Academic literature on the topic 'Communicative competence Evaluation'
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Journal articles on the topic "Communicative competence Evaluation"
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Ušča, Svetlana. "Evaluation Criteria and Indicators of Communicative Competence of Adolescents with Language Disorder." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (May 9, 2015): 234. http://dx.doi.org/10.17770/sie2012vol2.137.
Full textAbstract:
Communicative competence is called as one of the transversal composed competencies in European reference framework. The article focuses on adolescents with language disorder, the development of communicative competence and the evaluation of the problem. The development of communicative competence is burdened because of the underdeveloped language. This constitutes a menace to successful participation in further professional, cultural, political and social life. Communicative competence evaluation criteria and the indicators are posed. Certain correlations were found out in the processing of data with SPSS and AQUAD 6 programs.
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Ustinova, T. V. "Communicative Competence as the Basis of the Digital Age Metaliteracy." Язык и текст 7, no. 2 (2020): 71–80. http://dx.doi.org/10.17759/langt.2020070208.
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This study aims to clarify the methodological status of metaliteracy and define the role of communicative competence in the structure of metaliteracy. It is stated that metaliteracy is to be regarded as the complex cognitive-communicative information competence. Metacompetence is defined as the person’s ability and readiness for judgment, reasoning, meaning construction and decision-making in learning and communication on the basis of critical selection, processing and evaluation of information. Contribution of linguistic, sociolinguistic and pragmatic competences to information processing ability is analyzed. It is concluded that information processing is communicatively mediated. The didactic value of metacognitive awareness in information processing is highlighted.
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Huang, Jingzhong, Qian Wang, Huanchun Chen, and Xingyuan Gao. "Communicative Competence: The Fifth Report of the Social and Emotional Competence Test of Chinese Adolescents." Best Evidence in Chinese Education 9, no. 1 (September 30, 2021): 1217–21. http://dx.doi.org/10.15354/bece.21.rp035.
Full textAbstract:
Communicative ability is embodied as "extroversion" in the Big Five Personality Test. Extroversion is an extremely important concept in personality psychology and a more common personality trait. Typically, it includes boldness, self-confidence, liveliness, enthusiasm, optimism, and being. In studying adolescents’ social and emotional abilities, the OECD designed a communication competence evaluation framework based on “extroversion” in the “Big Five Personality” model based on the physical and mental development characteristics of 10-year-old and 15-year-old adolescents. In the OECD evaluation framework, there are three sub-dimensions of communicative competence: happy group, courage and vitality. This study is based on the evaluation data of Suzhou City in China and presents the evaluation results of the communicative ability dimension of the youth social and emotional ability survey in various ways. The data results are presented in the following three parts. The first part uses descriptive statistics to illustrate the overall score of communicative ability, the correlation coefficient of communicative ability and other sub-abilities, and the differences of each ability in age, gender, urban and rural areas, and school categories. The second part uses factors that affect the ability to communicate through multiple regression analysis, including background variables, student variables, teacher variables, school variables, family variables, the impact of student happiness, courage and vitality. Finally, the third part uses multiple regression analysis of the 10-year-old and 15-year-old groups to determine the influence of happiness, courage and vitality on life outcome variables such as health and well-being.
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Mikhailova, Tatyana, Kulyash Duisekova, Farida Orazakynkyzy, Gulshat Beysembaeva, and Saule Issabekova. "The evaluation of intercultural professional technology-based communicative competence formation for students." World Journal on Educational Technology: Current Issues 13, no. 2 (May 3, 2021): 272–87. http://dx.doi.org/10.18844/wjet.v13i2.5700.
Full textAbstract:
The purpose of the study is to determine the evaluation of the Intercultural Professional-Technology based communication Based Communicative Competence Formation of Students. Overall 22 respondents of the 2nd year at a State university took part in the research like focus groups. The results were taken by the interview in the Google forms. The results of the analyzes showed that the development of the intercultural professional-communicative competence of natural studies students is considered to be a very important requirement, and the formation of their professional communication skills can open up great opportunities for the future career of students. Students’ interview has also shown that from methodological aspect a case study technology-based communication is highly valued. Therefore, effective ways of using communicative-cognitive case technology-based communication in the classroom were analyzed and an algorithm for working with it was developed.
Keywords: Intercultural Professional Communicative Competence, technology based communication, cognitive, intercultural.
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Li, Rui. "Establishment of Evaluation Index System on Intercultural Communicative Competence." Applied Mechanics and Materials 543-547 (March 2014): 4327–30. http://dx.doi.org/10.4028/www.scientific.net/amm.543-547.4327.
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Intercultural communication is conducted exchanges among people under different languages and different cultural backgrounds, in the exchange process will encounter many problems and obstacles, and develop intercultural communication talents is a priority. This paper based on KLEE method study intercultural communicative competence evaluation index system. Firstly, by hierarchical analysis model representing the index system constituted with 6 level indexes and 24 secondary indexes; then, based on the basic idea of KLEE method to construct a mathematical model to calculate the weights; finally, according the solving steps of KLEE method to calculate the weights of level index and secondary indexes. This paper constructed index system is infrastructure work of intercultural communicative competence evaluation, for cultivating and selecting intercultural communication personnel to provide services, for the leadership decisions to provide support.
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Yefremtseva, Tatyana Nikolaevna, Ryskul Ekinovna Musagulova, Olga Vladimirovna Takanova, Aleksei Analolievich Zaitsev, and Natalya Anatolievna Sergeeva. "Rethinking the intercultural communicative competence evaluation in higher education." SHS Web of Conferences 127 (2021): 02001. http://dx.doi.org/10.1051/shsconf/202112702001.
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The information and digitalization age, the current phase of globalization are changing the way we think about cultures and communities and, as language teachers and cultural trainers, potentially about what and how we teach. Intercultural communicative competence is as needed as ever in today’s world of geo-economic changes, migration, and rising ethnic and national tensions. To prepare future professionals, there have been different efforts in education including the intercultural and communicative components. The essential contradictions in the language and professional training of students, associated with insufficient attention to the issues of interaction of cultures in the content of university curricula, are highlighted. The Map of Intercultural Communicative Competence Formation in Higher Education is developed considering the contents of bachelor and master programmes for Russian and foreign students. The main emphasis is paid to the separate subjects in intercultural communication study. New approaches to the evaluation of the intercultural communicative competence of students in a multicultural environment are proposed, among which a special focus is placed on the need to organize international projects and conduct events in narrow professional fields. Some examples of tasks to assess the competence in cross-cultural communication show practical application and significance of those disciplines for university students in their future career.
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Selezneva, I. P., N. V. Gorbova, and S. N. Perederii. "Constructing a quasi-professional educational environment as a condition of future teachers’ professional and communicative competence formation." SHS Web of Conferences 113 (2021): 00015. http://dx.doi.org/10.1051/shsconf/202111300015.
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The article examines the conditions of constructing future teachers’ (currently B.A. students’) professional and communicative competence in the context of modernization of the present-day system of higher education, which stipulate the need to rethink the concept of future professionals’ competence and the transition from sector-specific professional competencies to meta-competencies of a wider scope associated with the peculiarities of professional and communicative communication. Following on from the theoretical and methodological analysis, it is concluded that the construction of a quasi-professional educational environment reconstituting the conditions of professional communication can be organized in the form of solving situational case problems using such technologies as subject-language integrated learning, blended learning visualization and podcasting. The methodological validity of the proposed scientific research results on constructing a quasi-professional educational environment to form future teachers’ professional and communicative competence has been confirmed by the results of their evaluation at the Humanitarian and Pedagogical Academy (branch) of Vernadsky Crimean Federal University (Yalta) and Krasnoyarsk State Pedagogical University named after V.P. Astafiev (Krasnoyarsk).
