Dissertations / Theses on the topic 'Communicative competence Evaluation'
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1
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.
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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.
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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.
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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.
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Galozy, Sophia-Kristin. "Kommunikationsstrategien in Schülergesprächen : Zur Identifizierung, Einordnung und Bewertung von Kommunikationsstrategien." Thesis, Linnéuniversitetet, Institutionen för didaktik och lärares praktik (DLP), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-96528.
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For a long time, the research of communication strategies has played an important role in the study of second language acquisition. They are a criterion for the evaluation of the oral presentation and interaction in the Swedish curriculum of modern languages. Unfortunately, there are only few examples of communication strategies in the curriculum and teachers may ask themselves how different types of communication strategies can be distinguished and categorized. This study showcases how communication strategies used by 9th graders in group discussions can be identified and categorized based on a taxonomy of strategies and how this may contribute to evaluating the use of communication strategies. The research method used in this study is based on qualitative deductive content analysis. Results show, that communication strategies can be assigned uniquely to two major types of strategies, namely avoidance and resource expansion strategies. However, the assignment of communication strategies to different sub-categories proved to be more problematic. Furthermore, it could be determined that knowledge about the two major types of strategies contributes to the evaluation of communication strategies in oral presentation and interaction.
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Hill, Kathy Louise. "Communication competency/proficiency of the male and female professional : self-assessment versus supervisors' evaluation /." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1990.
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Smith, Catherine Tillie, and Dahlia Avila. "An evaluation of the California Brief Multicultural Competence Scale and training for mental health practices." CSUSB ScholarWorks, 2011. https://scholarworks.lib.csusb.edu/etd-project/3317.
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This study was designed to investigate the effectiveness of the California Brief Multicultural Competence Scale (CBMCS) and training as a tool to increase cultural competency skills. The interest of this was to determine if the training brought about a change in empathy or effectively increased knowledge about the importance of culture.
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Golsan, Kathryn B. "Assessment of Embedding Peer Tutors in the Basic Communication Course: Examining Student Engagement, Classroom Climate, Affective Learning, and Communication Competence." Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1334202323.
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Romaya, Pat. "The professional development of tourist police in Thailand : an investigation into English communication competency." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2009. https://ro.ecu.edu.au/theses/161.
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Tourism plays a. major role in the economy of Thailand and the service sector has been oriented to the provision of services for international tourists, many of whom are native or non-native speakers of English. The Royal Thai Police have a Tourist Police Division (TPD) whose officers assist tourists in various ways, and English is a dominant means of communication in this role. However, the English language competency of the officers is often insufficient for their task. Enhancing effective communication between Tourist Police (TP) officers and foreign tourists is, therefore, an important goal of the TPD. It has endeavoured to do this by implementing e-learning English courses for its personnel. This portfolio aims to examine these courses and the needs of the Tourist Police. Recommendations and suggestions are made about how an English training course should be designed to meet the TP's needs for professional development. The problems of English communication faced by the TP officers with foreign tourists are examined, including the e-learning English course used. Documentary inquiry and small scale investigations were conducted to accomplish this. The TP officers' English competency was examined to elicit their responses to English communication, whilst the perceptions of foreign tourists were also explored to obtain their views towards the officers' competency in English. The current e-learning English course the TP officers undergo as part of their professional development was examined in terms of pedagogy, interface design and course content. The findings revealed that the TP officers found speaking and listening skills to be the most problematic aspect of communicating with foreigners in English. The foreign tourists perceived the TP officers used English comprehensibly, even though some barriers in communication were found in terms of pronunciation, grammatical misuse, and inadequate vocabulary. The issues identified from the e-learning analysis include technology literacy and access limitations, the quality of the e-learning course, the pedagogy and learning style used, and some affective factors. Guidelines and recommendations were developed to guide future research and development as well as TP administrators and the course providers so that they might be better guided in the successful development of future English language e-learning courseware.
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Williamson, Loni S. "An Evaluation of Attributes and Competencies for Manufacturing Engineering Technology Graduates." BYU ScholarsArchive, 2006. https://scholarsarchive.byu.edu/etd/807.
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The purpose of this study is to determine the required attributes and competencies required for a graduate from a manufacturing engineering technology baccalaureate program. A document called “Competencies of Manufacturing Engineering Technology Graduates” was compiled in October 2004. This document lists twelve attributes thought to be important for MET graduates: Leadership, Professionalism, Creativity and Problem Solving, Management, Materials, Processes, Quality, Systems, Design, Communication, Safety and Environmental Issues, and Global Awareness. Under each attribute is a list of five to seven competencies creating a total of seventy-three competencies for graduates of an MET baccalaureate program. This list of attributes and competencies was converted into a survey for the purpose of evaluation by two manufacturing groups: educators and industry representatives. Overall, educators and industry representatives rated the attributes and competencies as important. Ninety-nine percent of the combined educator's and industry representative's competency questions had a mean response of 3.50 and above. Therefore, the competencies are relevant for MET graduates. It was determined that educators did significantly differ from industry representatives for their ratings of the attributes, but educators did not significantly differ from industry representatives for their ratings of the competencies. Generally, industry representatives rated attributes less highly than educators; however, the pattern of responses was similar across educators and industry representatives. The rankings of each attribute section from those rated most important to those rated least important were as follows: Professionalism, Communication, Creativity and Problem Solving, Manufacturing Processes, Design, Safety and Environmental Issues, Quality, Materials, Leadership, Management, Manufacturing Systems, and Global Awareness. Current literature mentions aspects of manufacturing that are considered important and these include: global or international awareness, lean manufacturing, life long learning, and communication. This survey indicated that the Global Awareness section was rated the least important of any section. The lean manufacturing competency had an average ranking out of all seventy-three competencies. Communication has been an important concern for MET graduates since the earliest studies and the survey results suggest that communication continues to be highly valued. MET educational programs should provide many opportunities for students to improve their communication skills.
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Abdo, Said. "Evaluating managerial competencies through communication theory : a framework for examining the role of competencies in effective knowledge transfer : the case of multinational enterprise hotels operating in Greece." Thesis, Glasgow Caledonian University, 2014. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.743877.
