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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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Orlova, S. N., and О. O. Chernetskaya. "Communicative tasks method in teaching English." Issues of Applied Linguistics, no. 26 (2017): 76–88. http://dx.doi.org/10.25076/vpl.26.07.
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Dmitrenko, Natalia, Anastasiia Petrova, and Olena Podzygun. "PROBLEM-BASED TASKS IN FOREIGN LANGUAGE ACQUISITION FOR INTENDING EDUCATORS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 5 (May 20, 2020): 361. http://dx.doi.org/10.17770/sie2020vol5.4984.
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The problem-based learning of a foreign language is aimed to develop students’ creativity, increase their motivation, autonomy, experience future profession tasks, and improve cognitive and communicative skills. The purpose of the article is to justify the efficiency of forming communicative skills of intending educators by means of problem-based tasks within the discipline “English for Professional Communication”. The objective of the article is to report about the results of using problem-based tasks in students’ acquisition of course content and in formation of students’ linguistic competence. In order to test the theoretical statements of using problem-based tasks in foreign language acquisition, a diagnostic experimental study was conducted. It was aimed at identifying cognitive-communicative needs and opportunities of students in solving problem tasks. The study included: experimental training, diagnostic tests and questionnaires for students and teachers. As a result, the cognitive and communicative needs and opportunities of students to solve problem tasks were determined; the prospects of application of problem tasks in the development of creative thinking in the process of formation and development of skills of foreign language communication were revealed. The experiment data enable to conclude that regular using of problem-based tasks marked positive impact on formation of students’ linguistic competence. Phonetic, lexical and grammatical skills have improved due to communication with peers and self-control during solving problem tasks. The overall results of the study affirm the enhancement of students’ speaking skills (monologue, dialogue, polylogue skills).
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Wiemeyer, Leonie, and Sabrina Zeaiter. "Social media in EFL teaching." Dutch Journal of Applied Linguistics 4, no. 2 (December 31, 2015): 193–211. http://dx.doi.org/10.1075/dujal.4.2.04wie.
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This article presents an approach to fostering (oral) communication skills in L2 English using social media. It proposes that social media provide a setting for synchronous and asynchronous oral CMC and can be a motivating environment for communicative tasks in the lingua franca English as adolescent learners are used to participating online, both in written and spoken modes. This can be exploited in complex competency tasks in which learners are exposed to real-life discourse and the associated linguistic challenges. Complex competency tasks can provide a framework for web-based language learning and facilitate the development of oral communicative competencies. Among the implications for teaching discussed are sensible embedding in tasks, potential issues of student participation and motivation, and the authenticity of the environments. The article concludes that social media provide a fruitful platform for combining web-based and task-based language and media learning in (semi-)authentic contexts in complex competency tasks.
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Lo, Siowai. "Translation for communicative purposes." Translation and Translanguaging in Multilingual Contexts 5, no. 2 (April 24, 2019): 185–209. http://dx.doi.org/10.1075/ttmc.00031.lo.
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Abstract An underexplored aspect of the use of translation in the L2 classroom is its potential to foster in-class communication. This article explores the efficacy of translation tasks as compared to monolingual writing tasks in engendering language-related discussions in class. The study is longitudinal and includes two experiments carried out in an EFL college setting. Data were collected over two semesters and a comparatively stronger presence of language-related episodes (LREs) was found among those who worked on translation tasks. This higher level of engagement in L2 class discussions suggests that translation tasks are advantageous in engendering student-initiated LREs, drawing learners’ attention to lexis and grammar, and fostering communication in the classroom.
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Bone, Janice C., Ariel Epan San Jose, and Maria Gregoria Robles Concepcion. "IMPROVING ENGLISH SPEAKING ABILITIES OF ESL LEARNERS THROUGH COMMUNICATIVE TASK-BASED INSTRUCTION." International Journal of New Economics and Social Sciences 9, no. 1 (June 28, 2019): 313–25. http://dx.doi.org/10.5604/01.3001.0013.3052.
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Speaking is one of the most exploited skills. However, despite the many endeavors conducted by English teachers, speaking proficiency remains poor among tertiary students. This qualitative-phenomenological study aimed to determine the experiences of the students on the use of communicative task-based instruction in improving their speaking abilities. Using the focus group discussion, the researcher found that gener-ally, the participants believed that the communicative task-based instruction provided them opportunities to enhance their communicative abilities; let them overcome the fear of speaking; gave them a lot of fun; and allowed them to apply the tasks even outside their classrooms. The participants suggested that exposure to real conversa-tion tasks might be done; design individual tasks would be interesting, and that technology might be used in doing the tasks. Thorough discussions and conclusion were provided.
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Lomakina, Yu V., R. Ye Bulyk, M. P. Tymofiieva, L. Ya Fedoniuk, and N. Ya Muzyka. "A TECHNOLOGY OF COMMUNICATIVE COMPETENCE DEVELOPMENT OF FUTURE DOCTORS IN THE PROCESS OF PROFESSIONAL TRAINING." Медична освіта, no. 1 (April 2, 2020): 50–55. http://dx.doi.org/10.11603/me.2414-5998.2020.1.10993.
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The article analyzed the problem of development of communicative competence of future doctors in the process of their professional training. The characteristic features of the physician communicative competent are distinguished.
As a result of research, a peculiarity of communicators is highlighted. A slight percentage of the surveyed have quite significant personal problems that require long-term psychotherapeutic work, that should precede measures directly aimed to the development of their communicative competence.
