to language functions. Communicative ability is one's ability to grammatical adjustment and its use for certain communicative functions with cra corresponding to a particular place.
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Sitosanova, Ol'ga. "MAIN PRINCIPLES OF A COMMUNICATIVE APPROACH." Modern Technologies and Scientific and Technological Progress 2020, no. 1 (June 16, 2020): 284–85. http://dx.doi.org/10.36629/2686-9896-2020-1-284-285.

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Ochilova, Noila F. "Communicative approach in writing." ACADEMICIA: An International Multidisciplinary Research Journal 10, no. 6 (2020): 1531. http://dx.doi.org/10.5958/2249-7137.2020.00733.8.

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Dissertations / Theses on the topic "Communicative approach"

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Alarauhio, J. P. (Juha-Pekka). "Matthew Arnold’s epics:towards a communicative approach." Doctoral thesis, University of Oulu, 2019. http://urn.fi/urn:isbn:9789529414253.

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Abstract This thesis is, on the one hand, an investigation into Matthew Arnold’s (1822–1888) literary communications and, on the other hand, an attempt to mediate between his writings and a twenty-first century readership. Arnold’s oeuvre is substantial and varied, but this study focuses on his epic poetry, which has remained a neglected part of his body of work despite its significance both to the author himself and to developing an understanding of Arnold’s development as a poet, cultural critic, and iconic ‘Victorian sage’. Furthermore, it is his epic poetry that seems to most fully address the theme of communication, and thus these longer poems function as points of orientation for a broader inquiry into Arnold’s communications. Arnold himself was keenly aware of the complicated status of communicative acts, but these complications have not always been acknowledged by the generations of criticism that have emerged since his death. Critics have thus produced images of Arnold which have not always done justice to the complexity of his communications. Based on an understanding of ‘communicative’ as a position of mediation between writers and readers, this thesis addresses the need for a more balanced communicative framework for mediating between Arnold’s writings in general — and his epic poetry in particular — his critics, and present audiences
Tiivistelmä Tässä väitöskirjassa tarkastellaan Matthew Arnoldin (1822–1888) kirjallista kommunikaatiota, pyrkien välittämään hänen kirjoitustensa merkityksiä 2000-luvun yleisölle. Arnoldin kirjallinen tuotanto on runsas ja monipuolinen, mutta tässä tutkimuksessa keskitytään erityisesti hänen runoepiikkansa tulkintaan. Tämä osa hänen työstään on jäänyt tutkimuksessa verrattain vähäiseen asemaan huolimatta siitä, että Arnoldin kaksi lyhyttä runoeeposta olivat tärkeitä paitsi hänelle itselleen, mutta erityisesti osana hänen kehitystään runoilijana, kulttuurikriitikkona ja ikonisena viktoriaanisen ajan julkisena intellektuellina. Arnoldin runoepiikka vaikuttaa myös tutkivan kommunikaation teemaa laajemmin kuin hänen muut runonsa, ja toimii myös tällä tavoin keskiönä hänen oman kommunikaationsa laajemmalle tarkastelulle. Arnold oli varsin tietoinen kommunikaatiopyrkimystensä haasteista, mutta näitä ongelmia ei ole hänen kuolemansa jälkeen ilmestyneessä kritiikissä aina otettu huomioon. Näin on syntynyt monia Arnold-käsityksiä, jotka eivät välttämättä tee oikeutta hänen kommunikaationsa monivivahteisuudelle. Tämä väitöskirja pyrkii tuottamaan tasapainoisemman kommunikatiivisen lähestymistavan toimiakseen välittäjänä Arnoldin kirjoitusten, eritoten hänen eepostensa, ja nykylukijan välillä
Original papers The original publications are not included in the electronic version of the dissertation. Alarauhio, J.-P. (2012). Towards a Dialogical Approach to Matthew Arnold. In Sell, Roger D. (Ed.) Literary Community-Making: The dialogicality of English Texts from the Seventeenth Century to the Present. (131 - 142) Amsterdam: John Benjamins. Alarauhio, J.-P (2007). Sohrab and Rustum and Balder Dead – Communicating about Communication. In Nordic Journal of English Studies Volume 6, No. 2 (2007), 47 - 64. Alarauhio, J.-P (Forthcoming). Sohrab and Rustum – Matthew Arnold’s Spectacle
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Морозова, Ірина Анатоліївна, Ирина Анатольевна Морозова, and Iryna Anatoliivna Morozova. "Role of good communicative teachers." Thesis, Сумський державний університет, 2014. http://essuir.sumdu.edu.ua/handle/123456789/34680.