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Litchmore, Monique R. "Evaluating the Effectiveness, Feasibility, and Treatment Acceptability of a Culturally Adapted Version of Discriminated Functional Communication with Afro-Caribbean Families." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7636.
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The majority of behavioral analytic interventions reflect European-American values. One useful intervention is discriminated functional communication training (DFCT), which may be implemented to increase the generalizability of functional communication training (FCT). However, the discriminative stimuli used during DFCT may not adequately reflect what is commonly used in various cultures. Thus, the purpose of the current study was to evaluate the effectiveness, feasibility (in the form of training parents to implement), and treatment acceptability of a culturally adapted version of DFCT with Afro-Caribbean families. Three children with ASD along with their mothers participated in the study. Results showed that culturally adapting DFCT was as effective as the traditional procedure in obtaining discriminated manding for 2 of 3 participants. An alternate DFCT procedure used with the third participant was also effective. Also, it was feasible to train parents to implement the intervention. Social validity measures indicated the study incorporated cultural values, and beliefs, and produced favorable effects on replacing problem behavior with discriminated manding that was culturally relevant.
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Гнаповська, Людмила Вадимівна, Людмила Вадимовна Гнаповская, and Liudmyla Vadymivna Hnapovska. "Мовне тестування у вищій школі в контексті європейської мовної політики." Thesis, Сумська філія Харківського національного університету внутрішніх справ; ДД "Папірус", 2014. http://essuir.sumdu.edu.ua/handle/123456789/59572.
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Типи мовного оцінювання та ознаки сучасного мовного тесту розглянуто з позицій вирішення проблемних питань, що виникають на шляху до приведення української системи оцінювання мовленнєвих компетенцій студентів у процесі навчання іноземних мов у відповідність до Європейських норм та стандартів.Types of language assessment as well as basic characteristics of a language test are treated in terms of the problem issues related to making Ukrainian language testing system compatible with the requirements of Common European Framework of Reference for Language Learning and Assessment.
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Taylor, Sonja. "Use of Role and Power in Parent-Teacher Relationships: Perceptions from the Parent Perspective." PDXScholar, 2015. https://pdxscholar.library.pdx.edu/open_access_etds/2324.
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Studies have increasingly shown that more parent involvement leads to higher academic achievement for kids. However, studies have also shown a difference in the ability of parents to effectively further their children's interest based on social class. Middle-class parents are described as being able to activate their cultural and social capital in order to further their interests, while working-class and low-income parents have been described as frustrated and marginalized- lacking the ability to activate their capital in a way that benefits themselves and their children.
The intent of this study is to explore how parents understand their role in the parent teacher relationship to look for evidence that social class might not be as much of a factor as previous literature suggests when it comes to activation of cultural capital. Building on a study that found some working-class parents were able to activate cultural capital through their conversations with teachers, I wanted to find out if how parents understand and perform their role would offer more insight into how cultural capital is activated. Based on the premise that how parents understand their role in conversation with teachers might be able to affect their ability to activate their cultural capital, I conducted a qualitative interview study to explore how parents of 5th grade elementary students view their role in the parent-teacher relationship.
Results of the study show that parents gained confidence in their role through conversations with teachers and that they also gained an increased ability to collaborate and engage in partnership with their childrens' teachers. Confidence in role and collaboration with teachers were seen as indications of activation of cultural capital. In this study, parents were able to activate their cultural capital by having collaborative relationships with teachers 9 out of 10 times, regardless of class background.
I draw conclusions that parents in my study developed the ability to activate cultural capital regardless of social class background. Because of this, parents' experience of their relationships with teachers might not be as dichotomous as previous research suggests. My findings suggest that frequency of communication is an important mechanism that contributes to successful parent-teacher relationships. Communication that was particularly helpful included informal conversations and email. The use of email in parent-teacher conversations in particular is an area that deserves further study.
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Wiesbeck, Anne Birte [Verfasser], Manfred [Akademischer Betreuer] Prenzel, and Johannes [Akademischer Betreuer] Bauer. "An Evaluation of Simulated Conversations as an Assessment of Pre-Service Teachers’ Communication Competence in Parent-Teacher Conversations / Anne Birte Wiesbeck. Gutachter: Johannes Bauer ; Manfred Prenzel. Betreuer: Manfred Prenzel." München : Universitätsbibliothek der TU München, 2015. http://d-nb.info/1077063628/34.
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Roy, Brandy L. "An exploration of the role of intercultural training in developing intercultural competency among exchange students : a case study of rotary youth exchange." Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/815.
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This study works with Rotary Youth Exchange to investigate the role of predeparture intercultural training in preparing students to study abroad so that they 5 positively integrate their experience to become interculturally competent people. The Intercultural Effectiveness Scale (IES) along with an intercultural background survey were administered to each student during the first one to four months of his or her exchange to measure his or her intercultural competency development and to learn li about the student's intercultural background. Developing explicit evidence for the role of intercultural training through this study proved unsuccessful because of the students' Jack of knowledge about the subject. However, through analysis of students' answers to decipher the quality of training received and comparing that information to the students' IES scores, the vital role of intercultural training in predeparture orientation is implied.
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Marco, Galindo Maria Jesús. "Enginyeria curricular del sistema d’ensenyament-aprenentatge de la competència comunicativa escrita en els plans d’estudi TIC de la UOC." Doctoral thesis, Universitat Oberta de Catalunya, 2013. http://hdl.handle.net/10803/145070.
