Relevant bibliographies by topics / Communicative tasks

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Communicative tasks'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "Communicative tasks"

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KOLUMBÁN, Kinga. "COMMUNICATIVE TASKS IN TEACHING MILITARY ENGLISH." Review of the Air Force Academy 18, no. 2 (January 22, 2021): 63–72. http://dx.doi.org/10.19062/1842-9238.2020.18.2.7.

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Teaching English through genuine interaction in the target language has represented the trademark of communicative language learning, applied in most classrooms around the world. This approach has generated a shift from the perception of language as a system to the focus on more contextual and meaning-related features of language use. Such aspects are in perfect accordance with the needs of military professionals who use English in specific situations. This study explores some of the possibilities of applying the principles of this efficient approach in learning military English with classes of all levels.
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Benda, Natalie C., Rollin J. Fairbanks, D. Jeffrey Higginbotham, Li Lin, and Ann M. Bisantz. "Observational study to understand interpreter service use in emergency medicine: why the key may lie outside of the initial provider assessment." Emergency Medicine Journal 36, no. 10 (July 18, 2019): 582–88. http://dx.doi.org/10.1136/emermed-2019-208420.

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ObjectiveTo characterise the use of interpreter services and other strategies used to communicate with limited English proficient (LEP) patients throughout their emergency department visit.MethodsWe performed a process tracing study observing LEP patients throughout their stay in the emergency department. A single observer completed 47 hours of observation of 103 communication episodes between staff and nine patients with LEP documenting the strategy used to communicate (eg, professional interpreter, family member, own language skills) and duration of conversations for each communicative encounter with hospital staff members. Data collection occurred in a single emergency department in the eastern USA between July 2017 and February 2018.ResultsThe most common strategy (per communicative encounter) was for the emergency department staff to communicate with the patient in English (observed in 29.1% of encounters). Total time spent in communicating was highest using telephone-based interpreters (32.9% of total time spent communicating) and in-person interpreters (29.2% of total time spent communicating). Communicative mechanism also varied by care task/phase of care with the most use of interpreter services or Spanish proficient staff (as primary communicator) occurring during triage (100%) and the initial provider assessment (100%) and the lowest interpreter service use during ongoing evaluation and treatment tasks (24.3%).ConclusionsEmergency department staff use various mechanisms to communicate with LEP patients throughout their length of stay. Utilisation of interpreter services was poorest during evaluation and treatment tasks, indicating that this area should be a focus for improving communication with LEP patients.
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Camaioni, Luigia, and Anna Paola Ercolani. "The Role of Comparison Activity in the Development of Referential Communication." International Journal of Behavioral Development 11, no. 4 (December 1988): 403–13. http://dx.doi.org/10.1177/016502548801100401.

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The hypothesis that a significant relation exists between referential communication performance and comparison performance was investigated. A pretest-test design was adopted in which two comparison tasks-a "comprehension task" and a "match to sample task"-were selected for the pretest and other two tasks-different versions of the Krauss and Glucksberg referential communication task-were employed for testing children's communicative effectiveness. One hundred and fifty Italian children ranging in age from 5 years 1 month to 8 years 5 months served as subjects for the pretest. Sixty-four children, equally divided into four groups (young-low, young-high, old-low, oldhigh) on the basis of both age and the comparison performance level achieved in the pretest tests, were tested on the two versions of the Krauss and Glucksberg task. As expected, the results indicated that the ability to compare in non-communicative tasks was significantly related to communication effectiveness in referential tasks. In particular, younger children classified as high on comparison skills consistently exhibited communicative performances similar to those of older children classified as low on comparison skills.
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Kapitan, Tetiana. "THE COMMUNICATIVE ORIENTATION OF THE EDUCATIONAL PROCESS IN THE TEACHING OF FOREIGN LANGUAGES." Academic Notes Series Pedagogical Science 1, no. 192 (March 2021): 77–80. http://dx.doi.org/10.36550/2415-7988-2021-1-192-77-80.