Models of communicative competence development are considered. It is presented a fairly a common feature, namely: competence in communication is understood as a result of quantitative accumulation of communication skills. It is assumed that at some point this number translates the person to a qualitatively new level of communicative behavior. Communicative skills are regarded as means of overcoming the drama of communication.
The meaning of the training in the context of professional training of specialists are emphasized and substantiated.
The basic training of communicative competence should be focused on developing the skills of active listening and regulation of emotional tension, since these skills allow to greatly solve the drama of communication.
The logic scheme of the training is proposed based on the fact that the professional communication of a doctor is considered as a sequence of communication tasks of varying degrees of complexity. The task of the training was to correct the settings of participants regarding communication with people in general and patients in particular; development of abilities to action in unusual situations, forecasting the consequences of people's interaction. In accordance with these tasks, a meaningful group operation is highlighted.
The implementation of the program included the use of various psychotechnical methods of work: exercises, rehearsal of behavior, situational and role-playing games, group discussions and discussions, bodily and motor techniques.
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Ryabokin, N. O., and Y. M. Shatkovsky. "The concept of instruction, its communicative tasks." Bulletin of Luhansk Taras Shevchenko National University, no. 4 (335) (2020): 27–37. http://dx.doi.org/10.12958/2227-2844-2020-4(335)-27-37.
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This article deals with the concept of instructions, its types and communication tasks. It was found that the instruction can be characterized as an official business document of technical content and its design at all levels has a high degree of standardization, which ensures the economy in writing and perception of this text. The instructional discourse is investigated and its features are determined: the presence of different speech genres, in particular, the operation manual, the memo, the user manual, the prescription, the service directive; certain speech tactics, namely, informing, shifting responsibility, prompted to action; minimal change in communicative roles. Analyzed four standard types of instructions: 1) instructions for goods (household appliances, food, vehicles, etc.); 2) annotation to medicines; 3) departmental instructions (rules for filling out documents, customer behavior: customs declaration, fire instructions, etc.) 4) job description (rules of behavior for employees in a certain position) and six new types were added: audio / video instructions, interactive instructions, pop-up hints, hypertext knowledge base, hypertext online resource, electronic document. It was also found that the communicative tasks of the instructions are the message of information and the prescription of actions and for the design of the texts of the instructions of the product the optimal system of language means. It was determined that the compositional structure of the text of a typical instruction contains, as a rule, the following sections: introduction, general information, technical data, delivery set, safety requirements, the procedure for installing and preparing the product for work, the procedure for operating the product, product care, maintenance, rules storage and transportation, possible malfunctions and methods of their elimination, warranty obligations.
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RESCHES, MARIELA, and MIGUEL PÉREZ PEREIRA. "Referential communication abilities and Theory of Mind development in preschool children." Journal of Child Language 34, no. 1 (January 25, 2007): 21–52. http://dx.doi.org/10.1017/s0305000906007641.
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This work aims to analyse the specific contribution of social abilities (here considered as the capacity for attributing knowledge to others) in a particular communicative context. 74 normally developing children (aged 3;4 to 5;9, M=4·6) were given two Theory of Mind (ToM) tasks, which are considered to assess increasing complexity levels of epistemic state attribution: Attribution of knowledge-ignorance (Pillow, 1989; adapted by Welch-Ross, 1997) and Understanding of False-belief (Baron Cohen, Leslie & Frith, 1985). Subjects were paired according to their age and level of performance in ToM tasks. These dyads participated in a referential communication task specially designed for this research. The resulting communicative interchanges were analysed using a three-level category system (pragmatic functions, descriptive accuracy, and ambiguity of messages). The results showed significant differences among subjects with different levels of social comprehension regarding the type of communicative resources used by them in every category level. In particular, understanding of false belief seems to be the most powerful predictor of changes in the children’s development of communicative competence.
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Windsor, Jennifer. "The functions of novel word compounds." Journal of Child Language 20, no. 1 (February 1993): 119–38. http://dx.doi.org/10.1017/s0305000900009156.
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ABSTRACTThe traditional assumptions that novel word compounds fill lexical gaps and allow speakers to convey an intended meaning more precisely were explored. Examples from spontaneous language demonstrated that some novel compounds occur in the absence of a lexical gap and that not all compounds serve a communicative function. The relation between communicative demands and novel noun–noun compound use was explored experimentally also. Twenty-eight five-year-old children and 16 adults participated in referential and non-referential communication tasks in which they were exposed to referents whose elements were inherently and non-inherently related. Both children and adults produced more compounds for inherent than for non-inherent referents. However, although the children demonstrated that they were sensitive to the need for greater communicative precision in the referential compared to the non-referential task, there was no difference in frequency of compound use across tasks. These results suggest that the functions ascribed to novel compounds warrant closer scrutiny.
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Cai, Lingling, and Junlu Lv. "Task-based Approach to Develop Intercultural Communicative Competence in College English Education." Journal of Language Teaching and Research 10, no. 6 (November 1, 2019): 1279. http://dx.doi.org/10.17507/jltr.1006.17.
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Intercultural communicative competence (ICC) is a hot topic in foreign language teaching and learning. This paper discusses about task-based approach to develop students’ intercultural communicative competence in SUSE English class. In so doing, this paper provides theoretical foundations of concepts about intercultural communicative competence and task-based approach. Meanwhile, this paper describes the feasible tasks used in real class and find it is possible to develop students’ intercultural communicative competence in Chinese educational context.
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Паудяль, Надежда, Nadezhda Paudyal, Лариса Филиндаш, and Larisa Filindash. "Game innovative techniques in professional orientation work of the teacher." Services in Russia and abroad 9, no. 2 (July 22, 2015): 0. http://dx.doi.org/10.12737/11895.