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La importància de la competència comunicativa escrita per als professionals de l'àmbit TIC està àmpliament referida en la literatura científica, que deixa constància de les mancances de molts professionals a l'hora de presentar informes, projectes o qualsevol altra comunicació. Malgrat la percepció generalitzada d'aquesta situació, els plans d'estudi de les carreres TIC, sobretot en el context europeu, han plantejat poc o gens la formació en aquesta competència. No és fins fa poc, durant la darrera dècada, que aquesta tendència ha començat a canviar a conseqüència de la progressiva adaptació dels plans d'estudi a les directrius de l'Espai Europeu d'Educació Superior (EEES). L'EEES impulsa significativament la incorporació explícita en el plans d'estudi de l'ensenyament-aprenentatge de les competències transversals, com ara la competència comunicativa. És, doncs, un moment òptim per a estudiar diferents vies per a fer-ho, posar-les en pràctica i estudiar-ne l'efectivitat.La importancia de la competencia comunicativa escrita para los profesionales del ámbito TIC está ampliamente referida en la literatura científica, que deja constancia de las carencias de muchos profesionales a la hora de presentar informes, proyectos o cualquier otra comunicación. A pesar de la percepción generalizada de esta situación, los planes de estudio de las carreras TIC, sobre todo en el contexto europeo, han planteado poco o nada la formación en esta competencia. No es hasta hace poco, durante la última década, que esta tendencia ha empezado a cambiar como consecuencia de la progresiva adaptación de los planes de estudio a las directrices del Espacio Europeo de Educación Superior (EEES). El EEES impulsa significativamente la incorporación explícita en los planes de estudio de la enseñanza-aprendizaje de las competencias transversales, como la competencia comunicativa. Es, pues, un momento óptimo para estudiar diferentes vías para hacerlo, ponerlas en práctica y estudiar su efectividad.
The importance of written communication skills for professionals in the field of ICT is widely referred to in the literature, which also mentions the shortcomings of many professionals when writing reports, projects or other documents. However, despite the widespread perception of the situation, the curricula of ICT degrees, especially in the European context, have proposed little or no training in this skill. Not until recently, in the last decade, this trend has begun to change as a result of the gradual adaptation of curricula to the guidelines of the European Higher Education Area (EHEA).
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Karakaya, Duygu. "Non-native Efl Teachers'." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613698/index.pdf.
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Firstly, in this study, foreign language listening and speaking anxiety levels of the non-native EFL instructors working at preparatory schools of two state and two private universities in Turkey were discovered. Next, if their L2 learning contexts, English-speaking country experience, the length of their teaching experience and the institution they work at affect their listening and speaking anxiety levels was scrutinized.
Secondly, these EFL instructors&rsquoperceived competencies in teaching listening and speaking skills were identified. In addition, the effect of different variables on their perceived competency levels such as their undergraduate departments, their participation in graduate studies and in-service teacher training programs, the length of their teaching experience and also the institutions where they work was analyzed. Besides, the relationship between the listening and speaking anxiety levels of these instructors, and their self-reported competency levels in teaching these skills was explored. Finally, this study identified the EFL instructors&rsquo
frequency of addressing listening and speaking skills in listening and speaking tasks in the lessons according to the curriculum of the institution where they work in order to discover its relationship with the instructors&rsquo
perceived competency levels in teaching these skills. Both quantitative and qualitative data were collected through a questionnaire and semi-structured interviews, both of which were used in a complementary fashion in this study. In addition, a total of 150 non-native EFL instructors participated in the questionnaire phase of the study and nine instructors from the participant universities were interviewed. The findings of this study indicated that the participant instructors experience moderate level of foreign language listening and speaking anxiety. Moreover, these instructors&rsquo
L2 learning contexts, English-speaking country experience and their length of teaching experience significantly influence their foreign language listening and speaking anxiety levels. Furthermore, the instructors perceive themselves as competent in terms of teaching listening and speaking skills and their participation in in-service teacher training programs, graduate studies and their length of teaching experience were found to be the contributors of their competence. In addition, a moderate level of negative relationship between foreign language anxiety levels of the instructors, and their self-reported competencies in teaching listening and speaking skills was identified. Finally, a positive relationship was explored between the frequency of the instructors&rsquo
addressing listening and speaking skills in the classroom considering the curriculum of their institutions and their perceived competency levels in teaching these skills. In this sense, the results demonstrated the effect of the institution and the curriculum on the instructors&rsquo
perceived competency levels in terms of teaching listening and speaking skills.
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Carayannis, Rosilei Justiniano. "Evaluación de la competencia lingüístico-comunicativa de la lengua oral de profesores de ELE en formación." Doctoral thesis, Universitat de Barcelona, 2016. http://hdl.handle.net/10803/392655.
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Este estudio se enmarca en el ámbito de la evaluación como un recurso para la mejora de la competencia de la lengua española oral de profesores brasileños de 'español como lengua extranjera' (ELE) en formación.
La investigación se centra en elaborar un dispositivo de evaluación para los profesores de ELE en formación que tenga la función de promover una actitud de mayor reflexión, consciencia y capacidad de autoevaluación sobre un nivel de dominio de la lengua española oral adecuado para impartir las clases de ELE, que en este estudio se denomina requisitos mínimos.
El nivel de los requisitos mínimos se ha identificado entre el B2 y el Cl respecto a los niveles de referencia del Marco Común Europeo de Referencia para las Lenguas (MCER) y se caracteriza por ser un nivel que permite al profesor en formación identificar y corregir los errores que puede cometer en su discurso oral.
El dispositivo de evaluación requiere que el profesor formador ayude al profesor en prácticas a autoevaluarse y aprender a regular sus errores. Por su parte, el profesor en formación debe grabarse en vídeo y/o audio para observarse y autoevaluarse con el auxilio de una parrilla de evaluación que refleja los descriptores de los requisitos mínimos.
El análisis de la experimentación permitió identificar las características de la lengua oral del profesorado en formación, tanto a nivel individual como del grupo. A nivel individual la parrilla ayudó a verificar los aspectos de los requisitos mínimos que cumplía y los que no cumplía. En lo que se refiere al grupo se identificaron sus principales problemas en el uso de la lengua, que apuntan a posibles debilidades en el currículo de la licenciatura de Letras-Español.
Respecto a la capacidad para autoevaluarse, el análisis de los resultados de la parrilla de evaluación señaló que hubo un aumento de consciencia de todos los profesores en formación sobre sus habilidades y sobre sus dificultades. Los profesores en formación percibieron que podían reconocer algunos errores lingüístico-comunicativos al observarse y contestar la parrilla de evaluación, pero también percibieron que les faltaba más conocimiento de la lengua para conseguir autoevaluarse solos.