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The role of the teacher in the communicative method is different from the traditional role of the teacher in some ways. The teacher provides stimulus and opportunities for the student to experience the language but the learning occurs inside of the student and the teacher doesn't have direct control over this. The more the student feels that the material presented is of relevance to him, the more he will internalize and the faster he will do so. Teachers now have to assume the role of facilitator and monitor. When you are citing the document, use the following link http://essuir.sumdu.edu.ua/handle/123456789/34680
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Ho, Lai-kuen Angela, and 何麗娟. "The communicative approach in the Hong Kong context." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31949046.

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Barnes-Hawkins, Colonda LaToya. "English Language Learners' Perspectives of the Communicative Language Approach." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2520.

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The communicative language approach (CLA) dominates pedagogical practice in second language acquisition classrooms in the US. However, this approach does not emphasize independent pronunciation instruction, leaving learners to improve pronunciation on their own. This study explored the perspectives of English language learners (ELLs) being instructed via the CLA regarding the effectiveness of the CLA in providing intelligible pronunciation skills. The intelligibility principle of language served as the theoretical foundation underlying this study guided by research questions addressing how well the CLA met ELLs' pronunciation intelligibility needs and their perspectives on receiving independent pronunciation instruction to meet these needs. Using qualitative case study methods, the research questions were addressed through an analysis of interviews of 10 community college ELL adult volunteers who received instruction using the CLA as current or former students in the intensive English program, had linguistic skill levels ranging from beginner to advanced, and were graduates of U.S. schools. A typological analysis model was followed where the data were organized by themes, patterns, and identified relationships. Participants reported wanting to improve their pronunciation and that their pronunciation had improved with the CLA instructional strategies. Although all participants desired to receive some independent instruction in pronunciation, their preferred instructional modes differed. It is recommended that ELLs' perspectives be heard and that English as a Second Language educators instruct with the CLA while also providing explicit pronunciation instruction. The results of this study indicating student satisfaction with the CLA may elicit positive social change within the ELL community by providing a voice to ELLs.
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Mezrigui, Youssef. "Communication Difficulties in Learners of English as a Foreign Language : whys and ways out." Phd thesis, Université Rennes 2, 2011. http://tel.archives-ouvertes.fr/tel-00681272.

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This study explores the whys and wherefores of the communication difficulties experienced by Tunisian secondary school learners of English as a foreign language, and aims at offering ways out of the issue.It has been demonstrated that the issue proceeds broadly from the woeful dearth of exposure to and practice of the language and certain inadequacies of the teaching methodology.English seems to be learned as a mere curricular discipline, in that students have only a few weekly sessions confined solely to a classroom setting.The inadequacies of the teaching methodology are manifest in a number of aspects. The use of the mother tongue in EFL classes has proved to generate more harm than good. In the very framework, it has also been revealed that Communicative Language Teaching (CLT) has not been at the level of the expected outcome. Two CLT principal principles, focus on meaning to the detriment of form, and prioritizing oral fluency over written proficiency, as well as certain constraints, mainly the severe lack of instructional materials and large classes have intervened with its successful implementation in EFL classes. An added factor related to teaching methodology is the quasi‐absence of theoretical teaching as a prerequisite for the success of specific learning activities.Accordingly, exposing learners profusely to English in various ways inside and outside the classroom, adopting an only‐English eclectic approach to teaching the language, and combining theoretical instruction with practical teaching can considerably contribute to surmounting the students' learning difficulties, and hence to the achievement of their communicative competence.
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Rooker, Martijn N. [Verfasser]. "Communicative exploration : a multi-robot exploration approach / Martijn N. Rooker." Bremen : IRC-Library, Information Resource Center der Jacobs University Bremen, 2008. http://d-nb.info/1034788736/34.

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El-Sadek, Kilany Enas. "Communicative misunderstanding and relevance theory : an empirical cognitive-pragmatic approach." Thesis, University of Newcastle upon Tyne, 2010. http://hdl.handle.net/10443/3113.