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Today there is an increase in the number of people willing to learn English, which is due to the desire to communicate fluently with foreigners, get an education abroad, read foreign literature, watch foreign channels, communicate online, find high-paying jobs in Ukraine and develop comprehensively. A well-developed personality has a better ability to learn something new, feels free and more confident in communicating with other people, as perfect command of English has recently become an integral skill of modern educated people. It is known that language knowledge and relevant speaking skills form the language competence of students; regional, country and linguistic knowledge - socio-cultural and sociolinguistic competence; speaking skills - speaking competence of students. All the types of competences form students' foreign language communicative competence, the development of which is especially important in foreign language teaching. The speed and quality of the formation of communicative competence largely depend on the level of the formation of students' general educational competence. Nowadays one of the dominant methods of foreign languages teaching is communicative. The main purpose of the communicative method is to teach students to communicate with interlocutors. This method harmoniously combines many methods and ways of teaching foreign languages, so it is the basis for the evolution of various educational methods. In the process of learning by this method, students develop communicative competence - the ability to use the language depending on the specific situation. They develop the skill of communication during the communication. According to this aspect, all the exercises and tasks must be communicatively justified by the lack of information, choice and reaction. Communicatively oriented learning task encourages students to work, because it evokes a sense of achievement, confidence, creates a joyful and pleasant atmosphere of learning, promotes a sense of responsibility, expands interests, ensures the use of information from other school subjects. The experience has shown that language material is easier to learn in this way than learning isolated words and grammar rules. The communicative approach is aimed at organizing the learning process, adequate to real communication, because it involves modeling the basic patterns of communication. Communicative (speaking) orientation means that when mastering speaking material (phonetics, vocabulary, grammar), the final step is to demonstrate how the speaking material intended for study can be used to achieve relevant communication in a foreign language.
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Khateeb, Ahmad Al, and Sultan Almujaiwel. "Communicative Activities in Saudi EFL Textbooks: A Corpus-driven Analysis." Journal of Language Teaching and Research 9, no. 6 (November 1, 2018): 1301. http://dx.doi.org/10.17507/jltr.0906.20.

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This paper investigates the speaking and communication tasks in EFL textbooks in Saudi Arabia by means of corpus analysis. This analysis explores the extent to which the speaking tasks provided in Saudi EFL textbooks are communicatively incompetent, and is important due to the unsatisfactory, limited levels achieved by many learners of English at most educational stages, specifically primary, intermediate, and secondary. The reason for the poor oral skills among many EFL learners is due to the absence of authentic language learning tasks in a wide range of situations. The techniques used to detect the range of communicative tasks are based on sketching and retrieving the n-grams of in pairs and the verbal collocates say, talk, tell, ask, and discuss in a span of n = 2 ≤ ≥ 2. The experimental analysis driven from the intended textbooks shows that speaking tasks lack reasonable distributions of everyday communication examples and speaking/communicative situations.
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Trihastutie, Nopita, and Eka Fadilah. "TASK BASED LANGUAGE TEACHING TO IMPROVE STUDENTS’ WILLINGNESS TO COMMUNICATE IN ENGLISH CLASS." Berumpun: International Journal of Social, Politics, and Humanities 2, no. 2 (December 19, 2019): 59–75. http://dx.doi.org/10.33019/berumpun.v2i2.20.

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The changing of English language teaching method from Audio-lingual Method to Communicative Language Teaching (CLT) has given great impact to the pedagogy of teaching English as a Foreign Language (EFL) and/ or English as a Second Language (ESL). Task Based Language Teaching (TBLT) method which emphasizes more on the meaning of a language and targeted tasks, then, dominates the English teaching world as a response to the un-satisfaction towards the previous methods (Long, 2015). This current study aims at seeing to what extent the task variety influences students’ willingness to communicate based on three contexts which include trait-like, situation, and linguistic. Three communicative tasks which emphasizes both on focused meaning and focused form were given. The communicative tasks include game, problem solving, and jigsaw. Observation was done during class interaction and continued with in depth interview. The result shows that emotion, class situation, and cognitive simultaneously influence the students’ willingness to communicate in English class. Those factors are inseparable, interact and influence interchangeably on the students’ willingness to communicate in English class as elucidated in complex dynamic theory.
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Батырева and Svetlana Batyreva. "COMMUNICATIVE GOAL-SETTING AS TIPOLOGIZATION’S BASIS OF TASKS RELATED TO FORMATION OF COMMUNICATIVE UNIVERSAL LEARNING ACTIVITIES." Standards and Monitoring in Education 1, no. 4 (September 16, 2013): 46–51. http://dx.doi.org/10.12737/960.

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The didactic conditions related to formation of communicative universal learning activities (ULA) during Literary Reading classes in the lower forms, and the typologization’s basis of tasks for these ULA formation are considered in this paper. Along with the knowledge, value relations and positive experience of communication the ULA are a structural component of communicative competence. Communication ULA are the planned result of main secondary program assimilation in the fi rst stage of learning. One of their formation means is common tasks. Diff erent foundations may be used as basis for typologization of tasks related to ULA formation. The tasks whose typologization is based on communication subjects’ cooperation goal are considered in this paper. In accordance with this base the following groups of tasks are relieved: on information request, on information exchange, on emotional self-expression, on presentation (knowledge, action, results), on conviction, on reasoned refusal. The proposed paper has been dedicated to communicative ULA formation.
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de Beer, Carola, Jan P. de Ruiter, Martina Hielscher-Fastabend, and Katharina Hogrefe. "The Production of Gesture and Speech by People With Aphasia: Influence of Communicative Constraints." Journal of Speech, Language, and Hearing Research 62, no. 12 (December 18, 2019): 4417–32. http://dx.doi.org/10.1044/2019_jslhr-l-19-0020.