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Murzina, Olena. "MEDIA COMPETENCE AND MEDIA LITERACY: THE ESSENCE OF CONCEPTS." Continuing Professional Education: Theory and Practice, no. 4 (2021): 18–23. http://dx.doi.org/10.28925/1609-8595.2021.4.2.
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The analysis of the scientific and pedagogical literature, during which the essence of the concepts of «media literacy» and «media competence» is revealed through different views of scientists is performed in the article. We understand media competence as a set of knowledge, skills, abilities that contribute to the search, selection, interpretation, use, evaluation, critical analysis, creation and transmission of media information. The media competence of future doctors we consider as their competence in the application of media technologies in their professional activities. Media competence includes competence of information, competence of communication, informational and communicative competences. Media competence is formed through media literacy, which, in turn, is achieved in the process of media education. It helps individuals to think critically, which helps to form a certain understanding and make competent decisions in response to media information. We define media literacy as a process of personal development through the media and in order to form media culture, develop communicative and creative abilities, critical thinking, skills of finding, interpreting, evaluating and analyzing media information with the help of media technologies. That is, a media literate person is able to control the media and navigate in the media environment, to find the necessary information, can control erroneous messages.
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Li, Rui. "Linear Comprehensive Evaluation Method on Intercultural Communicative Competence." Applied Mechanics and Materials 543-547 (March 2014): 4323–26. http://dx.doi.org/10.4028/www.scientific.net/amm.543-547.4323.
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With the continuous development of economic globalization and information network, the intercultural communication people from different regions and cultural backgrounds are widespread. For the problems in intercultural personnel training and evaluation, this paper uses linear comprehensive evaluation method to conduct the study based on evaluation index system. First, building an evaluation mathematical model, and the evaluation could be divided into three steps according to solving process; then, creating the index weight vectors, which includes one-level index weight vector and six two-level index weight vectors; finally, comprehensive evaluation case study should be carried on according to solving steps, so you can get evaluation findings. The advantages of the method presented in this paper is that the interaction between each evaluation index obtains linear compensation, so it ensures the fairness of the comprehensive evaluation and plays an important role in promoting intercultural communication and personnel training.
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Schulz, Renate A., and Sibylle Bolton. "Evaluation de la competence communicative en langue etrangere." Modern Language Journal 72, no. 3 (1988): 331. http://dx.doi.org/10.2307/327510.
Full textDissertations / Theses on the topic "Communicative competence Evaluation"
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Dawson, Pamela J. (Pamela Jane). "Improving Communicative Competence: Validation of a Social Skills Training Workshop." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc500667/.
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The effectiveness of a social skills training workshop was assessed by comparing the rated competence of participants in an Interpersonal Skills Training Program (a 2-session, 12-hour workshop) to the rated competence of nonparticipants. This comparison was operationalized through a study design of the pre- and posttesting of 12 experimental and 22 control subjects. The assessment instruments used were Spitzberg's Conversational Skills Rating Scale (CSRS) and Curran's Simulated Social Interaction Test (SSIT). Two rating judges were utilized. Results, although modest, are in the expected direction. Measured competence on the CSRS failed to show significant improvement in the rated competence of the experimental group as compared to the rated competence of the control group. However, the SSIT did reveal significant improvement of the rated skill and anxiety of experimental subjects while the control group showed no significant improvement. In addition to assessing the effectiveness of the workshop, this study sought to find a positive correlation of the CSRS instrument to the SSIT instrument. As expected, the CSRS showed a positive correlation to the SSIT.
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Pujol-Ferrń, Mercè. "The design and evaluation of a Hypercard application : ESL through the communicative approach /." Access Digital Full Text version, 1993. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11544818.
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Thesis (Ed.D.)--Teachers College, Columbia University, 1993.Typescript; issued also on microfilm. Sponsor: JoAnne Kleifgen. Dissertation Committee: Clifford Hill. Includes bibliographical references (leaves 140-144).
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Alzimami, Hessah Khaled. "EVALUATING INTERCULTURAL COMMUNICATIVE COMPETENCE USING MEDIATED SELF-REFLECTION IN TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/422.
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In a globalized world, teaching English as a second language (ESL) or English as a foreign language (EFL) requires mastery of intercultural communicative competence (ICC). Deploying ICC has many benefits, especially with teaching and learning English, because it is a preeminent necessity for intercultural communication today. In ESL and EFL contexts at college and university levels, learners and instructors interface with other learners and instructors who have various languages and cultures, so there is a need for implementing ICC, because it encourages instructors and learners to communicate effectively with others using both their native and target languages, as well as their native and target cultures. Hence, there is a need for ICC, mediational tools, such as translanguaging pedagogy, as well as use of a peer-coaching process. Also, there is a need to evaluate ICC use through various kinds of assessment, such as self-assessment (which includes self-reflection), identity assessment, formative assessment, and summative assessment.
In order to find the validity of various aspects of ICC, the mediational tools, the peer-coaching process, various kinds of assessment, and self-reflection, the researcher used a mixed-method study that contained quantitative and qualitative data. The study was conducted over the summer of 2016, and the participants were graduate students in the Teaching English to Speakers of Other Languages (TESOL) program at California State University, San Bernardino (CSUSB). This thesis validates aspects of ICC, mediational tools, and assessments, as well as the importance of self-reflection in evaluating and improving individuals’ ICC.
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Азарова, Л. Є., and Л. В. Горчинська. "Комунікативна компетентність студентів ВНЗ." Thesis, ВНТУ, 2018. http://ir.lib.vntu.edu.ua//handle/123456789/23451.
Full textAbstract:
Визначено критерії оцінювання комунікативної компетенції і подано їхню характеристику за окремими
показниками. Виділено рівні міжкультурної комунікативної компетентності студентів.The criteria for evaluation of communicative competence are determined and their characteristics according to the individual factorsare presented. Levels of multicultural communicative competence of students are sorted out.
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Tangpijaikul, Montri. "The Thai university student's fine-tuning of discourse in academic essays and electronic bulletin boards performance and competence /." Phd thesis, Australia : Macquarie University, 2009. http://hdl.handle.net/1959.14/73139.
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Thesis (DAppLing)--Macquarie University, Faculty of Human Sciences, Dept. of Linguistics, 2009.Bibliography: p. 208-233.
Introduction -- Conceptual frameworks: language competence and the acquisition of modality -- Generic frameworks: speech, writing and electronic communication -- Linguistic frameworks: modality and related concepts -- Research design and methodologies -- FTDs in the ACAD and BB corpora -- Learner's use of FTDs in discoursal context and their individual repertoires -- Conclusions and implications.