La presente investigación concluye que para que el dispositivo de evaluación sea realmente eficaz para ayudar al profesor en formación a ser capaz de corregirse y ser autónomo para mejorar el nivel de su dominio de la lengua española, haría falta formación específica en el uso del dispositivo de evaluación y planificar un estudio amplio a largo plazo para poder investigar el impacto real del mismo.This study focuses on assessment as a means to improve the oral competence in Spanish of Brazilians teachers of Spanish as a foreign language (ELE from Spanish acronym) in training. The research focuses on developing an assessment instrument for ELE trainees that can promote an attitude of more reflection, raise language awareness and foster self-assessment at an adequate level of oral proficiency in Spanish for teaching ELE classes. In the present research this level of proficiency is called 'minimum requirements". The level of the minimum requirements was identified to be between B2 and Cl levels of the Common European Framework of Reference for Languages (CEFR) and is characterized by being a level that allows trainees to identify the mistakes they can make in their oral discourse. The assessment instrument requires that the teacher trainer helps the trainees to assess themselves and to learn to regulate their mistakes. Trainees need to record themselves in video and/or audio in order to be able observe and assess their performance with the aid of an assessment grid that includes the descriptors of the minimum requirements. The analysis of the results allowed to identify the characteristics of the oral language of the trainees, both at the individual and the group level. At the individual level, the grid helped verify the minimum requirements that each trainee achieved, and those that they did not achieve. Concerning the group, the analysis helped identify the main problems about language use, which point to possible weaknesses in the curriculum of the Spanish Letters degree. With regard to the capability of the trainees to self-assess, the analysis of the results of the grid pointed out that there was an increase in consciousness on the part of the trainees. Trainees realized that they could recognize some linguistics-communicative mistakes when they observed themselves using the assessment grid, but they also recognized that their language knowledge hampered their abiIity to assess themselves The present research concludes that in order for any assessment instrument to be really efficient to help trainees correct themselves and be autonomous to improve their proficiency language level, it is necessary to provide specific training on the use of the assessment instrument, and to plan a long term-study to assess the real impact of the assessment.
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Xu, Yiru. "La compétence d’interaction dans l’évaluation de l’oral en français langue étrangère : description et enjeux didactiques." Thesis, Lyon, 2016. http://www.theses.fr/2016LYSE2114.
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Cette étude a pour objectif de définir la compétence d’interaction qui constitue l’objet principal de l’évaluation de l’oral en didactique des langues étrangères. Nous considérons qu’elle consiste en la capacité d’interagir avec l’interlocuteur pour mettre en œuvre des ressources multiples dans l’objectif de gérer collectivement une activité de discours adaptée à l’action dans une situation donnée. A travers une démarche empirique, analytique et compréhensive, nous décrivons la manière dont la compétence d’interaction se manifeste en situation d’évaluation. Elle se présente sous la forme de quatre volets : d’abord par la capacité d’interpréter son rôle dans un contexte donné afin de participer à l’organisation globale de l’interaction ; elle se manifeste aussi dans la coordination de l’alternance des tours de parole ; elle se trouve dans le partage de la responsabilité de la co-construction thématique des échanges ; enfin, cette compétence doit prendre en compte la mise en œuvre des stratégies de communication afin de résoudre les problèmes langagiers et interactionnels qui se présentent. Les analyses nous apportent des clarifications sur les enjeux didactiques en ce qui concerne la manière d’évaluer cette compétence. Elles nous conduisent à souligner quatre éléments essentiels dans la constitution du dispositif évaluatif : le scénario, la modalité de préparation, les conditions de réalisation et le barème de notation. Or, la démarche d’évaluation ne s’arrête pas à un dispositif soigneusement élaboré, mais s’effectue également dans sa mise en pratique et dans l’adaptation à un contexte évaluatif donné. Il existe donc un « contrat d’évaluation » qui règle l’organisation de cette activité et précise les droits et les devoirs de l’évaluateur et du candidat. Dans la réalisation du contrat, l’évaluateur doit assurer à la fois le rôle de facilitateur, d’examinateur, d’interlocuteur et d’accompagnateur, ce qui constitue un vrai défi dans l’évaluation en langues et nous donne des orientations pour nos futures recherchesThis study aims to define the competence of interaction constituting the main object of oral evaluation in foreign language pedagogy. We consider that this competence consists in the ability to interact with an interlocutor in order to implement multiple resources with the aim of collectively managing speech activity adapted to action in a given situation. Using an analytical and comprehensive empirical approach, we describe how the competence of interaction manifests itself in a situation of evaluation. It takes the form of four components: firstly, the ability to interpret one’s role in a given context in order to participate in the global organization of interaction ; it also manifests itself in the coordination of turn-taking ; in the shared responsibility of the co-construction of the theme of the discourse; and finally in the use of communication strategies to solve language and interactional problems that arise. The analyses enable us to elucidate the pedagogical issues concerning the way to evaluate this competence. Four essential elements can be identified in the composition of the system of evaluation : the script, the type of preparation, the conditions in which it is implemented and the grading scale. The evaluation is not limited to a carefully worked out method ; it also entails the way it is carried out in a specific context. There exists a “contract of evaluation” which regulates the organisation of this activity and defines the rights and duties of the evaluator and the candidate. According to this contract, the evaluator must assume the roles of facilitator, examiner, interlocutor and guide, which constitutes a real challenge in language evaluation and opens up orientations for future research
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Bayerle, Petr. "Týmová práce a její hodnocení na příkladu testování software." Master's thesis, Vysoká škola ekonomická v Praze, 2010. http://www.nusl.cz/ntk/nusl-19217.
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This diploma thesis focuses on team work during a process of software testing and is divided in three main parts. The first part of this thesis presents main issues, goals and philosophy of software testing. This part is also aimed at core competency of software tester. The second part is aimed at definition of team, teamwork and its advantages and disadvantages. There are discussed ways how it can be measured and evaluated. The third part contains an analysis of real software development project. Significant barriers of team efficiency related to team communication and information flows within and between teams are identified and discussed. Finally there are shown some ways how they can be faced.