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Oishi, Etsuko. "Indicating and referring : a speech act approach to communicative meaning." Thesis, University of Edinburgh, 1999. http://hdl.handle.net/1842/22531.

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It is a standard and generally accepted view that semantics deals with context-independent truth-conditional meaning and pragmatics deals with context-dependent non-truth-conditional meaning. This thesis redefines the dichotomy between semantics and pragmatics on the basis of conventionality of meaning, and provides a theory of semantic meaning where meanings are described as what a speaker expresses by means of conventionalised linguistic devices. In Chapter 1, the standard dichotomy of semantics and pragmatics is introduced from a historical perspective concerning how the field of pragmatics has been established, and problems of the dichotomy are discussed. A redefinition of the dichotomy based on the conventionality of meaning is proposed. In the extended semantic domain, not only does a speaker express an assertion about the world, i.e. truth-conditional meanings, but also indicates the speech situation which the speaker shares with the hearer. In the rest of the thesis, a theory of semantic meanings in this extended domain is developed. Chapters 2 and 3 develop a theory which concerns the meanings a speaker expresses in asserting something about the world by means of linguistic conventions. In Chapter 2, important early theoretical contributions are surveyed and relevant later theories discussed. It is shown that the traditional dyadic approaches to meanings which are based on the concepts of reference and prediction are not incompatible with triadic approaches where meanings are described as speech acts a speaker performs in asserting something about the world using linguistic conventions. In Chapter 3, Austin (1950)'s model of communication is developed into a theory for analysing truth-conditional meaning whereby a speaker refers to an entity or situation by means of demonstrative conventions and describes it by means of descriptive conventions. We discuss the demonstrative conventions which correlate words with a particular entity or situation and the descriptive conventions which correlate words with types of entity or situation. It is also shown that there are four different types of speech act a speaker potentially performs by using the demonstrative and descriptive conventions in different ways.
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Nofal, Abdel Basset. "Les empreintes culturelles syriennes dans l'application de l'approche communicative." Thesis, Limoges, 2015. http://www.theses.fr/2015LIMO0036.

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Cette recherche a pour objet l'interculturel dans la didactique du Français Langue Étrangère (FLE) en général et la contextualisation des manuels scolaires du FLE pour un public syrien de manière spécifique. Ce travail s'interroge sur le sujet de l'application de l'Approche Communicative (AC) adaptée au contexte syrien et les raisons qui ont conduit à la création de l’AC « version syrienne ». En effet, les recherches effectuées par ZREIKI Hyam sous la direction de BLANCHET Philippe en 2008 ont montré que les pratiques des enseignants syriens dans les classes révèlent l'existence d'une sorte de méthodologie semi-directive qui trouve ses limites entre les méthodologies traditionnelles et l'approche communicative, qu'elle a appelé la « version syrienne » de l’AC. L'objectif général de la recherche consiste à rechercher les raisons de la différence, en termes d'application, entre les deux versions originale et syrienne de l'AC. Le cadre théorique essaie de bien cerner le contexte syrien, d’y exposer un historique de la langue française en Syrie, les bases théoriques de la « version originale » de l'AC et de terminer avec une analyse de la situation didactique du FLE dans les établissements scolaires syriens. Les analyses consistent à savoir si l'adaptation d'une « version syrienne » était un choix pertinent surgissant de la différence contextuelle entre la France et la Syrie ou une forme d'intolérance à la diversité culturelle de la part des syriens. Pour cela, des enquêtes de terrain ont été effectuées auprès des acteurs principaux du paysage didactique syrien dont les résultats obtenus ont été croisés afin de trouver des éléments de réponses à la question de départ. À l'issue des analyses ethnographiques de ces résultats, les origines de la « version syrienne » de l'AC semblent trouver ses sources dans les mauvaises conditions de l'enseignement/apprentissage du FLE dans le contexte syrien et dans la politique propre de l’État syrien qui influence la politique linguistique en défavorisant l'introduction de l’interculturel dans les manuels scolaires
This research focuses on the intercultural in the didactic of French as a Foreign Language (FFL) in general and the contextualisation of FFL textbooks to a Syrian public in a specific way. This work examines the subject of the application of the Communicative Approach (CA) adapted to the Syrian context and the reasons that led to the creation of the CA «syrian version». Therefore, research carried out by Hyam ZREIKI, under the direction of Philippe BLANCHET in 2008 have proved that Syrian teachers’ practices in classrooms reveal the existence of a kind of semi-directive methodology between traditional methodologies and CA, which she named the CA «Syrian version». The general objective of the research is to investigate the reasons of the differences, between original and the Syrian version of the CA, in terms of application. The theoretical framework tries to clearly identify the Syrian context, to expose a history of french language in Syria, theoretical basis of the CA «original version» and to terminate with an analysis of the FFL didactic situation in Syrian schools. In this thesis, the researcher will analyse as to whether the adaptation of a «Syrian version» was a relevant choice for the Syrian context, or a form of intolerance to cultural diversity. To achieve this, field investigations were conducted with key players in the Syrian educational system. The results were crossed to find answers to the original question. At the end of results ethnographical analysis, CA «Syrian version» origins seem to find it’s sources in poor conditions of FFL teaching/learning in the Syrian context. It appears that the Syrian politics heavily influences the linguistic politic by opposing the introduction of the intercultural in textbooks
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Alsaghiar, Ahmed Ali. "IMPLEMENTATION OF COMMUNICATIVE LANGUAGETEACHING ACROSS SIX FOREIGN LANGUAGES." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1523375642705076.