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Purpose People with aphasia (PWA) use different kinds of gesture spontaneously when they communicate. Although there is evidence that the nature of the communicative task influences the linguistic performance of PWA, so far little is known about the influence of the communicative task on the production of gestures by PWA. We aimed to investigate the influence of varying communicative constraints on the production of gesture and spoken expression by PWA in comparison to persons without language impairment. Method Twenty-six PWA with varying aphasia severities and 26 control participants (CP) without language impairment participated in the study. Spoken expression and gesture production were investigated in 2 different tasks: (a) spontaneous conversation about topics of daily living and (b) a cartoon narration task, that is, retellings of short cartoon clips. The frequencies of words and gestures as well as of different gesture types produced by the participants were analyzed and tested for potential effects of group and task. Results Main results for task effects revealed that PWA and CP used more iconic gestures and pantomimes in the cartoon narration task than in spontaneous conversation. Metaphoric gestures, deictic gestures, number gestures, and emblems were more frequently used in spontaneous conversation than in cartoon narrations by both participant groups. Group effects show that, in both tasks, PWA's gesture-to-word ratios were higher than those for the CP. Furthermore, PWA produced more interactive gestures than the CP in both tasks, as well as more number gestures and pantomimes in spontaneous conversation. Conclusions The current results suggest that PWA use gestures to compensate for their verbal limitations under varying communicative constraints. The properties of the communicative task influence the use of different gesture types in people with and without aphasia. Thus, the influence of communicative constraints needs to be considered when assessing PWA's multimodal communicative abilities.
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Nunan, David. "Communicative Tasks and the Language Curriculum." TESOL Quarterly 25, no. 2 (1991): 279. http://dx.doi.org/10.2307/3587464.

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Siskin, H. Jay, and David Nunan. "Designing Tasks for the Communicative Classroom." Modern Language Journal 74, no. 1 (1990): 89. http://dx.doi.org/10.2307/327949.

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Dissertations / Theses on the topic "Communicative tasks"

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Chen, Wenxue. "Patterns of interaction in communicative tasks : effects on learner performance." Thesis, University of Nottingham, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.717021.

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This thesis investigates the social relationships learners establish during peer interaction and how these distinct relationships affect second language (L2) learners' task performance. The social relationships formed during peer interaction are referred to as patterns of interaction in second language acquisition (SLA) research. Drawing on cognitive and sociocultural approaches, the study looks at the performance of 12 Chinese university learners (i.e., six dyads) when completing two types of task: a writing dictogloss (paired text reconstruction) and an oral jigsaw task (paired storytelling). The tasks were designed to be communicative and to encourage learners' use of the simple past tense in English. The research participants were asked to complete three versions of their task on a bi-weekly basis. The qualitative analysis focused on the identification of the dyadic relationships, while the quantitative analyses included counting the salient features in each pattern and the learners' production and awareness of the past tense. The pair talk data was also triangulated with individual participants' interviews to support the research findings. In addition to the relationships identified by previous studies (e.g., dominant/passive, expert/novice), the jigsaw task in the present study elicited two emerging patterns of interaction: tutor/tutee and dominant/assistant. The findings also show that the participants explored and adjusted their relationships during their interactions, and four of the six dyads were able to achieve a collaborative pattern of interaction through task type repetition. Learners in the collaborative dyads encountered equal opportunities within their pairs to explore the simple past tense and scaffolded each other to raise their awareness of it and produce the form more accurately, whereas participants forming a non-collaborative relationship failed to engage with each other's production and may have missed opportunities to learn from each other.
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Wuttipornpong, Tikamporn, and n/a. "Thai students' opinions on adding communicative tasks to grammar- based English classes." University of Canberra. Languages & International Education, 2000. http://erl.canberra.edu.au./public/adt-AUC20061110.172231.

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This study explores opinions of university Thai EFL students, who have been subject to a conventional teaching approach for years, on adding communicative tasks in grammarbased classes drawing from relevant literature and previous studies. The results of the study suggest that Thai students want to have communicative tasks in grammar learning, but only with formal instruction prior to the tasks. The study also shows how communicative tasks may be integrated into conventional language pedagogy from Thai students in the study's perspectives and relevant literature. As expected, the results indicated that Thai students were reluctant to complete tasks in English because of shyness, particularly when conversing with peers, a lack of competence in language skills, and fear over losing face. The interviews conducted with students revealed instructional techniques that they themselves believed would be beneficial in encouraging greater participation in tasks without inhibitions. Finally, the study concludes that Thai EFL students are ready to be trained in communicative tasks and that instruction in Thai EFL classes should shift from substantially form-based to more communication-based instruction.
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Ogawa, Yoshimasa. "Oral Repetition Tasks and the Acquisition of Lexical Phrases in Communicative EFL Instruction." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/136533.