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Hößler, Ulrich. "Interkulturelle Qualifizierung im Rahmen des Hochschulstudiums in Deutschland." Doctoral thesis, Humboldt-Universität zu Berlin, Kultur-, Sozial- und Bildungswissenschaftliche Fakultät, 2017. http://dx.doi.org/10.18452/17721.
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Die vorliegende Arbeit verfolgt das Ziel, ein Modell interkultureller Qualifizierung im Rahmen des Hochschulstudiums in Deutschland zu generieren. Im theoretischen Teil wird der Qualifizie-rungsbegriff in Bezug zum Qualifizierungsziel interkulturelle Kompetenz und zum Anwen-dungskontext Hochschulstudium in Deutschland erörtert sowie das Thema innerhalb der Erzie-hungswissenschaften verortet. Auf die Themen interkulturelle Kompetenz und interkulturelles Lernen wird gesondert eingegangen. Darauf aufbauend werden im empirischen Tiel die zwei durchgeführten Studien beschrieben und abschließend die Ergebnisse interpretiert. Aus einer qualitativ-explorativen Interviewbefragung von 18 ehemaligen Teilnehmenden am Zusatzstudi-um Internationale Handlungskompetenz der Regensburger Hochschulen und einer quantitativ-explanativen Fragebogenstudie mit 129 damals aktuellen Teilnehmenden am Ende des Zusatz-studiums konnten relevante Eingangsbedingungen, Lernprozesse und Wirkungen sowie Kon-trollvariablen interkultureller Qualifizierungsmaßnahmen identifiziert werden. Die identifizierten Variablen werden zu den fünf Nutzungsprofilen interkultureller Qualifizierung 1) Sensibilisie-rung, 2) kognitive Anwendung, 3) Aktivierung, 4) aktionale Anwendung und 5) Potenzierung zusammengefasst. In einem Transfermodell werden die Nutzungsprofile schießlich in Bezug auf Wissenstransfer und Handlungstransfer verortet und in einem Input-Prozess-Output-Modell auf-steigend angeordnet. Das Ergebnis der Arbeit besteht somit in einem theoretisch fundierten und empirisch geprüften lern- und handlungstheoretischen Modell interkultureller Qualifizierung, das exemplarisch Bedingungen, Prozessverläufe und Wirkungen interkultureller Qualifizie-rungsmaßnahmen an deutschen Hochschulen beschreibt und dadurch Anwendungswissen für Konzeption, Implementation und Evaluation weiterer bestehender und geplanter interkultureller Qualifizierungsmaßnahmen bietet.This study aims at generating an input-process-output model of intercultural qualification in the context of academic education in Germany. The theoretical framework consists of defining in-tercultural qualification and localizing the topic within educational sciences. The topics intercul-tural competence and intercultural learning are discussed separately. There were two empirical studies: 1) 18 former participants of the Extracurricular Study Program for Intercultural Compe-tence at the Regensburg universities have been interviewed about the program’s learning pro-cesses and learning outcomes. Resulting data were analysed using qualitative methods, yielding a set of hypotheses on relations between preconditions, processes and outcomes of intercultural qualification. 2) At the end of the program, 129 participants completed a questionnaire con-structed on the results of the interview study producing quantitative data. Relevant input, pro-cess and output variables could be identified and were integrated into five user profiles: 1) sensi-tisation, 2) cognitive application, 3) activation, 4) behavioral application, and 5) potentialisation. These profiles were finally arranged in relation to knowledge transfer and behavioral transfer, thus yielding a transfer model of intercultural qualification, and were put in ascending order in an input-process-output model. This theoretically founded and empirically tested model de-scribes exemplarily preconditions, learning processes, learning outcomes, and control variables of intercultural qualification in the context of academic education in Germany. It can be used as a theoretical framework for further research or conceptualisation, implementation, and evalua-tion of intercultural qualification programs.
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Netshilata, Roselet Hlamalani. "The applicability of the communicative approach to the teaching of African languages." Thesis, 2014. http://hdl.handle.net/10210/12909.
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M.Ed. (Education Linguistics)This study is an investigation of the applicability of the communicative approach to the teaching of African languages. The point of departure for this study is that the communicative approach can be implemented in order to improve students' communicative competence. Communicative competence entails grammatical, discourse, sociolinguistic, illocutionary and strategic competence. In order to determine the communicative competence, and the needs of students their essays and letters have been analysed. The study found that students' communicative competence is not so good especially in the area of discourse competence. This problem can be solved by implementing the process approach. The process approach is the most recent communicative approach which is used for teaching writing. This study shows different activities which can be practiced in order to improve communicative competence during the writing process.
30
Small, Dillon L. "Competency evaluations based on gendered messages." 2010. http://liblink.bsu.edu/uhtbin/catkey/1610833.
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Research in the area of sex and gender communication has been largely relegated
the organizational setting and the superior/subordinate framework. Therefore, the purpose
of this study was to explore the effects of biological sex and psychological gender on
evaluations of communication appropriateness within the interpersonal context. College
students were first asked to complete a sex-role inventory. There were then presented
with a series of scenarios depicting a communication encounter in which communicators
adhered to gendered communication behavior norms, and a communication encounter in
which communicators deviated from gendered communication behavior norms. After
reading each transcript, participants completed a communication appropriateness scale
for each character presented in the scenarios. The results show that within the
interpersonal context, there are differences between males and females in evaluations of
general competence, and that males enacting a feminine style of communication are
evaluated as more communicatively appropriate than males enacting a masculine style of
communication. Finally, this study provides a critique on the Bem Sex-Role Inventory
based upon empirical evidence.Department of Communication Studies
31
Baloyi, Lydia Tsakane. "An evaluation of the "Life Skills Train the Trainer Programme"." 1998. http://hdl.handle.net/10500/18053.