While natural interaction is one of the important components that lead to successful language learning (Vygotsky 1978, 1986), communication in classroom practice in Thailand is mostly teacher-centered and not genuinely interactive. Online group communication is different because it allows learners to exercise interpersonal communicative skills through interaction and meaning negotiation, as in reciprocal speech situations. At the same time it gives learners time to think and produce language without having to face the kind of pressure they feel in face-to-face classroom discussion. The language learner's competence is thus likely to be enhanced by opportunities to communicate online, and to be more visible there than in academic contexts, although there is a dearth of experimental research to show this. One way of investigating the pedagogical potential of bulletin board discussions is to focus on the interpersonal linguistic devices used in textual interactions (Biber 1988). -- The purpose of this research is to find out whether students communicating online in bulletin board writing will exercise their repertoires of linguistic fine-tuning devices (hedges, modals, and intensifiers) more extensively than when writing academic essays. This was expected because hedges, modals and intensifiers are likely to be found in interactive discussions (Holmes 1983), while academic tasks do not create such an environment. Though hedges and modal devices are also found in academic genres (Salager-Meyer 1994, Hyland 1998), those used tend to be academic in function rather than communicative. -- In order to compare the frequency and variety of the fine-tuning devices used by learners in the two mediums, data was gathered from 39 Thai students of English at Kasetsart University, from (1) their discussions in online bulletin boards and (2) their academic essays. Tasks were assigned on parallel topics in three text types (narrative, explanatory, argumentative) for both mediums. The amount of writing was normalized to create comparable text lengths. Measures used in the quantitative analysis included tallying of the types and tokens of the experimental linguistic items, with the help of the AntConc 2007 computer concordancer. Samples of written texts from the two mediums were also analyzed qualitatively and compared in terms of their discourse structure (stages, moves and speech acts), to see which functional segments support or prompt particular types of pragmatic devices. -- The findings confirm that in electronic bulletin boards the students exercise their repertoires of fine-tuning devices more frequently, and use a greater variety of pragmatic functions than in academic essays. This is probably because online discussion fosters interactions that are more typical of speech (Crystal 2006), and its structure allows for a series of interpersonal moves which have no place in academic tasks. Text-type also emerged as a significant factor: writing argumentative texts prompted greater use of modals and intensifiers than the narrative and explanatory ones. Thus students' communicative competence showed itself most fully in the argumentative online assignments, and was not so evident in academic and expository essays. Frequent use of modal and intensifying elements was also found to correlate with the students' English proficiency grades, and how regularly they wrote online. This incidentally shows the importance of exposure to L2 in language acquisition, and that lower-proficiency learners need more opportunities to exercise their L2 resources in interactive discourse, in order to develop competence in using them. -- These research findings support Long's (1996) 'Interaction Hypothesis', that learners learn best in situations that cater for interaction; and Swain's (1985) 'Output Hypothesis', that learners need the chance to exercise their language naturally in a variety of contexts -through academic tasks as well as social interactions, which are equally important for language education. Extended performance opportunities undoubtedly feed back into the learner's communicative competence.
Mode of access: World Wide Web.
xi, 389 p. ill
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Swendsén, Susanne. "La influencia del Lgr11 en los libros de estudio, la enseñanza y la evaluación del ELE." Thesis, Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-34267.
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The Swedish school, or more precisely, the school results of Swedish pupils, is a topic widely discussed in media, the newspapers and among teachers and parents. Everyone seems concerned about the knowledge requirements and there are many discussions about how to change the negative spiral. With the change of national study plans from the earlier Lpo94 to today´s Lgr11, many questions have arisen about how to plan and evaluate teaching. Against this background, the aim of this essay is to verify what influence the new national study plan has had on Spanish teaching, the study books in Spanish and evaluation in upper secondary school in the communities of Skövde and Mariestad. Our focus is delimited to the five competences of a language: listen, read, write, speak and communicate. In this essay we part from four hipotheses. In the first place, we believe that the national study plans, Lpo94 and Lgr11, are very similar, but that there is a greater focus on the competence of communication in Lgr11. In the second place, we believe that the tests in the teacher´s guides are more or less adapted to the five competences depending on if they were published before or after the change of national study plans. Our hipothesis is that the newer tests are more adapted to the competences than the older ones. In the third place, we believe that some teachers have adapted (more or less) to the new system and that others have not. In the fourth place, our hipothesis is that those teachers who have adapted to the new system, evaluate all the five competences, with greater frequency and also make their own material to a greater extent than others. The method used in this essay is a comparison between the national study plans and the Spanish teacher´s guides. We have also made surveys among the teachers in the communities of Mariestad and Skövde. The results of our study show that there is a high similarity between the national study plans, but that there is a greater focus on communication in Lgr11 when it comes to knowledge requirements. The tests in the teacher´s guides differ a lot, and not many of them have been republished since the system change. Interestingly, there is only one of the teacher´s guides with tests that correspond to all five competences, and it is a book published before Lgr11. Furthermore, the teachers in our study respond differently on how they believe that they have adapted to the new system. Half of them think that they ii have made no changes at all, but the results show, surprisingly, that all the teachers evaluate the five competences of a language and there is also a tendency to evaluate the pupils more often than before. It seems like the new national study plan has had an impact on all the teachers in our study.
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Almas, Luís Miguel Gavelas. "Relatório no âmbito da unidade curricular prática de ensino supervisionada - Ensino do português no 3º ciclo do ensino básico e ensino secundário e de espanhol dos ensinos básico e secundário." Master's thesis, Universidade de Évora, 2013. http://hdl.handle.net/10174/15705.
Full textAbstract:
O presente relatório foi elaborado no âmbito da Unidade Curricular Prática de
Ensino Supervisionada, do Curso de Mestrado em Ensino de Português no 3º Ciclo do
Ensino Básico e de Espanhol/Francês nos Ensinos Básico e Secundário, especialidade
em Ensino do Português no 3º Ciclo do Ensino Básico e Ensino Secundário e de
Espanhol nos Ensinos Básico e Secundário.
Constitui uma reflexão sobre as práticas educativas levadas a cabo durante o ano
letivo 2011/2012, na Escola Secundária Mouzinho da Silveira, em Portalegre, na
lecionação da disciplina de Espanhol. O relatório inicia-se com um enquadramento
teórico em que se tecem algumas considerações sobre os principais documentos
orientadores da Educação e do ensino das línguas estrangeiras em Portugal. Segue-se a
reflexão crítica sobre a prática docente, em que se reflete essencialmente sobre a
dimensão do ensino e da aprendizagem, passando pela preparação e execução das aulas,
sobre a participação na Escola e a relação com toda a comunidade educativa e ainda
sobre a dimensão de desenvolvimento profissional; ABSTRACT: The present report was produced within the frame of the supervised Practical
Curricular Teaching Unit of the course to achieve the MA. degree in Teaching
Portuguese in the 3rd cycle of Basic Schools and Teaching Spanish/French in the Basic
and Secondary Schools, focus on Teaching Portuguese in the 3rd cycle of Basic and
Secondary Schools and Teaching Spanish in Basic and Secondary Schools.
In its essence, the report comprises a reflexion on the educational performance
carried out over the school year 2011/2012 at Mouzinho da Silveira Secondary School,
Portalegre, in the classes of Spanish. The report opens supplying a theoretical
background in which considerations are made on the most relevant guiding documents
on Education and the Teaching of foreign languages, in Portugal. A critical reflexion on
the teaching performance ensues in which the focus falls mainly upon the
teaching/learning process, the performance in class, on the participation of school life
and the relationship with the whole of the school community, extended to the frame of
professional development.
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Oliveira, Sónia da Conceição Barradas. "Relatório no âmbito da unidade curricular prática de ensino supervisionada." Master's thesis, Universidade de Évora, 2014. http://hdl.handle.net/10174/10972.
Full textAbstract:
O presente relatório foi produzido no âmbito da unidade curricular Prática de Ensino Supervisionada, que integra o Curso de Mestrado em Ensino de Português no 3º Ciclo do Ensino Básico e de Espanhol/Francês nos Ensinos Básico e Secundário, especialidade em Ensino do Português no 3º ciclo do Ensino Básico e Ensino Secundário e de Espanhol nos Ensinos Básico e Secundário.