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The article is devoted to innovative game methods of teaching the in career-oriented work of the teacher. The methods developed in the form of game technology has communicative and at the same time professionally oriented on the content of tasks focus, and aimed at improving the professional skills of employees of educational institutions.Different in content games allow to create elements of situationality, update team skills, reveal leadership and performing qualities, discover the creative potential, promote social adaptation of students. The apparent advantage of innovative game methods of teaching is also its upbringing potential. Such forms as brain-ring and training are considered the most detail. Brain-ring belongs to the not imitation gaming methods and is the most attractive to young people due to the dynamic, competitive nature. The training, consisting of business and role-playing games, numerous exercises and specific tasks, aims to the development of knowledge and skills, and formation of social attitudes. These interactive methods make it possible to adjust and improve communication, general cultural and professional competence. Innovative technologies with communicative orientation focused on the development of verbal and non-verbal components of communicative competence, extension of possibilities for dia-and polylogic communication, systematization of knowledge about the kinds and means of business communication, improving the skills of business presentations and negotiations. The interdisciplinary nature of the game tasks can solve not only specific professional task to motivate the choice of working specialty, but also expand the humanitarian horizon. Tasks historical and linguistic and cultural character helping revive the ideas and knowledge about traditional national culture and moral values and features of Russian cultural world, stimulate the interest to Russian language, cultivate patriotic feelings.
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Pawlak, Mirosław. "Investigating the use of speaking strategies in the performance of two communicative tasks: The importance of communicative goal." Studies in Second Language Learning and Teaching 8, no. 2 (July 24, 2018): 269–91. http://dx.doi.org/10.14746/ssllt.2018.8.2.5.
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Although the ability to speak is usually seen as a key manifestation of learners’ ability in the target language they are attempting to master, research has not given ample attention to strategies that can be employed to enhance this skill. In fact, the bulk of such empirical investigations has mainly focused on communication strategies that are reactive devices, predominantly used to overcome difficulties in successful conveyance of meanings and messages, and even this line of inquiry has been neglected in recent years. The study reported in this paper aims to partially bridge this gap by examining the speaking strategies that advanced learners of English used in the performance of two communicative tasks, differing in the extent to which the participants were required to make a contribution to their successful completion. The data collected by means of open-ended questionnaires that were administered immediately after the completion of the two tasks yielded crucial insights into the nature of the speaking strategies and the ways in which the communicative goals inherent in task type influenced the choice of speaking strategies.
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Kostiuk, Svitlana S. "Development of Intercultural Communicative Competence of Future Specialists in the Field of Information Technologies in the Process of Foreign Languages Learning." Scientific Bulletin of Mukachevo State University Series “Pedagogy and Psychology” 6, no. 2 (December 28, 2020): 103–12. http://dx.doi.org/10.52534/msu-pp.6(2).2020.103-112.
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Intercultural communication practice proves that effective communication with the representatives of different cultures involves not only knowledge of phonetics and lexico-grammatical structure, but the culture of the learned language as well. Therefore, the purpose of the study is to investigate and describe the essence of the term “intercultural communicative competence” and show the materials that promote its development. It is proved that the introduction of competence, communicative, and intercultural-based approaches facilitate the achievement of the set purpose. It has been found that intercultural communicative competence constitutes a complex formation with a lot of components that allow people to choose necessary language and speech means according to the sociocultural context, choose the strategies and tactics of communication to achieve set tasks and mutual understanding with the representatives of other cultures. It is found out that specific principles (dominance of problematic cultural tasks, cultural variability, and cultural opposition) form unbiased attitude towards the multicultural world, teach to perceive and analyse cultural difference, understand the interconnection of language and culture and thus improve the language level. The effectiveness of such methods as conscious-comparative, audiolingual, and role-play has been confirmed. Their introduction promotes meaningful learning and makes the process of intercultural communicative competence development easier. Considering the fact that the basis of intercultural communication is language, culture, and personality, the following components of intercultural communicative competence are identified: value-based, cognitive, effective, culturological. Exercises for intercultural communicative competence development of future specialists in the field of information technologies have been proposed. It is proved that the introduction of mentioned approaches, methods, and tasks has improved the maturity level of intercultural communicative competence. The practical value of the paper is in the fact that obtained results can be used in the process of foreign language teaching in any specialty
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Lobachova, Iryna. "COMMUNICATIVE TASKS FOR IMPROVING FOREIGN LANGUAGE SPEAKING COMPETENCE OF PROSPECTIVE TEACHERS." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 1(48) (May 27, 2021): 231–34. http://dx.doi.org/10.24144/2524-0609.2021.48.231-234.
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The article deals with the implementation of communicative exercises in foreign language classes to improve the foreign language speaking competence of prospective teachers. The relevance of the article is determined by the need to consider the outlined problem for increasing the level of English language proficiency in order to personal and career prospects of prospective teachers. The purpose of the article is a theoretical and practical justification for the use of communicative exercises in the study of English in foreign language classes for prospective teachers in higher education. To achieve this goal it is necessary to solve the following tasks: 1) to analyze the efficiency of using communicative tasks to improve students’ foreign language speaking competence; 2) to offer exercises for communication, which provide for the creation of life situations of foreign language communication; 3) to substantiate the efficiency of using these exercises to improve foreign language speaking competence of future teachers. To achieve this purpose the following research methods are used in the scientific article: generalization, analysis and synthesis, descriptive method, which allow to consider in detail the proposed problem and come to important conclusions. It is determined that the specificity of learning a foreign language is to create an artificial language environment, which is absent in practice in most cases. Foreign language space is extremely important for the realization of one of the factors influencing the acquisition of a foreign language – the speed of establishing associative language connections. It is found out that in the communicative environment both the conscious training of vocabulary and grammar, and the necessary language tools accumulate during communicative activities intuitively. The speed of appropriate language reactions, a sense of language are developed in this activity (phonetic, lexical, grammatical aspects). The permanent search for new teaching aids, the development of more effective methods of work are of practical importance for increasing the student’s motivation to learn a foreign language and automate the experience of its using. The proposed types of communication exercises create the most adequate conditions for the formation of language skills, stimulate the mechanisms of involuntary memorization, as well as provide for the solution of certain methodological, linguistic and psychological problems.