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CITE/Language Arts
Ed.D.
This is a mixed-methods study investigating the effects of oral repetition tasks on Japanese students' use of lexcial phrases in communicative EFL instruction. The quantitative study showed that oral repetition facilitated the students' short-term memory of target lexical phrases but it did not translate into their long-term memory or use of the phrases. The qualitative study indicated that the participants perceived interpersonal conversations and small-group discussions in English as enjoyable and useful activities.
Temple University--Theses
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Xiang, Chun Ping. "A study on task-based language teaching and learning : tasks and language focus." Thesis, University of Macau, 2010. http://umaclib3.umac.mo/record=b2180749.

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Guo, Yi. "Communicative Learning in Teaching Materials : A Study of Speaking Tasksin Contemporary Grade-8 EnglishTextbooks in China and Sweden." Thesis, Högskolan Kristianstad, Sektionen för lärande och miljö, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-8746.

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Currently, Communicative Language Teaching has been popular around the world andhas a profound effect on second language acquisition since the 1970s. ForCommunicative Language Teaching to be successful, there is a need for appropriateteaching materials.This paper analyzes speaking tasks in Chinese and Swedish textbooks for grade 8，Gofor it and Magic. The analysis presents content analysis, providing a general overviewof speaking tasks found in both textbooks. First, task description is analyzed, whichprovides the pupils with the topics of tasks in both textbooks. It will be seen if thetopics are real-life. Second, types of speaking, text type, cognitive processes, focus,classroom organization are quantitively analyzed to see if there are differentapproaches to Communicative Language Teaching between Chinese and Swedishtextbooks.Through comparison of these six aspects in different textbooks, there are three similarapproaches to Communicative Language Teaching: First, they both have real-worldtopics under which there are many real-world speaking tasks. Second, the dialoguesplay a main role in both textbooks. Third, pair and group work have dominantposition in these two books.Also there are three different approaches to Communicative Language Teaching: First,the Chinese textbook is directed towards accuracy while the Swedish textbook isdirected towards fluency. Second, the Chinese textbook focuses on form whereas theSwedish textbook focuses on meaning. Third, there is an information-gap approach inthe Chinese textbook where tasks based on information gap are obviously labeled.However, it cannot be found in the Swedish textbook.
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Rajy, Frishta, and Jumana Najah. "Teaching Strategies That help EFL Learners to Develop Their Vocabulary and Speaking Skills Through Communicative Tasks." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31607.

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AbstractThis paper investigates the benefits of using different teaching strategies to develop EFL learners’ vocabulary and speaking skills. Undeniably, there are some learners in grades 4-6 who have difficulties to speak and to learn new vocabulary in English classroom, due to many reasons. To examine the impact of different teaching strategies, an electronic research in educational databases ERIC via EBSCO was conducted. The materials used were peer-reviewed journal articles and literature. By examining and analyzing the different articles found, its evident that English teachers often focus on writing and reading activities instead of communicative activities. Some teachers often use the first language in the classroom and learners will do as their teachers. Factors such as large classroom sizes and limitation of communication tasks can motivated learners and make them less confident in speaking and practicing English. These can be the reasons why some EFL learners do not speak and use vocabulary during the communicative activities in the classroom. Thus, this paper clarifies teaching methods and strategies that teachers can use to increase vocabulary learning and speaking in the EFL classroom. Results have shown that the theory of Vygotsky’s sociocultural learning was beneficial to include all learner in authentic communicative activities, which also created an environment that was both communicative and supportive. The communication-based learning activities, such as songs, games, stories, pair work and project work, are useful for learners, since it establishes a communicative environment. Moreover, these activities increase the EFL learners’ motivation towards speaking.
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Timler, Geralyn Rose. "Investigation of social communication skills during peer conflict tasks in school-age children with alcohol-related disabilities /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/8258.

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Chien, Tzu-Hsiang. "Mental Contrasting as a Technique to Lower Learners' Levels of Anxiety when Completing Communicative Tasks in a Chinese Beginning Classroom." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8454.

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Learning a foreign language is stressful. If learners are anxious, they might be less confident and less willing to communicate (MacIntyre, Dörnyei, Clément, & Noels, 1998). Mental Contrasting with Implementation Intentions (MCII) are widely used in the field of personal health, career pursuit among others. I introduce mental contrasting techniques to Chinese teaching and learning to see if MCII help learners lower their anxiety level. Foreign Language Classroom Anxiety Scale is implemented to test participants’ self-perceived anxiety. Participants’ cortisol in saliva serve as a manifestation of participants’ anxiety (i.e., stress) levels and as a measure of the changes of their anxiety levels. The results show that MCII can effectively lower participants’ speaking anxiety. Qualitative data also show that participants consider MCII helpful with Chinese learning and lowering anxiety levels.
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Mason, Amanda. "Integrating a focus on form into task-based language teaching : an investigation of four communicative tasks conducted by advanced learners of English using synchronous text-based computer-mediated communications." Thesis, Liverpool John Moores University, 2010. http://researchonline.ljmu.ac.uk/6010/.