Full textAbstract:
Summaries in English and AfrikaansLife skills are coping skills taught to learners, with the purpose of developing self-reliant and confident people with skills, to cope with important life's challenges in times of change. Where life skill education initiatives are being set up, much time and resources are channelled into training teachers, promoting, disseminating and implementing life skill education. For life skill education to be effective and continue to be relevant, research needs to be undertaken as an integral part of the whole process. This study focuses on the 'Life Skills Train the Trainer Programme'. The aim being to evaluate the success of this programme in empowering teachers to teach life skills. It was found that although life skill education has been found to be an important area in every learner's life, there are obstacles that may affect an effective implementation of life skill education in schools. These obstacles need to be attended to.
ewensvaardighede word aan leerlinge onderrig met die doe! om selfstandigheid en selfversekerdheid te ontwikkel, sodat hulle in staat is om lewenseise te midde van veranderende tye te kan hanteer Wanneer lewensvaardighede-onderrig gelnisieer word, word baie tyd en hulpbronne gekanaliseer in die opleiding van onderwysers, asook in die promovering, verspreiding en implementering van sodanige onderwys. Vir lewensvaardighede-onderrig om effektief te wees en relevant te bly, moet navorsing 'n integrale dee! van die hele prose vorm. Hierdie studie is gerig op die "Life Skills Train the Trainer Programme". Die doe! was om vas te stel tot watter mate hierdie program bydra tot die bemagtiging van onderwysers in die onderrig van lewensvaardighede. Die bevinding was dat alhoewel erkenning gegee word aan die belangrikheid van lewensvaardighede-onderrig, daar tog struikelblokke is wat effektiewe implementering in skole kan belemmer Hierdie struikelblokke moet aangespreek word.
Educational Studies
M.Ed.
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Molotsi, Abueng Rachael. "Secondary-school teachers’ information communication technology competencies in classroom practices." Thesis, 2014. http://hdl.handle.net/10500/18586.
Full textAbstract:
The world today is continuously influenced by ever-changing technological developments introducing new knowledge and applications into society’s culture, and social, political, and educational environments (Angeli & Valanides, 2009:154). Consequently, the educational environment as a branch of human knowledge needs to be redesigned in order to keep pace with current technological developments. Technological integration in education is inevitable and teachers are faced with the challenge of being competent ICT users.
Internationally, there is growing consensus that the integration of ICT in education increases 21st-century learners’ skills (Blignaut, Hinostroza, Els & Brun 2010:89). Technology offers learners a better understanding of concepts with the use of visual interactions that enable them to store it in their long-term memories. For most teachers this is an obstacle, because the use of Information Communication Technology (ICT) was not included as part of their teacher training programmes (Tropakci, n.d.:1; Afshari, Bakar, Luan, Samah & Fooi, 2009:89). By obvious implication, 21st-century learners require teachers who are knowledgeable and possess technological skills so that they can facilitate technology-integrated lessons.
This study investigated secondary-school teachers’ Information Communication Technology competencies in classroom practices within Bojanala District, North West Province, South Africa in order to suggest a strategy that could assist teachers in effectively integrating ICTs in teaching and learning. As a former Computer Application Technology (CAT) teacher, I was prompted to conduct this study by my involvement, experiences and observations of using ICT in teaching and learning. The picture of teachers’ ICT competencies in the Bojanala District where the fieldwork was conducted indicates that of the 134 secondary schools in the district only 25 have integrated ICTs into their teaching and learning. Furthermore, some secondary schools in the district have computer laboratories that are not being utilised. This indicates that the participating teachers were not competent ICT users, with no strategy that could be implemented to assist them in effectively integrating ICTs in their classroom practices. Despite the introduction of the South African policy on e-Education in the education system, little has been done in terms of its implementation. According to this policy, every learner in the General Education Training (GET) and Further Education Training bands (FET) should have been technologically savvy by 2013 (DoE, 2004:17).
The research question guiding this study was: What are secondary school teachers’ ICT competency skills in classroom practices? The study was grounded in the interpretive epistemological paradigm. I employed a qualitative research method and the research design comprised collective or multiple case studies. Four secondary schools were selected on the basis of their proximity to my residence. Eight secondary-school teachers were invited to participate in this study. These teachers were purposively sampled on the basis of their expertise in the use of ICTs in teaching and learning.
The data collection strategies were semi-structured interviews, non-participant observation and document analysis. Data analysis was done according to the four key steps of the data analysis process suggested by Anderson (209:156,157), while the procedure of analysing data which was adapted from Creswell (2007:214). Ethical consideration was maintained by not disclosing participants’ personal information. To ensure trustworthiness in this study, four issues were established, namely credibility, transferability, dependability and transferability.Curriculum and Instructional Studies
D. Ed. (Curriculum Studies)
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Jerónimo, José Miguel. "A concepção de um sistema de gestão de desempenho numa consultora de comunicação." Master's thesis, 2010. http://hdl.handle.net/10071/3262.
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Sistema de classificação JEL: O15 – recursos humanos; D83 – informação e conhecimentoA instabilidade económica que tem afectado os sectores e mercados nacionais e internacionais veio impulsionar as empresas a procurarem novos modelos de gestão, no sentido de optimizarem os seus recursos e de se tornarem cada vez mais competitivas neste mundo globalizado. No centro deste paradigma está um novo perfil de profissionais, com competências de excelência. Esta crescente orientação das empresas para os resultados tem sido suportada pela reintrodução de modelos de avaliação de desempenho orientados para as pessoas. No sector da comunicação e, em particular, nas consultoras e agências, o desafio de encontrar métricas objectivas de desempenho tem dificultado o processo de avaliação e afastado estas empresas da sua missão. Tomando como referência uma Consultora de Comunicação nacional e toda a sua realidade organizacional, este trabalho apresenta uma proposta de modelo de avaliação de desempenho que contempla a avaliação dos objectivos de negócio e a avaliação das competências técnicas, estratégicas e transversais, através de um conjunto de indicadores-chave.
The economic instability that has affected sectors and national and international markets has encouraged companies to search new business models in order to optimize their resources and become increasingly competitive in this globalized world. At the center of this paradigm is a new profile of professionals with competencies of excellence. This increasing orientation of companies for results, through a board of professionals with strategic skills, has been supported by the reintroduction of evaluating performance-oriented models. In the communications industry, and particularly in consultancies and agencies, the challenge of finding objective performance metrics has hindered the evaluation process and distracts these companies from their mission. Taking a national Communication Consultant and its organizational reality as a reference, this work presents a performance evaluation model, which includes the evaluation of business objectives and technical, strategic and cross competencies through a set of key indicators.