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Nocoń, Jolanta. "Kontekst kulturowy a program edukacji językowo‑komunikacyjnej w L1. Głos w dyskusji." Z Teorii i Praktyki Dydaktycznej Języka Polskiego 29 (October 6, 2020): 111–21. http://dx.doi.org/10.31261/tpdjp.2020.29.08.
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The article’s theme concerns challenges encountered in the 21st century in the course of language communicative education within the scope of Polish as a native language. The author expresses conviction that socialisation process does not substitute for education, and therefore one of the paramount purposes/aims of language education within the scope of native language is to cater to the language-communicative needs of students stemming from cultural transformation taking place in the contemporary world. New tasks that a Polish language teacher needs to face are developing the so-called new communicative competency which facilitates communicative acts in media-dominated world of today, including digital media. The said tasks also involve counteracting the lowering of verbal communication standards, particularly the cases of verbal aggression and primitive vocabulary.
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Ulatowska, Hanna K., Robert T. Wertz, Sandra B. Chapman, CaSaundra L. Hill, Jennifer L. Thompson, Molly W. Keebler, Gloria Streit Olness, Sharon D. Parsons, Teya Miller, and Linda L. Auther. "Interpretation of Fables and Proverbs by African Americans With and Without Aphasia." American Journal of Speech-Language Pathology 10, no. 1 (February 2001): 40–50. http://dx.doi.org/10.1044/1058-0360(2001/007).
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There is a paucity of performance information for African American adults with aphasia on appraisal tasks, especially in comparison with performance by neurologically normal African American adults. We administered language impairment, functional communication, and discourse measures to neurologically normal African American adults and African American adults with aphasia. The neurologically normal group performed significantly better on the language impairment measure (Western Aphasia Battery), the functional communication measure (ASHA Functional Assessment of Communication Skills for Adults), providing the lesson in a fable discourse task, and spontaneous interpretation of proverbs. No significant differences between groups were observed on a picture description fable task or in performance on a multiple-choice proverb task. Few significant relationships were observed among measures in the neurologically normal group; however, the group with aphasia displayed a variety of significant relationships in their performance on the language impairment, functional communication, fable lesson, and interpretation of proverbs tasks. The results imply that fable and proverb discourse tasks may be valuable supplemental measures for characterizing communicative competence in African American adults who have aphasia.
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Carrero Pérez, Nubia Patricia. "Effects of Tasks on Spoken Interaction and Motivation in English Language Learners." GiST Education and Learning Research Journal, no. 13 (December 21, 2016): 34–55. http://dx.doi.org/10.26817/16925777.311.
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Task based learning (TBL) or Task based learning and teaching (TBLT) is a communicative approach widely applied in settings where English has been taught as a foreign language (EFL). It has been documented as greatly useful to improve learners’ communication skills. This research intended to find the effect of tasks on students’ spoken interaction in English and motivation towards speaking English in the classroom. Thirty-five adolescent tenth grade students from a public school in Bogota, Colombia, participated in the study. They reported positive influence of tasks in their English oral interaction improvement as well as on their motivation towards speaking English in the classroom.
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Rott, Susanne. "Teaching German Grammar through Communicative Tasks: Some Suggestions." Die Unterrichtspraxis / Teaching German 33, no. 2 (2000): 125. http://dx.doi.org/10.2307/3531561.
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Lee, Mong Ju. "L1 Use on the Accomplishment of Communicative Tasks." Korean Journal of Applied Linguistics 29, no. 1 (March 31, 2013): 177. http://dx.doi.org/10.17154/kjal.2013.03.29.1.177.
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O'Relly, Leonor V., Jeffra Flaitz, and Jeffrey Kromrey. "Two Modes of Correcting Communicative Tasks: Recent Findings." Foreign Language Annals 34, no. 3 (May 2001): 246–57. http://dx.doi.org/10.1111/j.1944-9720.2001.tb02406.x.
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Iwashita, Noriko, and Robyn Spence-Brown. "Assessing writing ability in a foreign language at secondary school." Australian Review of Applied Linguistics 41, no. 1 (October 12, 2018): 28–60. http://dx.doi.org/10.1075/aral.17038.iwa.
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Abstract Foreign language programs in schools have a strong focus on the development of communicative language ability and, increasingly, assessment tasks are designed to capture communicative abilities required for real-world situations. In communicative test tasks, sociolinguistic and discourse components, which are beyond grammatical accuracy, target the abilities required to produce integrated texts that fulfil their communicative purposes. However, the majority of the work on assessment of communicative abilities has been carried out in the context of academic English, and less is known about the abilities of secondary students in foreign language teaching situations. This study examines the outcomes of an integrated writing task designed as part of formal year 12 assessment in Japanese as a second language. It seeks to elucidate the features which differentiate students at higher and lower levels of competence, and, through a focus on content and how it is presented, it demonstrates how these aspects of competence can be observed in responses to the task. The study contributes to our understanding of the nature of communicative abilities and their assessment in a secondary education context, and it also sheds light on aspects of competence which might benefit from more targeted teaching in such settings.