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Lee, Cynthia Fong King. "Communicative tasks, strategy use and planning time : factors facilitating L2 acquisition in learner-learner interaction in an English-medium university in Hong Kong." Thesis, University College London (University of London), 1996. http://discovery.ucl.ac.uk/10006598/.

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Books on the topic "Communicative tasks"

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Nunan, David. Designing tasks for the communicative classroom. Cambridge [England]: Cambridge University Press, 1989.

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Language output, communication strategies and communicative tasks: In the Chinese context. Lanham, MD: University Press of America, 2005.

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Carrell, Patricia L. Notetaking strategies and their relationship to performance on listening comprehension and communicative assessment tasks. Princeton, NJ: Educational Testing Services (ETS/TOEFL), 2007.

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Iantorno, Giuliano. Communication tasks. 5th ed. Bologna: N. Zanichelli S.P.A, 1986.

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Yuhno, Natal'ya. Mathematics. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1002604.

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The textbook presents: theoretical material, solved multi-level tasks on topics and practical exercises, test tasks, theoretical questions that form the communicative competence of students in independent work. Meets the requirements of the federal state educational standards of secondary vocational education of the latest generation. It is intended for studying theoretical material and performing independent work in mathematics within the framework of the mandatory hours provided for by the work programs in the discipline PD. 01 "Mathematics: algebra, the beginning of mathematical analysis, geometry" for students of the specialties 23.02.03 "Maintenance and repair of motor transport", 13.02.11"Technical operation and maintenance of electrical and electromechanical equipment (by industry)".
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Referential communication tasks. Mahwah, N.J: Lawrence Erlbaum Associates, 1997.

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Grigoryan, Ekaterina. Marketing communications. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1002563.

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The tutorial introduces the basic tools of marketing communications such as advertising, PR, sales promotion, personal selling, sponsoring, branding, and provides guidance on establishing, planning, budgeting, and performance evaluation. Special attention is paid to the peculiarities of formation of communicative policy and strategy of the enterprise. Presents the tasks for seminars: tests, practical situations, test questions. Meets the requirements of Federal state educational standards of higher education of the latest generation and the programs of preparation of bachelors on directions 38.03.02 "Management" (profile "Management", "Marketing"), 38.03.05 "Business-Informatics", 38.03.06 "trading business" (specialization "Commerce"), etc. For anyone interested in the issues of marketing communications: teachers, graduate students, researchers and practitioners.
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Tasks and communicating in language classrooms. Boston: McGraw-Hill, 2000.

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Plan, National Institute on Deafness and Other Communication Disorders (U S. ). Task Force on the National Strategic Research. A report of the Task Force on the National Strategic Research Plan. Bethesda, Md: The Institute, 1989.

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Transculturation: The cultural factor in translation and other communication tasks. Pasadena, Calif: William Carey Library, 1988.

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Book chapters on the topic "Communicative tasks"

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Jucker, Andreas H. "Communicative tasks across languages: Movie narratives in English, in English as a foreign language and in German." In Languages and Cultures in Contrast and Comparison, 247–74. Amsterdam: John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/pbns.175.14juc.

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Stanton, Nicki. "Other Writing Tasks." In Communication, 265–76. London: Palgrave Macmillan UK, 1990. http://dx.doi.org/10.1007/978-1-349-20925-5_17.

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Stanton, Nicky. "Other Writing Tasks." In Mastering Communication, 263–74. London: Macmillan Education UK, 1996. http://dx.doi.org/10.1007/978-1-349-14133-3_17.

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Sweeney, Emma, and Zhu Hua. "Discourse Completion Tasks." In Research Methods in Intercultural Communication, 212–22. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2015. http://dx.doi.org/10.1002/9781119166283.ch14.

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Błażewicz, Jacek, Klaus H. Ecker, Erwin Pesch, Günter Schmidt, and Jan Węglarz. "Communication Delays and Multiprocessor Tasks." In Scheduling Computer and Manufacturing Processes, 207–48. Berlin, Heidelberg: Springer Berlin Heidelberg, 1996. http://dx.doi.org/10.1007/978-3-662-03217-6_6.

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Blazewicz, Jacek, Klaus H. Ecker, Erwin Pesch, Günter Schmidt, Malgorzata Sterna, and Jan Weglarz. "Communication Delays and Multiprocessor Tasks." In Handbook on Scheduling, 199–241. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-99849-7_6.

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Błażewicz, Jacek, Klaus H. Ecker, Erwin Pesch, Günter Schmidt, and Jan Węglarz. "Communication Delays and Multiprocessor Tasks." In Scheduling Computer and Manufacturing Processes, 205–46. Berlin, Heidelberg: Springer Berlin Heidelberg, 2001. http://dx.doi.org/10.1007/978-3-662-04363-9_6.