A reflexão sobre o processo de ensino-aprendizagem é a temática central deste relatório. Pretendemos refletir sobre as práticas educativas desenvolvidas na Escola Básica Santa Clara em Évora, na lecionação da disciplina de Espanhol, no ano letivo transato. O relatório inicia-se com um enquadramento teórico onde são examinados alguns documentos reguladores e orientadores da prática letiva e também do ensino das línguas estrangeiras. Em seguida reflete-se criticamente sobre a prática letiva realizada, sobre o processo de ensino aprendizagem, sobre a preparação e execução das atividades letivas, também sobre a participação na escola e desenvolvimento profissional.
Pretendemos que o presente relatório possua uma vertente descritiva, mas acima de tudo reflexiva, revelando-se esta última essencial para a construção do professor; *** ABSTRACT:
Report within the course Supervised Teaching Practice
The present report was produced within the frame of the supervised Practical Curricular Teaching Unit of the course to achieve the MA. degree in Teaching Portuguese in the 3rd cycle of Basic Schools and Teaching Spanish/French in the Basic and Secondary Schools, focus on Teaching Portuguese in the 3rd cycle of Basic and Secondary Schools and Teaching Spanish in Basic and Secondary Schools.
The main issue of this written report is to make an attentive reflexion about the teaching-learning process.We intend to reflect on the educational performance carried out over the previous year at Santa Clara Elementary School, Évora, in Spanish language classes. The report opens up supplying a theoretical background in which the most relevant guiding documents on educational performance are examined. It also proposes a brief status quo of theoretical background on the teaching of foreign languages. A critical reflexion is made upon the teaching performance; the teaching-learning process; the performance in class; the participation of school life; the relationship with the school community, as well as the professional development.
It is the intent of this report to have a descriptive component, but also to have a reflexive one, the later being the most important to the construction of the teacher as a professional.
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Almeida, Joana Filipa Cardoso Lopes de. "European student mobility and intercultural learning at a portuguese university." Doctoral thesis, Universidade de Aveiro, 2015. http://hdl.handle.net/10773/15691.
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Doutoramento em EducaçãoThe purpose of this study is to understand, impact and evaluate the development of intercultural communicative competencies among European credit-seeking exchange students and other sojourners through purposeful intercultural pedagogy. This pedagogy encompasses intentional intercultural- educational approaches which aim to support and enhance sojourners’ intercultural learning throughout the study abroad cycle (pre-departure, in-country and reentry phases). To test and validate these pedagogies a 20-hour intervention was designed and implemented among two cohorts of 31 sojourners during the in-country phase of their sojourn in Portugal. The process to develop and validate the intercultural intervention was driven by a mixed-methods methodology which combined quantitative and qualitative data to triangulate, complement and expand research results from a pragmatic stance. The mixed methods research design adopted is multi-phased and encompasses a multi-case study and an evaluative component. The multi-case component is embodied by sojourner cohorts: (1) the primary case study involves 19 incoming students at the University of Aveiro (Portugal) as participants in the European exchange program Campus Europae; (2) the second case study comprises three incoming Erasmus students and nine highly skilled immigrants at the same university. All 31 sojourners attended two intermediate Portuguese as Foreign Language classrooms where the intervention was employed. Data collection was extensive and involved collecting, analyzing and mixing quantitative and qualitative strands across four research phases. These phases refer to the: (1) development, (2) implementation and (3) evaluation of the intervention, as well as to (4) a stakeholder analysis of the external value of the intervention and of the Campus Europae program. Data collection instruments included pre and posttest questionnaires and semi-structured interviews. Results confirm the intercultural effectiveness of the intervention and the positive impact upon research participants’ intercultural gains. This impact was, however, greater in case study 2. Among explanatory variables, three stand out: (1) participant meaning-making abilities, (2) host language proficiency and related variables, and (3) type of sojourn or exchange programs. Implications for further research highlight the need to systematize purposeful intercultural pedagogy in sojourner populations in general, and in European credit student mobility in particular. In the latter case, these pedagogies should be part of the design and delivery of credit-bearing exchange programs in pre- departure, in-country and re-entry phases. Implications for practice point to the urge to improve intercultural practices in: macro (higher education institutions), mezzo (exchange programs) and micro (sojourner language classrooms) contexts where this research took place, and wider social scenarios they represent.
O propósito deste estudo é compreender, intervir e avaliar o desenvolvimento de competências de comunicação intercultural de estudantes de intercâmbio europeus com vista à aquisição de créditos e de outros sujeitos em contexto de imersão, através de uma pedagogia intercultural propositiva. Este tipo de pedagogia representa abordagens pedagógico-interculturais que visam auxiliar e otimizar a aprendizagem intercultural destes sujeitos durante o ciclo de intercâmbio (fase prévia à partida, durante o intercâmbio e na reentrada). De forma a testar e validar estas pedagogias, uma intervenção com a duração de 20 horas foi desenhada e implementada em dois coortes de 31 sujeitos durante sua imersão em Portugal. O processo de desenvolvimento e validação da intervenção intercultural foi guiado por uma metodologia mista que combina dados quantitativos e qualitativos para triangular, complementar e expandir os resultados investigativos a partir de uma instância pragmática. O desenho de investigação misto adotado é multifaseado e integra uma componente de estudo de caso-múltiplo e de avaliação. A componente de estudo de caso-múltiplo é corporizada pelos dois coortes de sujeitos em imersão: (1) o principal estudo de caso integra 19 estudantes recebidos pela Universidade de Aveiro (Portugal) enquanto participantes no programa de intercâmbio Europeu Campus Europae; (2) o segundo estudo de caso integra três estudantes Erasmus e nove imigrantes altamente qualificados recebidos pela mesma universidade. Todos os 31 sujeitos frequentaram duas salas aulas de Português Língua Estrangeira, onde a intervenção foi implementada. A recolha de dados foi extensiva e compreendeu a recolha, análise e integração de dados quantitativos e qualitativos ao longo de quatro fases de investigação. Estas fases referem-se ao: (1) desenvolvimento, (2) implementação e (3) avaliação, bem como a (4) uma análise das perceções de stakeholders com o intuito de compreender o valor externo da intervenção e do programa Campus Europae. Os instrumentos de recolha de dados incluíram inquéritos por questionário antes e após a intervenção e entrevistas semi- estruturadas. Os resultados confirmam a eficácia intercultural da intervenção e um impacto positivo nos ganhos interculturais dos participantes. Este impacto foi, no entanto, maior no estudo de caso 2. Entre as variáveis explanatórias, três destacam-se: (1) as capacidades de construção-de-significado dos participantes, (2) a proficiência na língua de acolhimento e varáveis associadas e (3) o tipo de imersão e programas de intercâmbio. Implicações para investigações futuras salientam a necessidade de sistematizar uma pedagogia intercultural propositiva em poluções em imersão, no geral, e na mobilidade europeia estudantil de crédito, em particular. No último caso, estas pedagogias deverão ser parte do desenho e implementação de programas de intercâmbio de crédito na fase prévia à partida, durante o intercâmbio e na reentrada. As implicações de teor prático salientam a premência de melhorar as práticas interculturais nos contextos macro (instituições de ensino superior), meso (programas de mobilidade) e micro (aulas de língua para sujeitos em imersão) onde esta investigação decorreu, bem nos cenários sociais alargados que estes contextos representam.