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Chen, Qi, and Clare Wright. "Contextualization and authenticity in TBLT: Voices from Chinese classrooms." Language Teaching Research 21, no. 4 (April 5, 2016): 517–38. http://dx.doi.org/10.1177/1362168816639985.
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In view of ongoing debates about the future of task-based language teaching (TBLT) in contexts of English as a foreign language (EFL), we present a detailed case study of teacher beliefs and practices regarding TBLT conducted in a secondary school in mainland China with a long history of communicative and task-based teaching approaches. We used a mixed-methods approach to gather a broad range of triangulated data, combining individual interviews, material analysis and observations coded using a novel task-focused version of the scheme ‘Communicative Orientation of Language Teaching’ (COLT). Quantitative and qualitative findings revealed positive beliefs about TBLT principles in general, reflecting strong institutional support for communicative teaching. However, there was marked variability between beliefs and practices in using tasks, especially with beginner-level learners. Most teachers demonstrated an intrinsic lack of confidence in using tasks as more than a communicative ‘add-on’ to standard form-focused teaching. We argue that this demonstrates a need for building teacher autonomy, in implementing TBLT, even in supportive settings, to support successful authentic contextualizing TBLT principles in different EFL contexts.
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Chrissou, Marios. "The Importance of Task-Based Learning and Focus on Form in Teaching Phraseology." Kalbotyra 73 (December 28, 2020): 8–30. http://dx.doi.org/10.15388/kalbotyra.2020.1.
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A controversial issue for teachers of German as a foreign language is the balance between content and form. This also applies to vocabulary work in the field of phraseology. The modeling of language competence in the communicative approach is based on the understanding of language as a means of communication. Accordingly, the primary claim of communicative language didactics is to go beyond the description of structures of the foreign language and to place appropriate, situated linguistic action at the center of teaching. Against this theoretical background, content-oriented approaches such as Task-Based Learning have emerged in foreign language didactics, which emphasize the communicative aspect of language and place the didactic emphasis on situated, authentic tasks. Nevertheless, this emphasis did not lead to the suppression of form-based approaches which consider precision in language mastery by focusing on formal aspects through exercises to be necessary and desirable.This paper examines the question of the importance of exercises and tasks in phraseology-based vocabulary work. Against the theoretical background of the approaches of Task-Based Learning (TBL) and Focus on Form (FoF), possibilities for the integration of content-oriented and form-focussing teaching concepts for the promotion of phraseological competence are shown by means of concrete examples. Furthermore, the question of their balance in teaching is discussed.
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Danylchenko, Iryna. "THE PRINCIPLE OF INTEGRATION IN THE FORMATION OF COMMUNICATIVE COMPETENCE OF FUTURE TEACHERS OF PRESCHOOL EDUCATION INSTITUTIONS." Collection of Scientific Papers of Uman State Pedagogical University, no. 2 (June 24, 2021): 27–35. http://dx.doi.org/10.31499/2307-4906.2.2021.236628.
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The article presents the possibilities of using the disciplines: “Speech Culture and Expressive Reading”, “Modern Ukrainian language with a workshop”, “Ukrainian language for professional purposes”, and “Preschool language didactic” in the process of forming communicative competence of future preschool teachers on the basis of integration.It is determined that the important component of professional competence of an educator is communicative competence because a graduate of a higher education institution must be fluent in the native language, be able to communicate, interact with children and adults, and be ready to develop the ability of children to speak Ukrainian in various communication situations.It is emphasized that the formation of communicative competence of the future educator of preschool education should be aimed at mastering basic and interdisciplinary knowledge, psychological and pedagogical, professional and methodological, special and creative skills, education of value orientations, motives of pedagogical activity, communicative culture of personality, ability to develop own creative potential in the field of language education of preschool children.In the process of professional training the task of forming communicative competence in future preschool education specialists is realized in the process of studying all disciplines, although the priorities, in our opinion, are the disciplines “Speech culture and expressive reading”, “Modern Ukrainian language with a workshop”, “Ukrainian language for professional direction”, “Preschool language didactics”. Among the tasks that solve these disciplines, there are those that relate to the motivational, cognitive, activity, and reflective components of the communicative competence of the educator.The peculiarities of the formation of communicative competence in future specialists of preschool education during lectures and practical classes in the above disciplines on the basis of the principle of integration are revealed. A list of tasks of independent work in the disciplines “Ukrainian language for professional purposes” and “Preschool language didactics”, which provide integration of students' knowledge in the disciplines “Speech culture and expressive reading”, “Modern Ukrainian language with a workshop” in order to form communicative competence.The use of the principle of integration in the study of the above disciplines contributes to a comprehensive, high-quality and effective formation of communicative competence in future educators of preschool education institutions.
Keywords: competence, competence of the teacher, professional training of the future educator, communicative competence, communicative competence of the educator, integration, speech of the educator, language education of children.
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Lubovsky, D. V., A. A. Maslova, and A. I. Maksimov. "The Development of Communicative Competence in Adolescents by Means of Dialogue with a Virtual Interlocutor." Psychological-Educational Studies 8, no. 4 (2016): 153–65. http://dx.doi.org/10.17759/psyedu.2016080415.