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Coulson, David. "Collaborative Tasks for Cross-cultural Communication." In Teachers Exploring Tasks in English Language Teaching, 127–38. London: Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230522961_12.

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Dümmler, Jörg, Thomas Rauber, and Gudula Rünger. "Scheduling Support for Communicating Parallel Tasks." In Languages and Compilers for Parallel Computing, 252–67. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-36036-7_17.

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Darondeau, Philippe, Blaise Genest, P. S. Thiagarajan, and Shaofa Yang. "Quasi-Static Scheduling of Communicating Tasks." In CONCUR 2008 - Concurrency Theory, 310–24. Berlin, Heidelberg: Springer Berlin Heidelberg, 2008. http://dx.doi.org/10.1007/978-3-540-85361-9_26.

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Conference papers on the topic "Communicative tasks"

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Kerpedjiev, Stephan, and Steven F. Roth. "Mapping communicative goals into conceptual tasks to generate graphics in discourse." In the 5th international conference. New York, New York, USA: ACM Press, 2000. http://dx.doi.org/10.1145/325737.325814.

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Vinogradov, Andrei, Evgeny Kurshev, Natalia Vlasova, and Alexey Podobryaev. "Information extraction tasks in public administration domain." In CSIS'2019: XI INTERNATIONAL SCIENTIFIC CONFERENCE COMMUNICATIVE STRATEGIES OF THE INFORMATION SOCIETY. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3373722.3373782.

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Amrullah, A., Lalu Thohir, S. Sahuddin, N. Nawawi, and H. Henny. "Development of Academic Speaking Communicative Tasks Model for Students of English Education." In 2nd Annual Conference on Education and Social Science (ACCESS 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210525.040.

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Chen, Jianwen, Shuangjia Zheng, Ying Song, Jiahua Rao, and Yuedong Yang. "Learning Attributed Graph Representation with Communicative Message Passing Transformer." In Thirtieth International Joint Conference on Artificial Intelligence {IJCAI-21}. California: International Joint Conferences on Artificial Intelligence Organization, 2021. http://dx.doi.org/10.24963/ijcai.2021/309.

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Constructing appropriate representations of molecules lies at the core of numerous tasks such as material science, chemistry, and drug designs. Recent researches abstract molecules as attributed graphs and employ graph neural networks (GNN) for molecular representation learning, which have made remarkable achievements in molecular graph modeling. Albeit powerful, current models either are based on local aggregation operations and thus miss higher-order graph properties or focus on only node information without fully using the edge information. For this sake, we propose a Communicative Message Passing Transformer (CoMPT) neural network to improve the molecular graph representation by reinforcing message interactions between nodes and edges based on the Transformer architecture. Unlike the previous transformer-style GNNs that treat molecule as a fully connected graph, we introduce a message diffusion mechanism to leverage the graph connectivity inductive bias and reduce the message enrichment explosion. Extensive experiments demonstrated that the proposed model obtained superior performances (around 4% on average) against state-of-the-art baselines on seven chemical property datasets (graph-level tasks) and two chemical shift datasets (node-level tasks). Further visualization studies also indicated a better representation capacity achieved by our model.
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Surkova, Anna, Sergey Skorynin, and Igor Chernobaev. "Word embedding and cognitive linguistic models in text classification tasks." In CSIS'2019: XI INTERNATIONAL SCIENTIFIC CONFERENCE COMMUNICATIVE STRATEGIES OF THE INFORMATION SOCIETY. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3373722.3373778.

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Osiyanova, Olga. "Subject-Oriented Approach As Methodological Basis Of Solving Communicative-Interactive Tasks In Foreign Language." In WUT 2018 - IX International Conference “Word, Utterance, Text: Cognitive, Pragmatic and Cultural Aspects”. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.04.02.67.

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Song, Ying, Shuangjia Zheng, Zhangming Niu, Zhang-hua Fu, Yutong Lu, and Yuedong Yang. "Communicative Representation Learning on Attributed Molecular Graphs." In Twenty-Ninth International Joint Conference on Artificial Intelligence and Seventeenth Pacific Rim International Conference on Artificial Intelligence {IJCAI-PRICAI-20}. California: International Joint Conferences on Artificial Intelligence Organization, 2020. http://dx.doi.org/10.24963/ijcai.2020/392.

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Constructing proper representations of molecules lies at the core of numerous tasks such as molecular property prediction and drug design. Graph neural networks, especially message passing neural network (MPNN) and its variants, have recently made remarkable achievements in molecular graph modeling. Albeit powerful, the one-sided focuses on atom (node) or bond (edge) information of existing MPNN methods lead to the insufficient representations of the attributed molecular graphs. Herein, we propose a Communicative Message Passing Neural Network (CMPNN) to improve the molecular embedding by strengthening the message interactions between nodes and edges through a communicative kernel. In addition, the message generation process is enriched by introducing a new message booster module. Extensive experiments demonstrated that the proposed model obtained superior performances against state-of-the-art baselines on six chemical property datasets. Further visualization also showed better representation capacity of our model.
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Бикбаев, Вадим Манцурович. "PROSPECTS FOR THE LANGUAGE TRAINING OF AN ARMY OFFICER." In Наука. Исследования. Практика: сборник избранных статей по материалам Международной научной конференции (Санкт-Петербург, Апрель 2021). Crossref, 2021. http://dx.doi.org/10.37539/srp296.2021.76.93.010.