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Books on the topic "Communicative approach"

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Brigitte, Nikolai, and Terrell Tracy D, eds. Kontakte: A communicative approach. 7th ed. New York: McGraw-Hill, 2012.

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Brigitte, Nikolai, and Terrell Tracy D, eds. Kontakte: A communicative approach. 6th ed. Boston: McGraw-Hill Higher Education, 2008.

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Protagonistas: A communicative approach. Boston, MA: Vista Higher Learning, 2011.

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1956-, Tschirner Erwin P., and Nikolai Brigitte, eds. Kontakte: A communicative approach. 4th ed. Boston: McGraw-Hill, 2000.

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D, Terrell Tracy, ed. Deux mondes: A communicative approach. 4th ed. Boston: McGraw-Hill, 2002.

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D, Terrell Tracy, ed. Deux mondes: A communicative approach. 3rd ed. New York: McGraw-Hill, 1997.

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D, Terrell Tracy, ed. Dos mundos: A communicative approach. 2nd ed. New York: McGraw-Hill Pub. Co., 1990.

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1931-, Kim Yong-chol, ed. Functional Korean: A communicative approach textbook. Elizabeth, N.J., U.S.A: Hollym, 1989.

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Benati, Alessandro G. Japanese language teaching: A communicative approach. London: Continuum, 2009.

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Soderstrand, Eunyoung Kim. Korean language course: Communicative PSI approach. Dubuque, Iowa: Kendall/Hunt Pub. Co., 1995.

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Book chapters on the topic "Communicative approach"

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Rutkowski, Tomasz M., and Danilo Mandic. "Communicative Interactivity – A Multimodal Communicative Situation Classification Approach." In Lecture Notes in Computer Science, 741–46. Berlin, Heidelberg: Springer Berlin Heidelberg, 2005. http://dx.doi.org/10.1007/11550907_118.

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Barge, J. Kevin. "A Communicative Approach to Leadership." In Origins and Traditions of Organizational Communication, 327–47. First edition. | New York, NY : Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9780203703625-20.

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Hepp, Andreas, and Uwe Hasebrink. "Researching Transforming Communications in Times of Deep Mediatization: A Figurational Approach." In Communicative Figurations, 15–48. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-65584-0_2.

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Holmes, Carol A. V. "The Communicative Approach to Psychoanalytic Psychotherapy." In The Paradox of Countertransference: You and Me, Here and now, 52–75. London: Macmillan Education UK, 2005. http://dx.doi.org/10.1007/978-0-230-62812-0_3.

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Knoblauch, Hubert. "Communication, Contexts and Culture. A Communicative Constructivist Approach to Intercultural Communication." In Culture in Communication, 3. Amsterdam: John Benjamins Publishing Company, 2001. http://dx.doi.org/10.1075/pbns.81.04kno.

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Zhou, Wen. "Improved Teaching Scheme Based on Communicative Approach." In Proceedings of the 2nd International Conference on Green Communications and Networks 2012 (GCN 2012): Volume 1, 505–14. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-35419-9_59.

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Narushevich, Andrei G. "Using the Communicative Approach in Online Learning." In Lecture Notes in Networks and Systems, 653–59. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69415-9_75.