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Gabrielson, Eva. "Getting your message across. : Evaluating cross-linguistic influence on communicative competence in written learner English." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-171710.
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Abstract Acquiring communicative competence and the ability to communicate in writing are essential goals for second language learners and of the highest importance to achieving educational success. Opportunities to express ideas in writing are essential for students’ language development. Learners therefore need to be encouraged to take the risk of making errors in order to be able to express ideas, thoughts and knowledge with enthusiasm. This thesis defines and investigates some important factors contributing to the development of communicative competence and performance in the context of Second Language Acquisition (SLA) research and Communicative Language Teaching (CLT). The main aim of the study is to focus on how Swedish learners make use of their first language (L1) as a cognitive and strategic source in their written English communication. Cross-linguistic influence, or transfer errors, from Swedish in the written English of high school students are taken from samples of writing from the Uppsala Learner English Corpus (ULEC). The study evaluates the potential of transfer from the L1 to either facilitate or inhibit the communicative purpose, i.e., ‘getting the message across’. The most serious errors in the data were found to result in confusing, inappropriate or incomprehensible structures. Finally, the study draws attention to some aspects of communicative language teaching and learning that teachers should be aware of in the development and assessment of students’ communicative ability in written performance. The study found that negative language transfer was found to affect communication to various degrees of seriousness but could at times also be considered a useful and necessary strategy for getting a message across. Transfer errors were often idiosyncratic and were most frequent among males between 16-17 years-old enrolled in vocational programmes. Prepositional transfer errors were the most common, however; incorrectly used lexical items, in particular, false friends and other vocabulary substitutions, as well as literal translations of phrases and idiomatic expressions potentially resulted in the most serious errors. Word order errors also interfered substantially with the message in many cases. On the other hand, grammatical transfer errors such as incorrect us of articles, pluralisation and verb tense generally did not change the meaning to any greater extent. In fact, transfer errors can be communicative as long as the message gets across.
Books on the topic "Communicative competence Evaluation"
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Spitzberg, Brian H. CSRS, the conversational skills rating scale: An instructional assessment of interpersonal competence. Annandale Va: Speech Communication Association, 1995.
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Spitzberg, Brian H. CSRS, the conversational skills rating scale: An instructional assessment of interpersonal competence. S.l]: NCA National Communication Association, 1995.
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Cherepanova, L. V. Formirovanie lingvisticheskoĭ kompetent︠s︡ii pri obuchenii russkomu i︠a︡zyku. Novosibirsk: "Nauka", 2006.
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Paran, Amos. Testing the untestable in foreign language education. Buffalo, N.Y: Multilingual Matters, 2010.
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Steven, Hoffman, and National Center for Education Statistics., eds. The national assessment of college student learning: Identifying college graduates' essential skills in writing, speech and listening, and critical thinking : final project report. Washington, DC: National Center for Education Statistics, U.S. Dept. of Education, Office of Educational Research and Improvement, 1995.
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Strategic competence and EFL reading test performance: A structural equation modeling approach. Frankfurt: Peter Lang, 2007.
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Testing the untestable in foreign language education. Buffalo, N.Y: Multilingual Matters, 2010.
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Witte, Arnd. Intercultural competence: Concepts, challenges, evaluations. Oxford: Peter Lang, 2011.
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Evaluating cognitive competences in interaction. Amsterdam: John Benjamins Pub. Co., 2012.
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Morreale, Sherwyn P. The competent speaker speech evaluation. 2nd ed. Wash., D.C: National Communication Association, 2007.
Find full textBook chapters on the topic "Communicative competence Evaluation"
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Partsch, Sebastian, Sabine Muths, and Ingrid Darmann-Finck. "Communicative Competencies in Nursing: A Situation- and Competence-Based Curriculum." In Development, Implementation and Evaluation of Curricula in Nursing and Midwifery Education, 109–19. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78181-1_7.
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Lagos, Ema. "Chile: The Challenge of Providing Relevant Information from ILSA Studies for the Improvement of Educational Quality." In Improving a Country’s Education, 49–82. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-59031-4_3.
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AbstractChile has a consolidated culture of evaluation in its educational system because, for more than three decades, first the Ministry of Education and currently the National Agency for Educational Quality have implemented national census tests every year to monitor the established curricula’ learning. International Large-scale Students Assessment (ILSA) studies have substantially contributed to this monitoring since the late 1990s. Both, the definition of the disciplines and domains evaluated and the results obtained, have motivated curricular reforms to adapt what is taught to children and young people to prepare them for a globalized world, with a strong presence of information and communication technology. The Chilean students’ results have impacted the system, especially by highlighting its weaknesses, related to little improvement over decades, differences in learning achieved by different groups of students, and performance below than expected in the most economically and culturally advantaged sectors. To accomplish these challenges, the system has changed its organization and developed diverse strategies. Data provided by ILSA studies have been used to promote policies and programs for the improvement and strengthening of the most vulnerable groups and a general approach that promotes gender equality in education, politics, and labor. ILSA studies have also been a reference for innovation in educational assessments, allowing the country to evaluate and explore innovative learning areas such as digital and financial competences.
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"Assessing Intercultural Communicative Competence." In Issues in Coursebook Evaluation, 41–63. Brill | Sense, 2018. http://dx.doi.org/10.1163/9789004387379_005.
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Jones, Christian. "Chapter 3. Study 2. Materials evaluation." In Conversation Strategies and Communicative Competence, 59–96. Candlin & MYnard ePublishing Limited, 2021. http://dx.doi.org/10.47908/19/3.
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"15. Evaluation of two communities of inquiry." In New Perspectives on the Development of Communicative and Related Competence in Foreign Language Education, 363–82. De Gruyter Mouton, 2018. http://dx.doi.org/10.1515/9781501505034-015.
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Moskvicheva, Natalia, and Svetlana Kostromina. "Technology of Conducting Group Training to Increase Communicative Competence for Teachers of Socio-Humanitarian Disciplines." In Modern Technologies for Teaching and Learning in Socio-Humanitarian Disciplines, 36–66. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7841-3.ch003.
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The authors present the training of increasing communicative competence for teachers of social and humanitarian disciplines. An overview of the current research in this area is given: the development of projects for training teachers with a communicative skill and the search for means to assess their effectiveness, the use of feedback and reflection, the use of active teaching methods. The necessity of an individualized approach aimed at self-knowledge of the teacher, the awareness of his individual style, personal characteristics, and motivation is substantiated. The theoretical basis of the training is based on the psychological understanding of the structure of the teacher's activity. The chapter details the goals, methods, the form of training, the necessary conditions, and the order of the training, which allow achieving the set goals and reproducibility of the results of training by other trainers. An approximate training plan, which includes six sessions, is described in detail. The results of the introduction of training and evaluation of its effectiveness are presented.
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Bagateeva, Angelina Olegovna, Guliya Nailevna Akhmetzyanova, and Nailya Shaukatovna Valeyeva. "Computer Technology of Pedagogical Monitoring of Foreign Language Training Based on Modular Approach." In Assessment, Testing, and Measurement Strategies in Global Higher Education, 272–300. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2314-8.ch014.
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This chapter presents the structure and content of foreign language communicative competence in the form of a set of competencies (linguistic; speech; sociocultural; strategic; self-education), each of which includes invariant and variable elements. Pedagogical monitoring of foreign language training is considered as a specially organized continuous process of selective monitoring to develop a control action based on the analysis of the results that is multifunctional, and implements information, analytical, diagnostic, monitoring, and corrective functions. The authors' computer program implements informational, analytical, diagnostic, and monitoring functions, and opens up fundamentally new opportunities for testing to assess the success of the development of language disciplines. In the future, the functionality of the authors' patented computer program can be expanded through the development of an intelligent core, which will make it possible to effectively use computer technology for monitoring, evaluation, and forecasting in the process of foreign language training.