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В статье раскрываются некоторые аспекты форсайт-проекта языковой подготовки офицера Сухопутных войск. Отмечается, что совершенствование языковой подготовки офицеров необходимо осуществлять в рамках реализации федеральных государственных образовательных стандартов с учетом специфики формирования и совершенствования коммуникативной компетенции, связанной как с профессиональным становлением офицера, так и с языковой подготовкой и проблемой иноязычной коммуникации. В рамках формирования новой модели языковой подготовки возникает тесная взаимосвязь между профессиональной задачей военнослужащего и иноязычной коммуникацией, которая является одним из основных методов решения профессиональных задач. The article reveals some aspects of the foresight project of the language training of an Army officer. It is noted that the improvement of the language training of officers should be carried out within the framework of the implementation of federal state educational standards, taking into account the specifics of the formation and improvement of communicative competence, related both to the professional development of an officer, and to language training and the problem of foreign language communication. As part of the formation of a new model of language training, there is a close relationship between the professional task of a soldier and foreign language communication, which is one of the main methods of solving professional tasks.
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Hazan, Valerie, Outi Tuomainen, and Linda Taschenberger. "Subjective Evaluation of Communicative Effort for Younger and Older Adults in Interactive Tasks with Energetic and Informational Masking." In Interspeech 2019. ISCA: ISCA, 2019. http://dx.doi.org/10.21437/interspeech.2019-2215.

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Zinina, A. A., L. Y. Zaidelman, A. A. Kotov, and N. A. Arinkin. "THE PERCEPTION OF ROBOT'S EMOTIONAL GESTURES AND SPEECH BY CHILDREN SOLVING A SPATIAL PUZZLE." In International Conference on Computational Linguistics and Intellectual Technologies "Dialogue". Russian State University for the Humanities, 2020. http://dx.doi.org/10.28995/2075-7182-2020-19-811-826.

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The emotional behavior of a companion robot is important for human-robot interaction in the situation of training tasks. We examined the influence of emotional gestures and emotional speech of the robot on its perception by primary school students (N=52, male, female, mean age 9.8) in the situation of joint solution of the spatial Tangram puzzle. It was shown that emotional gestures make a significant contribution to the attractiveness of the robot for the child. It was also found that test subjects prefer the robot with emotional gestures and speech over the robot with neutral gesture and speech behavior. The study also analyzed the communicative behavior of children, identified typical communicative signs that are typical for interaction start with the robot, for monitoring the game and for difficult situations. We described typical mistakes that children make when assembling a puzzle together with the robot.
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Reports on the topic "Communicative tasks"

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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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Gaponenko, Artiom, and Denis Sergeev. Site «MLESYS – multilevel education Internet-system for teachers and students». Science and Innovation Center Publishing House, November 2018. http://dx.doi.org/10.12731/er0158.09112018.

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Site MLESYS (Multilevel education system) - multilevel educational Internet-system for the teachers (heads of scientific and educational groups) and the students (participants of groups) which allows teachers to create remote groups and also to form the storehouse of materials on their disciplines (lectures, manuals, presentations, tasks for independent work, etc.) with an opportunity of access to corresponding kinds of these materials by means of special links. Site MLESYS is developed on platform WordPress and on hosting Hostland. Site MLESYS allows: 1) for teachers: to create educational and scientific groups for remote communication of the participants of educational process, to include students in these groups; to place all necessary materials for the group (manuals, lectures, presentations, etc.); to form the storehouse of materials on each discipline (tests, tasks, cases, etc.), access to these materials can be carried out only by means of the link to the specific page; to communicate with participants of the group; 2) for the students: on condition of inclusion into remote group to have an opportunity to enter the group, to open and download the materials placed by the teacher; to get access to the materials by means of links (publications, tests, tasks, cases, etc.) of the corresponding teacher of a discipline from the storehouse of materials; to communicate with the teacher and participants of the group.
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Bustelo, Monserrat, Pablo Egana-delSol, Laura Ripani, Nicolas Soler, and Mariana Viollaz. Automation in Latin America: Are Women at Higher Risk of Losing Their Jobs? Inter-American Development Bank, August 2020. http://dx.doi.org/10.18235/0002566.