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Erk, Miranda Richelle. "Prácticas internacionales en el extranjero y percepciones de la mejoría lingüística y competencia cultural: Una evaluación del programa “Auxiliares de Conversación”." Thesis, 2013. http://hdl.handle.net/1805/3200.
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Indiana University-Purdue University Indianapolis (IUPUI)Este estudio analiza las percepciones de mejoría en el español y de conocimiento cultural de los participantes en un programa de ayudantes de inglés, Auxiliares de Conversación, mientras trabajaron en escuelas primarias y secundarias en varias regiones de España. Los participantes provenían de varios países anglófonos, entre ellos los Estados Unidos, el Reino Unido, Canadá, Nueva Zelanda, Australia. Varios participantes rellenaron encuestas a través de internet para evaluar su crecimiento lingüístico y cultural durante el programa, experiencia en los centros educativos y alojamiento. Además, plantearon varias sugerencias para el programa para futuros auxiliares y profesores. Seis auxiliares fueron entrevistados sobre los mismos temas en mayor profundidad.
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LIN, HUI-LING, and 林慧玲. "Using "shift change" simulations to improve the overall professional teaching competence, teaching ability, evaluation capability, and communication and coordination skills of clinical nurses." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/25588654197492520925.
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碩士國立臺北護理健康大學
醫護教育研究所
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This study aims to investigate the impact of simulated situations on overall teaching competence for clinical nurses who are responsible for training new personnel in how to transfer responsibilities at “shift change.” The 78 participants were invited to a medical center in New Taipei. The participants were asked to complete the OSTE Checklist to measure professional competence in teaching the procedure of “shift change” prior to being trained using enhanced methods. This measurement acted as the control and baseline measurement. The participants were then given enhanced training using lesson plans for the simulated “shift change” situation, teaching scripts for the simulated “shift change” situation, conducting of simulated “shift change” situations in small classes, and provision of instructional simulated “shift change” situation videos for review. Two weeks after the enhanced training module, the participants were retested using the OSTE Checklist. Statistical analysis was performed using SPSS 19.0 and the generalized estimating equation (GEE). This study demonstrated that 1) the use of simulated “shift change” situations for the training of clinical nursing mentors significantly improved the OSTE checklist scores for the clinical nurses in all aspects, overall professional teaching competence, teaching ability, evaluation capability, and communication and coordination skills and 2) all participants showed improvements in overall professional teaching competence, teaching ability, evaluation capability, and communication and coordination skills after experiencing simulated “shift change” situations . This improvement shows that the implementation and establishment of clinical nursing courses that address the education needs of both the mentors and mentees will enhance the teaching abilities of clinical nursing mentors resulting in mentees who can adapt better to the clinical care setting and lead to creating a high-quality workplace atmosphere. This study can be used as a reference for the development of in-service education and training courses.
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Dilrajh, Kamla Moonsamy. "Fasilitering van leer in kommunikatiewe T²-Afrikaanstaalonderrig." Diss., 1998. http://hdl.handle.net/10500/18009.
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Summaries in Afrikaans and EnglishIn die studie is daar gepoog om aan te toon waarom die ondervindingsmod~l vir taalleer die aangewese model vir effektiewe tweedetaalleer is. Die kommunikatiewe onderrigbenaderingswyse, onderhandeling in die klaskamer en die belangrikheid van die prosessillabus in tweedetaalverwerwing is bespreek. Die taalonderwyser se rot as fasiliteerder van leer in kommunikatiewe FAfrikaanstaalonderrig in die interaktiewe klaskamer met klem op leerdergesentreerde onderrig is uiteengesit. Daar is verder aangetoon dat daar ten opsigte van die rot van die onderwyser 'n paradigmatiese verskuiwing moet plaasvind, veral noudat beginsels van uitkomsgebaseerde onderrig wat deel van kurrikulum 2005 vorm, in 1998/1999 in aile Suid-Afrikaanse skole ingestel is. Die onderwyser is nou 'n fasiliteerder van kennis, nie 'n oordraer daarvan nie. Belangrike aspekte van leer wat leerders se tweedetaalleer be'invloed, is bespreek, byvoorbeeld klaskamerkommunikasie, fasilitering, suggestopedia, faktore wat begrip van leerstof be'invloed, onderwyser - en leerdergedragswyses, positiewe /eeratmosfeer, behandeling van leerderfoute, Jeerderpersepsies, kommunikatiewe strategiee en evalueringsmetodes. 'n Verskeidenheid taallesse wat op T2-Afrikaans en die T2-taalklaskamer betrekking het, en wat verskillende onderrigteoriee, uitkomsgebaseerde onderrig en die ses taalvaardighede integreer, word in hoofstuk 5 ge'illustreer.
In this study it is shown why the discovery model of language learning is the appropriate model for effective language learning. The communicative teaching approach, classroom-negotiation and the importance of the process syllabus in second language acquisition is discussed. The language teacher's role as facilitator of learning, in communicative L2 - Afrikaans language teaching in the interactive classroom with a learner-centered focus is explained. It is further shown that the role of the teacher must undergo a paradigm shift especially now that principles of outcomes based education which forms part of curriculum 2005 has been introduced into all schools in South Africa in 1998/1999. The teacher is now a facilitator of knowledge and not a transmitter thereof. Important aspects of learning that influence learners' second language learning are discussed, for example classroom communication, facilitation, suggestopedia, factors that influence the understanding of subject matter, teacher and learner behaviours, positive learning atmosphere, treatment of Ieamer errors, learner perceptions, communicative strategies and methods of evaluation. A variety of language lessons which integrate various teaching theories, outcomes based education and the six language learning skills which are related to L 2-Afrikaans and the L 2-classroom are illustrated in Chapter 5.