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Kaçar, Işıl Günseli. "Cultural Diversity and Critical Cultural Awareness." In Global and Transformative Approaches Toward Linguistic Diversity, 97–123. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8985-4.ch006.
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This case study investigated Dutch and Turkish pre-service teachers' pedagogical insights on cultural diversity and critical cultural awareness in a telecollaboration project integrated into practicum. The intercultural communicative competence framework and the positioning theory were the theoretical frameworks. Participants engaged in asynchronous video communication on cultural and critical issues. The data were collected via expectation papers, a reflective project evaluation journal, videotaped interactions, and semi-structured interviews. They were analyzed via content analysis. The findings revealed the favorable impact of participants' project engagement on their perceptions, cultural, diversity and critical cultural awareness. Despite the pre-service teachers' enhanced cultural diversity and critical cultural awareness, the limited duration of the study and the lack of synchronous interaction did not allow for an in-depth exploration of their diverse critical cultural perspectives. The study has implications for teacher educators conducting telecollaboration projects.
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Belim, Célia. "Mirror, Mirror, on the Wall, Who's the Communicationally Competent One of All? and the Other Side of the Mirror." In Advances in Human Services and Public Health, 108–33. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-4396-2.ch004.
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This chapter focuses on health professional competence and consequent evaluation by patients who establish with them a therapeutic relationship. Based on a literature review and proposals of best practices to implement in health encounters, it is concluded that competent communication has to give attention to verbal and non-verbal dimensions and to the patient's expectations. Results reveal that the competences are empathy, respect, inclusion of the patient in choices and decisions, confirmation of understanding, use of plain language, and positivity. On the patients' side, some common expectations are associated with the humanization of relationships, such as the manifestation of patience by professionals to the patients' queries and the adoption of personalized communication. The communication lapses are more related to poor attitudes of health professionals, and the patients' expectations can vary depending on their sociodemographic attributes. Different communication styles of health professionals generate different evaluations and expectations of patients.
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García-Sánchez, Soraya, and Conchi Hernández-Guerra. "Academic ESP Oral Production." In Cultural Awareness and Competency Development in Higher Education, 255–71. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2145-7.ch015.
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Current higher education students are frequently engaged to 24/7 interconnectedness, which should contribute towards their careful awareness of other languages and cultures at the time of receiving or communicating information. English remains the international language higher education learners and professional citizens in general need to perform to access the most competent job vacancies. This chapter is based on assessing oral production tasks that pursue to enhance speaking skills, team-work competences, and problem-solving in English for Specific Purposes (ESP) courses in the Degrees of History and Social Work. The results compare not only the oral outcomes of these two ESP groups but what evaluation procedures and assessment criteria have been considered to promote successful communication in English. Equally, this ESP content would be analysed to observe if teams succeeded in building not only local needs but also a conscious global education that is responsibly engaged with other cultures, as promoted by the global competence.
Conference papers on the topic "Communicative competence Evaluation"
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Jokinen, Kristiina. "Quality of service and communicative competence in NLG evaluation." In the Eleventh European Workshop. Morristown, NJ, USA: Association for Computational Linguistics, 2007. http://dx.doi.org/10.3115/1610163.1610165.
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Stanciu, Florentina. "Training in French communication skills in online learning through the efficient use of video sequences." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p146-150.
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The last decades, characterized by changes in the transnational relationships, by the growth of the European Union and the increasing need to communicate in the globalized world, lead to a reevaluation of the practices, methodologies and materials used in teaching languages, especially in teaching French as a foreign language. Online learning completes the classical learning suggesting accessible information which can be accessed anytime through electronic platforms. Qualitative online learning involves planning online learning, online teaching and online learning its-self. Using multimedia contents in teaching constitutes an advantage in shaping the communicative competence of the students in French as a result of the pictures in general and particularly of the videos, which make learning efficient. Interaction and communication facilitate the learning-teaching-evaluation process and the authentic materials – the videos expose the learner to situations which enable them to improve the comprehension competences, the written and oral communication and the development of intercultural competences.
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Tomsikova, Katerina, Karel Tomsik, Lucie Smékalová, and Karel Nemejc. "Self-reflection of University Teachers at the Czech University of Life Sciences Prague." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.035.
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The aim of the paper is to evaluate teachers´ competences and their self-reflection in the teaching process. The topicality of the research presented in the paper is given by the fact that teachers at university level must prove excellent competences regardless external factors which affect the teaching process any time. Competence is the key qualified and professional job performance in any sector. The paper focuses on the competences of university teachers which they acquire and develop throughout their career. Attention is given to professionally and personality cultivating competences, part of which is also self-reflection. Self-reflection refers to a person’s ability of introspection and willingness to learn more about own abilities and skills. This will lead to a better ability to identify changes that may be required. The methodology consists in a research based on a questionnaire survey and statistical evaluation of gathered information. The paper gives an outline of the evaluation process at the Czech University of Life Sciences Prague (CZU), during which opinions of students and teachers about instruction were analysed, together with the fulfilment of selected university competences. The main body of the paper is dedicated to the statistical processing of selected data from the evaluation survey conducted by using the SPSS programme. The results indicate that there are significant deviations of teachers´ self-evaluation from the students´ opinion. The Institute of Education and Communication is going to offer courses in advanced competence development using techniques of self-reflection. This has a potential to enhance effectiveness of the teaching process at university level.
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Vančová, Hana. "PRONUNCIATION EVALUATION CRITERIA FOR EFL LEARNERS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end035.
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"Pronunciation is one of the competencies foreign language learners of English are implicitly or explicitly judged for in classroom context as well as real-life communication. At the same time, both teachers and learners express concerns concerning this competence, as relatively little attention is being paid to pronunciation issues. While accuracy was desired in the past, comprehensibility is preferred as the goal of pronunciation instruction in recent years. Mistakes and errors the speakers make vary across the language background of speakers and can be manifested at segmental and suprasegmental levels; however, familiarity with the topic discussed may help overcome many obstacles the foreign language speakers may make. Pronunciation may be judged by human raters as well as automatically by specialized software. The presented study aims to current practices presented in research papers published in the past ten years. The results suggest different criteria applied to pronunciation evaluation. The paper presents partial research outcomes of the projects KEGA 019TTU-4/2021 Introducing new digital tools into teaching and research within transdisciplinary philological study programmes and 7/TU/2021 Pronunciation mistakes of pre-service teachers of English."
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Iriste, Sandra, and Irena Katane. "Digital Competence of Hospitality Students within the Context of Information and Communication Technology Environment." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.008.
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In the nearest future, most industries, including hospitality, will be characterized by significant changes linked to the change of business models, leaders break through innovations due to the new global epidemiological situation. Considering the new digitization trends in the hospitality industry, only companies with employees with high-level digital competence will be able to survive, adapt and develop. The dual study environment of a higher education institution ‒ the study environment of a higher education institution and the environment of professional activities plays a major role in the development of digital competence. On the basis of the ecological approach, there has been the context of information and communication technology environment viewed in the article within the substantiation of digital competence. The aim of the study was: during the pedagogical experiment to approbate the developed “Model of the dual study environment of a higher education institution” and to evaluate university hospitality students’ competitiveness including digital competence as competitiveness integral part. To find out how significantly has changed the self-evaluation of students’ digital competence after the prospective hospitality business managers’ competitiveness facilitation in the framework of the developed dual study environmental model. Both before and after the pedagogical experiment the students performed the self-evaluation of digital competence by using the authors’ developed and examined competitiveness evaluation methodology. The obtained results testify that the developed and approbated model for promotion of competitiveness development in general impacted self-assessments of the students' digital competence during the pedagogical experiment.