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New technological trends, such as digitization, artificial intelligence and robotics, have the power to drastically increase economic output but may also displace workers. In this paper we assess the risk of automation for female and male workers in four Latin American countries Bolivia, Chile, Colombia and El Salvador. Our study is the first to apply a task-based approach with a gender perspective in this region. Our main findings indicate that men are more likely than women to perform tasks linked to the skills of the future, such as STEM (science, technology, engineering and mathematics), information and communications technology, management and communication, and creative problem-solving tasks. Women thus have a higher average risk of automation, and 21% of women vs. 19% of men are at high risk (probability of automation greater than 70%). The differential impacts of the new technological trends for women and men must be assessed in order to guide the policy-making process to prepare workers for the future. Action should be taken to prevent digital transformation from worsening existing gender inequalities in the labor market.
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Reder, Stephen, and Robert G. Schwab. Selection and Effects of Channels in Distributed Communication and Decision-Making Tasks. Fort Belvoir, VA: Defense Technical Information Center, March 1996. http://dx.doi.org/10.21236/ada312093.

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Reder, Stephen, and Robert G. Schwab. Selection and Effects of Channels in Distributed Communication and Decision-Making Tasks. Fort Belvoir, VA: Defense Technical Information Center, July 1990. http://dx.doi.org/10.21236/ada225414.

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Petersen, Rodney, Danielle Santos, Matthew C. Smith, Karen A. Wetzel, and Greg Witte. Workforce Framework for Cybersecurity (NICE Framework). National Institute of Standards and Technology, November 2020. http://dx.doi.org/10.6028/nist.sp.800-181r1.

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This publication from the National Initiative for Cybersecurity Education (NICE) describes the Workforce Framework for Cybersecurity (NICE Framework), a fundamental reference for describing and sharing information about cybersecurity work. It expresses that work as Task statements and describes Knowledge and Skill statements that provide a foundation for learners including students, job seekers, and employees. The use of these statements helps students to develop skills, job seekers to demonstrate competencies, and employees to accomplish tasks. As a common, consistent lexicon that categorizes and describes cybersecurity work, the NICE Framework improves communication about how to identify, recruit, develop, and retain cybersecurity talent. The NICE Framework is a reference source from which organizations or sectors can develop additional publications or tools that meet their needs to define or provide guidance on different aspects of cybersecurity education, training, and workforce development.
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Oltarzhevskyi, Dmytro. HISTORICAL FEATURES OF CORPORATE MEDIA FORMATION IN UKRAINE AND IN THE WORLD. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11067.

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The article examines the world and Ukrainian history of corporate periodicals. The main purpose of this study is to reproduce an objective global picture of the emergence and formation of corporate periodicals, taking into account the business and socio-economic context. Accordingly, its tasks are to compare the conditions and features of corporate media genesis in different countries, to determine the main factors of their development, as well as to clarify the transformations of the terminological apparatus. The research is based on mostly foreign secondary scientific works published from 1915 to the present time. The literature was studied using methods such as overview, historical, functional and thematic analysis, description, and generalization. A systematic approach was used to determine the role and place of each element in the system, as well as to comprehensively consider the object in the general historical context and within the current scientific discourse. The method of systematization made it possible to establish internal and external connections, patterns and contradictions in the development of the object of study. The main historical milestones on this path are identified, examples of the first successful corporate publications and their contribution to business development, public relations, and corporate communications are considered. It was found that corporate media emerged in the mid-nineteenth century spontaneously, on the wave of practical business needs in response to industrialization, company increase, staff growth, and consumer market development. Their appearance preceded the formation of the public relations industry and changed the structure of the information space. The scientific significance of this research is that the historical look at the evolution of corporate media provides an understanding of their place, influence, capabilities, and growing communicative role in the digital age.
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Hadorn, JC, and Daniel Zenhäusern. Collection of documents prepared along the Task for industry and market. IEA SHC Task 60, November 2020. http://dx.doi.org/10.18777/ieashc-task60-2020-0008.

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This report gathers all documents and links to information that Task 60 has produced over the course of the 3 years of the Task to promote its activities and the PVT technologies. It is a track of the communication of the Task also helpful for future Task set up.
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Lustig, Myron. Communicative abilities; an analysis of the interactions of reticent and non-reticent task groups. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1589.

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Pradeep Kumar, Kaavya. Reporting in a Warming World: A Media Review. Indian Institute for Human Settlements, 2021. http://dx.doi.org/10.24943/rwwmr08.2021.

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The media plays a critical role in terms of shaping public perceptions, but they have a task on their hands in terms of effectively communicating a subject as vast and complex as climate change. India is among the countries most affected and yet reporting on the subject has been episodic, with peaks around the time of climate summits and in the immediate aftermath of disasters such as cyclones, heatwaves and extreme rainfall events. Through a media review, undertaken as part of the Earth Journalism Network Asia-Pacific Media Grant, we sought to understand patterns of representation in news coverage about urban drought and extreme weather events – predicted to occur more frequently and intensely in a warming world. This report details the methodology we followed, our findings and analyses them in the context of other work done as part of the evolving field of climate change communication.
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