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The possibilities of the development of communicative competence of the modern teenager with software modeling dialogue, such as virtual interlocutors and expert systems were considered. The principles of organization of information resources useful for the formation of communicative competence of adolescents were shown. Analyzed communication difficulties of adolescence, identified in the survey of students of a private school "Depository" in Moscow, highlighted certain categories of problems that adolescents face in interpersonal relationships. Based on the research of communicative difficulties teens composed communicative tasks that include teen virtual interlocutor and act as a mediation of communicative competence of the teenager. Revealed content is used when filling an information resource, created as a means of communication, the success of which is due to the level of development of communicative competence of the teenager.
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Clarke, Stephen, and Chris Hastings. "Creating and Implementing Communicative Tasks According to VanPatten’s Principles." JALT Postconference Publication 2019, no. 1 (August 31, 2020): 391. http://dx.doi.org/10.37546/jaltpcp2019-46.
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In this paper aimed at practitioners, the authors introduce their interpretation of an approach to communicative language teaching proposed by the SLA scholar Bill VanPatten that involves the use of Tasks as key elements in the curriculum. While the notion of task-based learning is not new, VanPatten’s approach differs fundamentally from other conceptions, especially in the way it focuses on a definition of communication and in its rejection of the explicit teaching of grammar. VanPatten (2017) introduces six principles of communicative language teaching which can be used as a framework for designing and implementing Tasks. In the following order, this paper outlines the principles as they relate to Task design, gives an example of a communicative Task created by the authors which reflects VanPatten’s principles, and finally offers considerations for classroom implementation. 実践者を対象とした本論文では、SLAの学者であるBill VanPattenによって提案された、カリキュラムの主な要素としてタスクを使用することを含む、コミュニカティブ・ランゲージ・ティーチングへのアプローチの解釈を紹介する。タスクに基づく言語指導法の概念は新しいものではないが、VanPattenのアプローチは他の概念とは根本的に異なり、特にコミュニケーション定義に焦点を当てている点と、文法の明白な指導を否定している点が異なっている。VanPatten（2017）は、タスク設計および実践するための枠組みとして活用できるコミュニカティブ・ランゲージ・ティーチングの６つの原理を紹介している。次の順序で、本論では、タスク設計に関連した原則の概要を述べ、VanPatten氏の原則を反映した著者によるコミュニカティブタスクの例を示し、最後に授業での実践に関する考慮事項を提案する。
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Estival, Dominique, and Brett Molesworth. "'A study of EL2 pilots’ radio communication in the General Aviation environment." Australian Review of Applied Linguistics 32, no. 3 (January 1, 2009): 24.1–24.16. http://dx.doi.org/10.2104/aral0924.
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This paper reports on the preliminary stages of a project designed to investigate communication problems in General Aviation and assess the utility of language technologies as a means of mitigation. The study presented in this paper is the first of a three-part study, in which we aim to investigate the extent to which the English language proficiency of pilots whose native language is not English (EL2) impacts on their ability to effectively communicate with Air Traffic Control (ATC), and its potential impact on safety outcomes. In a preliminary survey, we distributed a questionnaire to General Aviation pilots at various flight training organisations and collected self-reported instances of miscommunication between themselves and ATC. In addition, we asked pilots to rank, in order of difficulty, five typical radio communication tasks. The results indicated that pilots who are English native speakers and EL2 pilots give a similar ranking of difficulty to the radio communicative tasks, and that both EL2 and native speakers rank understanding other pilots as the most challenging task.
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Estival, Dominique, and Brett Molesworth. "A study of EL2 pilots’ radio communication in the General Aviation Environment." Australian Review of Applied Linguistics 32, no. 3 (2009): 24.1–24.16. http://dx.doi.org/10.1075/aral.32.3.04est.
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This paper reports on the preliminary stages of a project designed to investigate communication problems in General Aviation and assess the utility of language technologies as a means of mitigation. The study presented in this paper is the first of a three-part study, in which we aim to investigate the extent to which the English language proficiency of pilots whose native language is not English (EL2) impacts on their ability to effectively communicate with Air Traffic Control (ATC), and its potential impact on safety outcomes. In a preliminary survey, we distributed a questionnaire to General Aviation pilots at various flight training organisations and collected self-reported instances of miscommunication between themselves and ATC. In addition, we asked pilots to rank, in order of difficulty, five typical radio communication tasks. The results indicated that pilots who are English native speakers and EL2 pilots give a similar ranking of difficulty to the radio communicative tasks, and that both EL2 and native speakers rank understanding other pilots as the most challenging task.
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ERIKSSON, MÅRTEN. "Narratives validate Communicative Development Inventories." Applied Psycholinguistics 22, no. 1 (March 2001): 45–60. http://dx.doi.org/10.1017/s0142716401001035.
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The study explores the criterion-related validity of the Swedish version of the Communicative Development Inventories–Word & Sentences (SECDI-W&S). In two follow-up procedures, SECDI-W&S was used to assess vocabulary and grammar skills in 32 children at ages 1;10 or 2;4. At the first follow-up, 14 months later (at ages 3;0 or 3;6), two grammar tasks from the SECDI-W&S and one narrative task (frog story) were given to 27 children. Predictive validity ranged from .50 to .60 for most assessed skills over the 14-month period, whereas concurrent validity scores at ages 3;0 or 3;6 ranged from .48 to .70. The second follow-up at 26 months (at ages 4;0 or 4;6) was conducted with the narrative task only. Predictive validity from ages 1;10 or 2;4 for the second follow-up remained high for some of the measures; however, for other measures it diminished, which could be partly accounted for by ceiling effects. The overall results confirm that the criterion-related validity of the SECDI is sound.