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Bellieni, Carlo V. "The Communicative Features of Non-verbal Patients." In A New Holistic-Evolutive Approach to Pediatric Palliative Care, 63–76. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-96256-2_9.

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Yan, Zhou. "A communicative approach to research on network language." In Chinese Internet Buzzwords, 1–15. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003190400-1.

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Hondo, Mkhululi, and Ernest Jakaza. "Introducing the stakeholder-oriented strategic communicative control approach." In Strategic Communications in Africa, 75–90. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003224297-6.

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Conference papers on the topic "Communicative approach"

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Kuteneva, I. E. "USING A CONTEXTUAL-COMMUNICATIVE APPROACH IN PREPARING FUTURE MANAGERS FOR INTERCULTURAL COMMUNICATION." In THEORETICAL AND APPLIED ISSUES OF LINGUISTIC EDUCATION. KuzSTU, 2020. http://dx.doi.org/10.26730/lingvo.2020.145-150.

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The article gives definitions of concepts: context, professional context, contextual learning, communicative approach, manager, management and intercultural communication. The classification of contexts is given. Types of professional context are indicated. The idea and principles of contextual learning are described. The basic unit of the content of education and the basic unit of student activity in contextual learning are considered. The implementation order and the idea of contextual learning are indicated. Learning models are listed. The requirements of contextual learning are described. The purpose of the communicative approach is indicated. A brief historiography of the communicative approach is considered. The main task, principles and advantage of the communicative approach are described. The points of genuine communicativeness in language teaching and the principles of a communicative approach are considered. The functions and roles of the manager in the organization are described, the qualities of the manager are listed. The object and task of management are indicated.
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Khodakovska, O. "RELEVANRELEVANCE OF COMMUNICATIVE APPROACH TO FOREIGN LANGUAGE TEACHINGCE OF COMMUNICATIVE APPROACH TO FOREIGN LANGUAGE TEACHING." In DÉBATS SCIENTIFIQUES ET ORIENTATIONS PROSPECTIVES DU DÉVELOPPEMENT SCIENTIFIQUE. European Scientific Platform, 2021. http://dx.doi.org/10.36074/logos-05.02.2021.v4.42.

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Lesina, Tatyana. "TEACHING GRAMMAR USING THE COMMUNICATIVE APPROACH." In Россия и Китай: история и перспективы сотрудничества. Благовещенск: Благовещенский государственный педагогический университет, 2021. http://dx.doi.org/10.48344/bspu.2021.45.37.089.

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Karimova, R. "COMMUNICATIVE APPROACH IN TEACHING GERMAN GRAMMAR." In GERMAN IN BASHKORTOSTAN: PROBLEMS AND PROSPECTS. Baskir State University, 2022. http://dx.doi.org/10.33184/nyvb2022-2022-04-29.22.

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Somova, Oksana, and Pavel Vladimirov. "The problem of intersubjectivity in Western philosophy: Boundaries of the communicative approach." In 6th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2020. http://dx.doi.org/10.32591/coas.e-conf.06.08095s.

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The article defines the meaning of the phenomenological approach to the analysis of the concept of intersubjectivity in the context of social and philosophical problems of the balance of the Self and the Other. The discourse is based on the correlation of phenomenological orientation and communicative action in determining the mechanisms of identity of the Self in relation to the Other in the inseparability of social reality. A sequential analysis of prerequisites and research approaches aimed at testing the problem of intersubjectivity is carried out. The focus is placed on social phenomenological research of A. Schutz and the theory of communicative action of J. Habermas, which are aimed at understanding the correlation between the peculiarities of human existence, his life-world and the area of social relations or the inevitability of establishing overindividual patterns. Relevance of the research lies in elaborating the issue of establishing intersubjectivity under the fundamental non-identity of the subjects of communication and their predetermined attitudes. The article concludes by outlining the feasibility of expanding the rational predetermination of the subject-subjective structure of communicative action with the research area of social phenomenology.
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Somova, Oksana, and Pavel Vladimirov. "The problem of intersubjectivity in Western philosophy: Boundaries of the communicative approach." In 6th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2020. http://dx.doi.org/10.32591/coas.e-conf.06.08095s.