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De-Miguel-Molina, Blanca, Maria De-Miguel-Molina, Daniel Catalá-Pérez, and Beatriz García-Ortega. "Digitalisation as Support in Competences Acquisition: Experiences at the Faculty of Business Administration and Management." In INNODOCT 2021. Valencia: Editorial Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/inn2021.2021.13357.
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This work presents the design of tasks in two courses at the Faculty of Business Administration and Management over the course of 2020-2021. As on-campus learning was limited, tasks in two subjects were designed to enable the use of digital tools by students. Learning outcomes in the two subjects are defined to acquire both STEAM and soft competences. The STEAM competences in these subjects are focused on curiosity (S: science), use of technology (T), solving problems (E: engineering) and visual communication (A: arts). In the first subject, the task was designed for two lessons in which the students had to review a service. Digital tools were used by the students to represent the customer journey, including pains indicated by users, offer ideas to solve them, and consider main issues in their implementation. From previous years, the use of digital tools adds the T competence to those already acquired (S, E, A). In the second subject, students work on their bachelor degree theses, as they will need to present them in writing and orally to three professors of the Faculty. The task designed in this subject involved a screencast video elaborated by each student, following the format of a real presentation of his or her thesis. In this subject, the inclusion of the T and A competences implies adding them to the competences acquired in previous courses (S and E). Results obtained in the two subjects are presented. These include the evaluation of learning outcomes in relation to previous years, the pros and cons of the tools selected in each subject, and improvements to be incorporated in the next year.
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Pollak, Frantisek, Peter Markovic, and Michal Konecny. "Analysis of Selected Characteristics of e-Consumer Behavior of Czechs During the First Wave of the COVID-19 Pandemic." In Values, Competencies and Changes in Organizations. University of Maribor Press, 2021. http://dx.doi.org/10.18690/978-961-286-442-2.53.
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The paper is devoted to the analysis of the selected aspects of e-consumer behavior. Specifically, to the application of innovative methods of evaluating customer interactions within the environment of the virtual social network Facebook. From the point of view of the actual implementation of presented research, the activity of customer tribes of the five largest e-commerce entities in the Czech virtual market was analyzed and evaluated. The data needed to process the analysis were collected during the first state of emergency declared in the Czech Republic in connection with the COVID-19 pandemic. Through the analysis of data on the interactions of customer groups in a highly non-standard situation, it was possible to outline specific patterns of consumer behavior, in particular the extent and nature of their interactions in B2C communication on the social network Facebook. From the findings we can deduce a shift in the timing of interactions towards the morning hours, which we consider both as an effect of working from home and as a deviation from the usual patterns of behavior. In our opinion, it is necessary to take both of these effects into account when planning marketing communication.
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Ružičić, Vesna, Marija Nikolić, and Nataša Gojgić. "Undergraduate Students Perception of Improvement of Teachers Competencies Based on using Information System." In 9th International Scientific Conference Technics and Informatics in Education. University of Kragujevac, Faculty of Technical Sciences Čačak, 2022. http://dx.doi.org/10.46793/tie22.347r.
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The paper presents the analysis of the Information System (IS) impact on the improvement of the teachers’ skills and competences. This research is based only on students’ perceptions and survey methodology. According to the data of the research described in the paper, it is possible to investigate the correlation between students’ perception of teachers’ IT competencies and assessment of their effects on students’ achievement or teaching effectiveness. Besides, we are particularly interested in investigating the degree to which IS impacts the undergraduate students’ motivation and satisfaction in the teaching process. The impact of e-communication on gaining knowledge, monitoring, evaluation and reporting on the undergraduate students’ improvement is analysed. The paper also presents the analysis of the research results on the application of IS and its impact on gaining knowledge as well as the undergraduate students’ motivation and satisfaction increase. The model of the IS impact on the improvement of the teaching process has been presented as an important factor for directing learners towards IS application
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Lozanova, Slavina, and Ivelina Stoyanova. "TOWARDS EFFICIENT EVALUATION OF DEAF CHILDREN’S LANGUAGE AND COMMUNICATION COMPETENCE." In International Annual Conference of the Institute for Bulgarian Language (Sofia, 2021). Prof. Marin Drinov Publishing House of Bulgarian Academy of Sciences, 2021. http://dx.doi.org/10.7546/confibl2021.ii.45.
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Ulbinaite, Aurelija, and Grazina Zdanovic. "Management and intrinsic hurdles in the development process of integrated communication between service providers and consumers." In Business and Management 2016. VGTU Technika, 2016. http://dx.doi.org/10.3846/bm.2016.26.
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Integrated communication is an effective strategic tool that enables creating and maintaining tight dialogue and cooperation between service providers and consumers, managing communication chaos, information flow, matching consumers’ needs. Its successful application requires reorganizing the communication processes, implementing their strategic changes, introducing new attitudes towards work and new culture, striving for overall synergy. Under such changes, this article aims at identifying the hurdles hindering the effective integration of smooth service providers and consumers’ communication. Testing hypotheses based on a survey demonstrates that hurdles reflecting employees’ competences, integrated communication development resources and result evaluation are more frequent in the stage of communication channel integration than in the functional one.
Reports on the topic "Communicative competence Evaluation"
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Braslavskaya, Elena, and Tatyana Pavlova. English for IT-Specialists. SIB-Expertise, June 2021. http://dx.doi.org/10.12731/er0464.21062021.
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The course is designed in the e-learning environment LMS MOODLE AND INTENDED FOR REMOTE SUPPORT of the 2d-year students' INDEPENDENT WORK IN THE DISCIPLINE «ENGLISH language» of the institute of radio electronics and information security and the Institute of Information Technology and Management in technical systems in Sevsu. The aim of the course is the bachelor training, who can speak foreign language in various situations of interpersonal and professional communication at the level of at least B1+ according to the international scale EVALUATION; IMPROVING THE INITIAL FOREIGN LANGUAGE level reached at previous levels of education; mastering of the necessary and sufficient level of competence FOR SOLVING SOCIO-COMMUNICATIVE TASKS IN VARIOUS spheres OF PROFESSIONAL AND SCIENTIFIC ACTIVITIES WHEN COMMUNICATING WITH FOREIGN PARTNERS; FURTHER SELF-EDUCATION.
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Nechypurenko, Pavlo P., and Vladimir N. Soloviev. Using ICT as the Tools of Forming the Senior Pupils’ Research Competencies in the Profile Chemistry Learning of Elective Course “Basics of Quantitative Chemical Analysis”. [б. в.], November 2018. http://dx.doi.org/10.31812/123456789/2659.