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Bots, Tatyana S. "Violation of the cooperative principle as the manifestation of “communicative sabotage” speech genre." International Journal “Speech Genres” 29, no. 1 (March 24, 2021): 57–65. http://dx.doi.org/10.18500/2311-0740-2021-1-29-57-65.
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The article studies the “communicative sabotage” speech genre as a possible way of reacting to criticism in the response utterances of the presidents of Russia and the USA, V. V. Putin and B. Obama. The internal genre tactics of communicative sabotage are considered in relation to Grice’s Cooperative Principles. Both approaches are perceived as complementary in relation to each other, which allows to get a holistic perception of deviations from norms of interpersonal communication. The fact that communicative sabotage belongs to indirect communication reflects the specifics of the presidential discourse, which consists in the need to avoid inconvenient topics and to veil information in public communication with journalists. The role of communicative sabotage in solving pragmatic tasks of the president’s communication, such as the struggle for power, allows to attribute it to agonal speech genres.
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Harjanne, Pirjo, Claudio Díaz Larenas, and Seppo Tella. "Foreign-language teaching and studying in Chilean and Finnish classrooms as seen by teachers." Journal of Language and Cultural Education 5, no. 3 (September 1, 2017): 1–21. http://dx.doi.org/10.1515/jolace-2017-0025.
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Abstract This article reports Chilean and Finnish foreign-language (FL) teachers’ perceptions of teaching and study realities in their own FL classrooms. Communicative language teaching (CLT) is used as the teaching–studying–learning methodological framework of an international KIELO project (= the acronym for Finnish “kieltenopetus” meaning “language teaching”), whose online survey was used to collect data for this article. We aim at answering the following research question: What are the FL teachers’ main approaches to teaching and studying in Chilean and Finnish FL classrooms and what is the FL classroom teaching and study reality like in these two countries? The data were collected from 83 Chilean and 147 Finnish FL teachers through an online survey covering 15 key themes of CLT and including 115 Likert-scale statements and 8 open-ended questions. In the descriptive data analysis, both Chilean and Finnish FL teachers claim that they encourage their students to use the target language considerably and that they use communicative oral tasks. For both groups of participants, however, teacher-centeredness and use of textbook score relatively high. The two-cluster analysis revealed a context-dependent cluster and a context-independent cluster. Context-dependent teachers tended to favor communicative oral tasks, real-life tasks and their own language tasks, whereas context-independent teachers favored more non-communicative tasks. Context-dependent teachers proved more student-centered than context-independent teachers. For Chilean and Finnish research participants, the use of mother tongue in foreign language classrooms appears to be an issue despite the growing need of foreign language communication.
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Nazari, Nasrin Shah Mohammad, and Atefeh Sadat Mirsaeeidi. "The Effects of Communicative Pronunciation Instruction on Suprasegmental Performance in an EFL Context." Theory and Practice in Language Studies 7, no. 10 (October 1, 2017): 860. http://dx.doi.org/10.17507/tpls.0710.06.
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This study investigated the effects of communicative suprasegmental instruction on Iranian EFL learners’ pronunciation performance. To this end, 24 pre-intermediate EFL learners were randomly assigned to two groups: the experimental group receiving communicative pronunciation instruction in which after receiving conventional explicit instruction students were given communicative tasks to practice learned features, and the control group receiving only conventional explicit exercise-based instruction. The learners’ pronunciations were assessed in controlled read-aloud and communicative picture-description/picture-driven contexts in terms of two suprasegmental features (i.e. compound words stress and interrogative intonation). The results of the study revealed that the explicit exercise-based instruction was significantly effective in controlled contexts but modestly effective in communicative picture-description and picture-driven tasks. On the contrary, communicative pronunciation instruction was not only significantly effective in the controlled context but also in communicative tasks. This finding reveals that communicative suprasegmental instruction is more effective than conventional explicit instruction in both controlled and communicative language production contexts. In the end, some pedagogical implications of the findings are also discussed.
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Aristova, Alla. "The essence and specifics of the communicative-translation function of religion." Ukrainian Religious Studies, no. 78 (May 31, 2016): 75–83. http://dx.doi.org/10.32420/2016.78.657.
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The subject of our consideration was the question of the essence and specifics of the implementation of the communicative-translation function by the religion. Tasks put forward within the division: 1) characterize the specifics and structure of religious communication in the paradigm of the general theory of communication; 2) analyze the transformations of religious communication in the modern age; 3) highlight the specifics of the communicative and translated function of religion and the directions of its transformation in a globalized world.
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Zarechnaya, A. A. "Psychological Technologies of Communicative Competence Development in Children Aged 6-8 Years." Psychological-Educational Studies 9, no. 2 (2017): 38–47. http://dx.doi.org/10.17759/psyedu.2017090204.
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The paper describes the data of a developmental research that involved group training aimed at developing key elements of communicative competence in early school-age children. Communicative competence reflects a child’s ability and readiness to be effective in communication with peers and adults and is comprised of three basic competencies corresponding with three aspects of communication (speech/linguistic, evaluative/reflective, and social/behavioural). It was experimentally proved that there is a positive correlation between the general level of communicative competence in children aged 6-8 y ears a nd t heir abilities to plan, coordinate efforts, organise and carry out interactions in pairs in the process of accomplishing mutual tasks. The authors argue that activities aimed at developing key communicative actions in children become the ground for communicative competence development.
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Dickins, Pauline M. Rea, and Edward G. Woods. "Some Criteria for the Development of Communicative Grammar Tasks." TESOL Quarterly 22, no. 4 (December 1988): 623. http://dx.doi.org/10.2307/3587260.