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The article defines the meaning of the phenomenological approach to the analysis of the concept of intersubjectivity in the context of social and philosophical problems of the balance of the Self and the Other. The discourse is based on the correlation of phenomenological orientation and communicative action in determining the mechanisms of identity of the Self in relation to the Other in the inseparability of social reality. A sequential analysis of prerequisites and research approaches aimed at testing the problem of intersubjectivity is carried out. The focus is placed on social phenomenological research of A. Schutz and the theory of communicative action of J. Habermas, which are aimed at understanding the correlation between the peculiarities of human existence, his life-world and the area of social relations or the inevitability of establishing overindividual patterns. Relevance of the research lies in elaborating the issue of establishing intersubjectivity under the fundamental non-identity of the subjects of communication and their predetermined attitudes. The article concludes by outlining the feasibility of expanding the rational predetermination of the subject-subjective structure of communicative action with the research area of social phenomenology.
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Fedorova, A. A., S. L. Shishkin, Y. O. Nuzhdin, and B. M. Velichkovsky. "Gaze based robot control: The communicative approach." In 2015 7th International IEEE/EMBS Conference on Neural Engineering (NER). IEEE, 2015. http://dx.doi.org/10.1109/ner.2015.7146732.

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Milostivaya, A. I. "Newspaper Narrative As Communicative Action: Neogrice Approach." In SCTCGM 2018 - Social and Cultural Transformations in the Context of Modern Globalism. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.03.02.119.

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Wald, Julie, and C. B. Tatum. "Diffusion of Construction Technology: A Communicative Approach." In 9th International Symposium on Automation and Robotics in Construction. International Association for Automation and Robotics in Construction (IAARC), 1992. http://dx.doi.org/10.22260/isarc1992/0012.

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LI, YUANTING. "THE CULTIVATION OF INTERCULTURAL COMMUNICATION TALENTS IN SINO-FOREIGN COOPERATIVE EDUCATION." In 2021 INTERNATIONAL CONFERENCE ON ADVANCED EDUCATION AND INFORMATION MANAGEMENT (AEIM 2021). Destech Publications, Inc., 2021. http://dx.doi.org/10.12783/dtssehs/aeim2021/36007.

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Abstract. The study mainly explores the main characteristics, existing problems and corresponding solutions of Sino-foreign cooperative education in cultivating intercultural communication talents. It adopts exploratory analysis and case studies through data collected principally from QMUL Engineering School, NPU and Glasgow College, UESTC. It is found that students in Sino-foreign cooperative education have strong intercultural communication competence since they have: 1) a good master of foreign language; 2) more opportunities to communicate and exchange with foreigners; 3) strong acceptance towards multi-cultures; 4) strong initiative and practical-ness to work or study abroad. However, problems and challenges exist, such as poor language output, superficial intercultural communication and unstable intercultural communicative approach. It is suggested to adopt diversified assessment modes, create an intercultural communicative environment and build an intercultural assistant mechanism to comprehensively promote the cultivation of intercultural communication talents in Sino-foreign cooperative education.
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Reports on the topic "Communicative approach"

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Дирда, І. А., and З. П. Бакум. Linguodidactic fundamentals of the development of foreign students’ polycultural competence during the Ukrainian language training. Association 1901 "SEPIKE", 2016. http://dx.doi.org/10.31812/123456789/2994.

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The paper shows the analysis of scientists’ views to the definitions of terms “approaches to studying”,”principles”, “methods” and “techniques”. The development of foreign students’ polycultural competence is realized in particular approaches (competence, activity approach, personal oriented, polycultural approach); principles (communicative principle, principles of humanism, scientific nature, visual methods, systematicness and succession, consciousness, continuity and availability, individualization, text centrism, native language consideration, connection between theory and practice); usage of some methods (method of reading, direct, purposeful and comparative, purposeful and practical, communicative methods) and techniques (explanation of the teacher, usage of speech clichés, sound and letter analysis, etc.).
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Бакум, З. П., and І. А. Дирда. Linguodidactic Fundamentals of the Development of Foreign Students' Polycultural Competence During the Ukrainian Language Training. Криворізький державний педагогічний університет, 2016. http://dx.doi.org/10.31812/0564/398.