Afrikaans and Theory of Literature
M.A. (Afrikaans)
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Rose, Jillian Allison. "An Evaluation of a Hospital’s Communication Cultural Competence Staff Training to Increase Disclosure and Data Collection on Sexual Orientation and Gender Identity: Toward Reducing Health Disparities for Lesbian, Gay, Bisexual, and Transgender Patients." Thesis, 2019. https://doi.org/10.7916/d8-cq8f-j589.
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The study used a pre-/post-test design within a secondary analysis of existing de identified data obtained from a major Northeastern hospital for use by permission, in order to evaluate the impact of a communication cultural competency training of hospital registration personnel focused on teaching the collection of gender identity and sexual orientation data (SOGI). The study’s convenience sample (N=240) was diverse, given 34.6% (N=83) identified as White/Caucasian, 28.3% (N=68) as Hispanic/Latino, 27.1% (N=65) as Black /African American, and 10.0% (N=24) as Asian. For gender identity, 74.6% (N=179) identified as female, and 15.8% (N=37) as male. Those who identified their sexual orientation as heterosexual comprised 79.6% (N=191) of the sample. The mean time in current role for the sample was 3.97 years (Min = 1-1 to 6 months, Max = 6-over 10 years, SD = 1.547). For example, 18.3% (N=44) indicated being in their current role for between 5-10 years. Some 74.2% (N=178) indicated that they know someone who is LGBTQ+. Of note, 16.7% (N=38) indicated that they had other training in the last three months.
Cronbach’s Alphas ranged from .858-.978 for the 11 new study scales, as very good to excellent internal consistency. As main study findings, paired t-tests for all five global scale scores (knowledge, self-efficacy, skill/ability level, and personal preparation for collecting SOGI data—and engagement in recommended SOGI data collection behavior) demonstrated significant differences from pre- to post- training in this sample (p˂.000; Bonferroni Significance level, p<.007). This suggested that participation in the training was associated with statistically significant improvements from pre- to post-training for knowledge, self-efficacy, skill/ability level, personal, and engagement in recommended SOGI data collection behavior.
Through backward stepwise regression, having higher post-training self-efficacy was significantly predicted by: higher pre-training personal skill/ability (B=.589, SEB=.468, p=.000); and, higher post-training overall evaluation (B=.244, SEB=.305, p=.000). The adjusted R-squared value for this model was 0.346, meaning that 34.6% of the variance for higher post-training self-efficacy for collecting for collecting patients’ sexual orientation and gender identity data was explained by this model.
Findings suggest the need for further dissemination, implementation and evaluation of the new communication cultural competence training.
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Koblasová, Andrea. "Hodnocení v kooperativním učení." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-369952.
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Theoretical-empirical work is focused on innovation education with using cooperative learning. The theme of labour is evaluation in cooperative learning and his specifics. The theoretical part is devoted to the description of cooperative learning, school rating and especially the evaluation of cooperative activities. The empirical part is a report from the action research of own lessons at the second level of elementary school, describes the transformation of teaching by introducing work in cooperative groups and monitors pupils' involvement in teaching in relation to the evaluation criteria. Part of the research is an analysis of pupils' self-image and a reflection of cooperative activities.
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Konvičková, Hana. "Kooperativní učení a výsledky žáků." Master's thesis, 2013. http://www.nusl.cz/ntk/nusl-329353.
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The aim of this theoretical-empirical thesis was to examine the principles of cooperative teaching while working on business letters within the lessons of Commercial-legal Correspondence at secondary school. The main objective of the research was to compare student's results - students' marking in two groups of students following the different types of educational methods: cooperation and non-cooperation. The students in both groups were acquainted with given criteria of assessment and final analysis of their work. Powered by TCPDF (www.tcpdf.org)
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Ludidi, Yolisa Yolande. "Evaluating the effect of academic literacy intervention programme on the SATAP English scores of first year students at a university in the Eastern Cape Province, South Africa." Diss., 2015. http://hdl.handle.net/10500/19031.
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The effect of the academic literacy intervention programme on the SATAP English scores was evaluated. This study begins as a longitudinal study in the Faculty of Science, Engineering and Technology (FSET). 120 subjects from the Electrical, Civil, Building and Mechanical departments in the FSET were randomly selected to serve as an experimental group. The research design employed a quantitative methodology. Data was collected using the Standardised Assessment Tests for Access and Placement (SATAP) English Test. The test was administered to the experimental group as a pre- test and post-test measure at the beginning of the year and at the end of the year. The SPSS statistical programme with frequency tables and graphs was utilised to analyse the data obtained. The results indicated that the difference between the pre-test scores and the post-test scores was statistically significant. The post-test scores were significantly higher than the pre-test ones. It was concluded that the academic literacy intervention programme was effective in increasing the SATAP scores and therefore addressed some of the language needs of students.Language Education Arts and Culture
M. Ed. (Adult Education)
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Horton, Janell M. "Exploring the cultural experiences of family case managers : an interpretative phenomenological analysis." Thesis, 2014. http://hdl.handle.net/1805/4034.
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Indiana University-Purdue University Indianapolis (IUPUI)This study explored the lived experiences of family case managers who routinely work with families who are culturally different from themselves. The purpose was to understand and interpret the meaning of culture and cultural difference as it relates to the engagement process with families. The research also sought to understand whether cultural insensitivity or bias may contribute to the overrepresentation of children of color in the child welfare system. The author conducted 10 in-depth, semi-structured interviews with graduates of a large, research-intensive Midwestern university’s Title-IV-E Social Work Program, who also were employed as family case managers in public child welfare. Interviews were transcribed and analyzed using Interpretative Phenomenological Analysis and the analytic process of the hermeneutic circle. Results suggest the concept of culture is a complex term that encompasses many characteristics and a number of dimensions. In addition, four themes were identified as underlying the engagement process with culturally different families. These themes routinely overlapped, and family case managers often had to attend to each of the thematic areas simultaneously. At nearly every step in the engagement process, family case managers modulated their interactions in order to find balance and stability in their relationship with the family. Finally, poverty was revealed to be the most salient cultural difference in working with families involved in the child welfare system. These results have important implications for social work education, child welfare practice, and research on the overrepresentation of children of color in the child welfare system.