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Lavine, Roberta Z. "Rediscovering the Audio Language Laboratory: Learning through Communicative Tasks." Hispania 75, no. 5 (December 1992): 1360. http://dx.doi.org/10.2307/344408.
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Phung, Linh. "Task preference, affective response, and engagement in L2 use in a US university context." Language Teaching Research 21, no. 6 (December 28, 2016): 751–66. http://dx.doi.org/10.1177/1362168816683561.
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While learners’ engagement has been recognized as important for second language (L2) learning in task-based language teaching (TBLT), how engagement is manifest in learners’ L2 use during task performance and how tasks can be designed to facilitate better engagement have not received enough attention in the L2 research. This study investigates the relationship between learners’ expressed preferences for two communicative L2 tasks and their engagement in L2 use during task performance. Twenty-one learners of English as a second language (ESL) performed two distinct tasks and participated in an interview after finishing them. This article compares behavioral, cognitive, and social measures of learners’ engagement in L2 use while performing the task they preferred more and the task they preferred less as well as their expressed reasons for these preferences. The findings revealed a higher level of cognitive engagement in L2 use (i.e. greater negotiation of meaning and form) during the performance of the task they preferred more. The findings also revealed that the topic as well as opportunities to create ideas and address a genuine communicative need were the most important factors in determining learners’ expressed task preferences. Implications for task design include allowing learners to create content for the tasks they perform and choosing topics that are familiar, personally relevant, and emotionally engaging to learners.
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Olivar-Parra, José-Sixto, Myriam De-La-Iglesia-Gutiérrez, and Maria Forns. "Training Referential Communicative Skills to Individuals with Autism Spectrum Disorder: A Pilot Study." Psychological Reports 109, no. 3 (December 2011): 921–39. http://dx.doi.org/10.2466/10.11.15.28.pr0.109.6.921-939.
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The present study reports the effects of referential communication training in individuals formally diagnosed with autism spectrum disorder (ASD). Participants were 20 children with ASD ( M age = 14.3 yr., SD = 4.2; 6 girls, 14 boys) in the role of speakers and 20 control children, who acted as listeners. They were all enrolled in mainstream compulsory education. Inclusion/exclusion criteria were defined according to the clinical diagnosis of ASD, the presence or absence of additional or associated disability, previous training in referential communication, and any drug treatment. Speakers were randomly assigned to one of two groups (trained vs untrained). Linguistic age, cognitive level, and autistic symptoms were analyzed, respectively, with the Peabody Picture Vocabulary Test (PPVT), the Wechsler Intelligence Scale (WISC–R or WAIS–III), and the Autistic Behavior Checklist (ABC). Communicative abilities were analyzed through two indexes related to message complexity and self-regulation. The trained group was trained in referential communication tasks (task analysis, role taking, and task evaluation), while the untrained group took part in a communicative game but without any specific communicative training. The results showed that the complexity of emitted messages had improved statistically significantly in the trained group as an effect of training. Ecological referential communication is shown to be an appropriate paradigm for studying the communicative process and its products and could be used to develop and implement a training program focused on those skills in which individuals with ASD are most deficient.
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Fernández-Rodicio, Enrique, Álvaro Castro-González, Fernando Alonso-Martín, Marcos Maroto-Gómez, and Miguel Á. Salichs. "Modelling Multimodal Dialogues for Social Robots Using Communicative Acts." Sensors 20, no. 12 (June 18, 2020): 3440. http://dx.doi.org/10.3390/s20123440.
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Social Robots need to communicate in a way that feels natural to humans if they are to effectively bond with the users and provide an engaging interaction. Inline with this natural, effective communication, robots need to perceive and manage multimodal information, both as input and output, and respond accordingly. Consequently, dialogue design is a key factor in creating an engaging multimodal interaction. These dialogues need to be flexible enough to adapt to unforeseen circumstances that arise during the conversation but should also be easy to create, so the development of new applications gets simpler. In this work, we present our approach to dialogue modelling based on basic atomic interaction units called Communicative Acts. They manage basic interactions considering who has the initiative (the robot or the user), and what is his/her intention. The two possible intentions are either ask for information or give information. In addition, because we focus on one-to-one interactions, the initiative can only be taken by the robot or the user. Communicative Acts can be parametrised and combined in a hierarchical manner to fulfil the needs of the robot’s applications, and they have been equipped with built-in functionalities that are in charge of low-level communication tasks. These tasks include communication error handling, turn-taking or user disengagement. This system has been integrated in Mini, a social robot that has been created to assist older adults with cognitive impairment. In a case of use, we demonstrate the operation of our system as well as its performance in real human–robot interactions.
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Sholeh, Muhammad Badrus, Kisman Salija, and Sahril Nur. "TASK-BASED LEARNING IN ENGLISH AS A FOREIGN LANGUAGE (EFL) CLASSROOM: WHAT, HOW AND WHY?" Getsempena English Education Journal 8, no. 1 (May 28, 2021): 134–46. http://dx.doi.org/10.46244/geej.v8i1.1295.
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Task-based Learning is increasingly prevalent worldwide. It emphasizes on authentic language use and asks students to perform meaningful tasks. English teaching by tasks is considered useful in a language classroom because the students are expected to learn better the target language when tasks are used in language teaching. The tasks are designed to establish a real language use objectives and to create a natural language acquisition setting. Task-based Learning, often considered being the powerful Communicative Language Teaching (CLT) version, gradually becoming second-language learning. This article describes the Task-based Learning definition, to recognize the principles and characteristics of Task-based Learning, to examine how to implement Task-based Learning in the English classroom, and to clarify the advantages of this approach.