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Aims of the study: to substantiate possibilities of the research competencies formation among senior pupils in terms of profile Chemistry learning by means of practical using information and communication technology while accomplishing an elective course “Basics of quantitative chemical analysis”. This research considers the influence of various ICT tools on the formation of individual study and research competencies, in particular the system components of the research competencies among senior pupils in terms of profile Chemistry learning and the methods of their practical applying while accomplishing an elective course “Basics of quantitative chemical analysis”. Object of the study: ICT tools for Chemistry learning. Subject of the study: ICT tools of research competencies formation among senior pupils in terms of profile Chemistry learning. Methods of the study: reviewing and analyzing scientific publications, expert evaluation, summarizing pedagogical experience. Results of the study: the system of research competencies formation among senior pupils is effectively provided by the correct selection of ICT tools and conditions of their applying for the certain research competence formation, which embodies system components. Our research confirms the idea that the most ICT tools are to be leading in the development of research competencies among senior pupils in profile Chemistry learning. They are successfully tested by means of their applying in the process of studying the elective course “Basics of Quantitative Chemical Analysis”. They show the high effectiveness. Our study confirms that virtual chemical laboratories are the most universal and influential tools of forming the research competencies among senior pupils in profile Chemistry learning.
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Morkun, Volodymyr, Sergey Semerikov, Svitlana Hryshchenko, Snizhana Zelinska, and Serhii Zelinskyi. Environmental Competence of the Future Mining Engineer in the Process of the Training. Medwell Publishing, 2017. http://dx.doi.org/10.31812/0564/1523.
Full textAbstract:
A holistic solution to the problem of formation of ecological competence of the future engineer requires the definition of its content, structure, place in the system of professional competences, levels of forming and criteria of measurement the rationale for the select on and development of a technique of use of information, communication and learning technologies that promote formation of ecological competence. The study is of interest to environmental competence of future mining engineer as personal education, characterized by acquired in the process of professional preparation professionally oriented environmental knowledge (cognitive criterion), learned the ways of securing environmentally safe mining works (praxiological criterion) in the interests of sustainable development (axiological criterion) and is formed by the qualities of socially responsible environmental behavior (social-behavioral criterion) and consists of the following components: understanding and perception of ethical norms of behaviour towards other people and towards nature (the principles of bioethics); ecological literacy; possession of basic information on the ecology necessary for usage in professional activity the ability to use scientific laws and methods in evaluating the environment to participate in environmental works to cany out ecological analysis of activities in the area industrial activities to develop action plans for the reduction of the anthropogenic impact on the environment; ability to ensure environmentally balanced activities, possession of methods of rational and integrated development georesource potential of the subsoil.
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Modlo, Yevhenii O., Serhiy O. Semerikov, Stanislav L. Bondarevskyi, Stanislav T. Tolmachev, Oksana M. Markova, and Pavlo P. Nechypurenko. Methods of using mobile Internet devices in the formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3677.
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An analysis of the experience of professional training bachelors of electromechanics in Ukraine and abroad made it possible to determine that one of the leading trends in its modernization is the synergistic integration of various engineering branches (mechanical, electrical, electronic engineering and automation) in mechatronics for the purpose of design, manufacture, operation and maintenance electromechanical equipment. Teaching mechatronics provides for the meaningful integration of various disciplines of professional and practical training bachelors of electromechanics based on the concept of modeling and technological integration of various organizational forms and teaching methods based on the concept of mobility. Within this approach, the leading learning tools of bachelors of electromechanics are mobile Internet devices (MID) – a multimedia mobile devices that provide wireless access to information and communication Internet services for collecting, organizing, storing, processing, transmitting, presenting all kinds of messages and data. The authors reveals the main possibilities of using MID in learning to ensure equal access to education, personalized learning, instant feedback and evaluating learning outcomes, mobile learning, productive use of time spent in classrooms, creating mobile learning communities, support situated learning, development of continuous seamless learning, ensuring the gap between formal and informal learning, minimize educational disruption in conflict and disaster areas, assist learners with disabilities, improve the quality of the communication and the management of institution, and maximize the cost-efficiency. Bachelor of electromechanics competency in modeling of technical objects is a personal and vocational ability, which includes a system of knowledge, skills, experience in learning and research activities on modeling mechatronic systems and a positive value attitude towards it; bachelor of electromechanics should be ready and able to use methods and software/hardware modeling tools for processes analyzes, systems synthesis, evaluating their reliability and effectiveness for solving practical problems in professional field. The competency structure of the bachelor of electromechanics in the modeling of technical objects is reflected in three groups of competencies: general scientific, general professional and specialized professional. The implementation of the technique of using MID in learning bachelors of electromechanics in modeling of technical objects is the appropriate methodic of using, the component of which is partial methods for using MID in the formation of the general scientific component of the bachelor of electromechanics competency in modeling of technical objects, are disclosed by example academic disciplines “Higher mathematics”, “Computers and programming”, “Engineering mechanics”, “Electrical machines”. The leading tools of formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects are augmented reality mobile tools (to visualize the objects’ structure and modeling results), mobile computer mathematical systems (universal tools used at all stages of modeling learning), cloud based spreadsheets (as modeling tools) and text editors (to make the program description of model), mobile computer-aided design systems (to create and view the physical properties of models of technical objects) and mobile communication tools (to organize a joint activity in modeling).
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Abdula, Andrii I., Halyna A. Baluta, Nadiia P. Kozachenko, and Darja A. Kassim. Peculiarities of using of the Moodle test tools in philosophy teaching. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3867.
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The paper considers the role of philosophy and philosophical disciplines as the means of forming general cultural competences, in particular, in the development of critical thinking. The article emphasizes that the process of forming over-subject and soft skills, which, as a rule, include also critical thinking, gets much more complicated under the conditions of the reduction in the volume of philosophical courses. The paper grounds that one of the ways to “return” philosophy to educational programmes can be the implementation of training, using the e-learning environment, especially Moodle. In addition, authors point to the expediency of using this system and, in general, e-learning as an instrument for collaborating students to the world’s educational community and for developing their lifelong learning skills. The article specifies the features of providing electronic support in philosophy teaching, to which the following belongs: the difficulty of parametrizing the learning outcomes; plurality of approaches; communicative philosophy. The paper highlights the types of activities that can be implemented by tools of Moodle. The use of the following Moodle test tasks is considered as an example: test control in the flipped class, control of work with primary sources, control of self-study, test implementation of interim thematic control. The authors conclude that the Moodle system can be used as a tools of online support for the philosophy course, but it is impossible to transfer to the virtual space all the study of this discipline, because it has a significant worldview load. Forms of training, directly related to communication, are integral part of the methodology of teaching philosophy as philosophy itself is discursive, dialogical, communicative and pluralistic. Nevertheless, taking into account features of the discipline, it is possible to provide not only the evaluation function of the test control, but also to realize a number of educational functions: updating the basic knowledge, memorization, activating the cognitive interest, developing the ability to reason and the simpler ones but not less important, – the skill of getting information and familiarization with it.
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Korotun, Olha V., Tetiana A. Vakaliuk, and Vladimir N. Soloviev. Model of using cloud-based environment in training databases of future IT specialists. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3865.
Full textAbstract:
The authors substantiates and develops the model of using cloud-based environment (CBE) in the training of databases of future information technology (IT) specialists, which consists of interrelated units: target (purpose, task of using CBE), conceptual (pedagogical approaches, didactic principles), organizational and semantic (characteristics of CBE, basic requirements for CBE, subjects of training, CBE of the teacher, CBE of the student, curricula of institution of higher education, educational-methodical complex of discipline “Databases”, installation and configuration of database management system, development of educational material from the database in electronic form, selection of cloud-based systems of distance learning, introduction of cloud-based systems of distance learning in the training of students’ databases, selection of CBE in database training (databases, forms, methods, tools), evaluative (criteria, indicators, levels of professional and practical competence of future IT specialists on the use of CBE in database training), effective (increased formation of the information and communication technologies of future IT specialists on the use of CBE in database training).