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The paper shows the analysis of scientists' views to the definitions of terms "approaches to studying", "principles", "methods" and "techniques". The development of foreign students' polycultural competence is realized in particular approaches (competence, activity approach, personal oriented, polycultural approach); principles (communicative principle, principles of humanism, scientific nature, visual methods, systematicness and succession, consciousness, continuity and availability, individualization, text centrism, native language consideration, connection between theory and practice); usage of some methods (method of reading, direct, purposeful and comparative, purposeful and practical, communicative methods) and techniques (explanation of the teacher, usage of speech clichés, sound and letter analysis, etc).
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ZATONA, D. S., and I. V. SHATOKHINA. METHODICAL APPROACHES AND EXPERIENCE OF THE FORMATION OF THE COMMUNICATIVE UNIVERSAL LEARNING SKILLS OF YOUNGER SCHOOLCHILDREN USING DIGITAL TECHNOLOGIES (LITERATURE REVIEW). Science and Innovation Center Publishing House, April 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-71-79.

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The article is devoted to the problem of formation of communicative universal learning skills of junior schoolchildren in the process of primary lingual education. The authors consider the organization of communicative interaction of the agents of the educational process at the lessons using digital technologies to be one of the important conditions for solving this problem. The article contains a theoretical review of researches on the role and capabilities of those technologies in both lingual education and the development of primary school students. The components of digital technologies, the use of which at the lessons of native language contributes to the development of students’ communicative skills are described in the article. The authors also analyze and summarize the experience of using digital technologies at native language lessons by primary school teachers. The researchers conclude that the use of various opportunities of the modern digital educational environment allows individual teaching methods and differentiated approach to students, creating opportunities for the development of their communicative skills and abilities.
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Prykhodko, Alona M., Oksana O. Rezvan, Nataliia P. Volkova, and Stanislav T. Tolmachev. Use of Web 2.0 technology tool – educational blog – in the system of foreign language teaching. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3252.

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This paper discusses the use of a Web 2.0 technology tool – educational blog – in the system of teaching foreign languages for enhancement of teaching effectiveness and optimization of students’ performance. The authors describe the content, characteristics and didactic properties of an educational blog as an alternative or auxiliary educational environment, define its methodological objectives and list a number of advantages of this approach versus conventional teaching model. The effectiveness of the above-mentioned Web 2.0 technology tool was confirmed by the experiment which showed that an educational blog integrated in a foreign language teaching system contributed to optimization of the process of teaching and learning, development of foreign language communicative competence of students and thereby allowed them to acquire not only communicative but also technological skills.
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Valko, Nataliia V., Viacheslav V. Osadchyi, and Vladyslav S. Kruhlyk. Cloud resources use for students' project activities. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4444.

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The modern educational system proclaims learning aimed at acquiring practical skills and based on the activity approach. Educational research projects are the necessary component of curricula in physics, computer science, biology and chemistry. There is a problem of specialized equipment and facilities using for the implementation of such projects in distance learning. Therefore, the issue of cloud resources using for distance learning organization in robotics is relevant. The article presents a brief overview of the current state of projects development in Ukrainian schools and approaches used in foreign educational institutions in teaching robotics distantly. The article describes the stages of robotics projects development such as organizational, communicative, project work, summarizing. The peculiarities of the stages in distance learning and the possibilities of cloud technologies in robotics are also considered. The authors’ experience in projects developing in this environment for students and future teachers is described.
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Turner, Kathleen T. Strategic Communication Design: An Approach for AFRICOM. Fort Belvoir, VA: Defense Technical Information Center, May 2008. http://dx.doi.org/10.21236/ada485212.

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Tromblee, Mark L. Strategic Communication Through Design: A Narrative Approach. Fort Belvoir, VA: Defense Technical Information Center, December 2009. http://dx.doi.org/10.21236/ada513320.

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Sedam, Michael W. Team Communication: The Social Identity Approach to Collaboration. Fort Belvoir, VA: Defense Technical Information Center, December 2015. http://dx.doi.org/10.21236/ad1009285.

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Benavides Delgado, Juan, Nuria Villagra García, David Alameda García, and Elena Fernández Blanco. Spanish Advertisers and the New Communication Context: A Qualitative Approach. Revista Latina de Comunicación Social, 2010. http://dx.doi.org/10.4185/rlcs-65-2010-890-159-175-en.

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Parsons, H. M. Behavioral Determinants of Accurate Verbal Communication: An Operant Behavior-Analytic Approach. Fort Belvoir, VA: Defense Technical Information Center, September 1997. http://dx.doi.org/10.21236/ada338736.

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