Relevant bibliographies by topics / English language Singapore Psychological aspects

Academic literature on the topic 'English language Singapore Psychological aspects'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "English language Singapore Psychological aspects"

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Mobarki, Khalidah. "The Experiences of Intensive Care Nurses in Caring for COVID-19 Patients: A review of the literature." Medical Science and Discovery 9, no. 11 (November 15, 2022): 607–13. http://dx.doi.org/10.36472/msd.v9i11.837.

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Objective: Intensive care nurses have a critical role in fighting COVID-19. They have been on the front lines to provide high-quality and safe patient care in these facilities. However, the covid-19 pandemic has made their work more challenging. As a result, healthcare workers' physical and mental well-being has affected their ability to offer quality care. Based on these arguments, there is a shortage of empirical research, especially in intensive care nurses’ experiences caring for COVID-19 patients. However, further investigation is needed better to understand these concerns from the nurses’ perspective. Objective: To comprehensively review, describe, and explore the experiences and perceptions of nurses working in an ICU during the COVID-19 global pandemic and their assessments of how these experiences have impacted their personal and professional lives. Material and Methods: The following seven electronic databases were searched systematically to gain relevant studies: CINAHL, EMBASE, PsycINFO, MEDLINE, PubMed, the Cochrane Library and Web of Science. The literature review was the methodology guide for this study. This review used the PICOS (population, intervention, outcomes, and study design) model to formulate research questions and a PRISMA flow diagram to screen and select relevant studies. Eligible studies are written in the English language and are peer-reviewed. The methodological quality was assessed using the Joanna Briggs Institute (JBI) critical appraisal checklist for qualitative studies, while the Mixed Methods Appraisal Tool (MMAT) was used to evaluate mixed methods designs. The narrative synthesis techniques were used to present the findings. Results: A total of 693 records have been screened, and only eight studies were finally included: six studies used qualitative approaches while two used mixed methods design approach. The eight studies were undertaken in SEVEN different geographic areas (Hong Kong, Iraqi Kurdistan, Singapore, Qatar, Australia, USA, Sweden). The eight studies recruited 420 registered nurses, of whom 67% were male (281) and 33% were female (139) aged between 20 to 60 years, and the mean of their experience was eight years. The review had four different themes from the analysis. The finding of the eight included studies related to the RN's experiences, which include psychological distress (depression, anxiety, post-traumatic stress disorder); stressful work environment.; experiences with personal protective equipment (PPE); moral resilience, sense of pride, and commitment. Conclusion: ICU nurses may be considered a particularly vulnerable group of people. They reported increasing workloads in stressful and precarious situations and a challenge in their ability to make decisions independently. There is a need to explore additional aspects of their encounters further when caring for patients during the pandemic by going deeper into areas of their lives relevant to their experiences to understand the aspects that may not be addressed through quantitative methods.
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Deterding, David. "The intonation of Singapore English." Journal of the International Phonetic Association 24, no. 2 (December 1994): 61–72. http://dx.doi.org/10.1017/s0025100300005077.

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The segmental characteristics of the English spoken in Singapore are quite widely described (e.g. Tongue 1979, Platt and Weber 1980, Brown 1988a, Brown 1991). However, the suprasegmental aspects, such as intonation, are less well documented, even though it is widely accepted that it is the suprasegmental aspects that contribute most to the distinctive character of “foreign” accents such as that of Singapore (Brown 1991: 4).
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Makazhanova, Z. "Psychological aspects of learning english." Pedagogy and Psychology 42, no. 1 (March 30, 2020): 45–49. http://dx.doi.org/10.51889/2020-1.2077-6861.05.

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The article discusses issues of effective learning and mastering a foreign language and factors affecting the learning process. The author focuses on the methodological and psychological aspects of this process. The effectiveness of learning and mastering a foreign language, its further professional use, in addition to the teacher’s talent to use the correct method of presenting and activating teaching material, the ability to build trust with students and create a comfortable environment for them in the classroom, depends largely on psychological factors, on the students’ ability to change established ideas about their ability to assimilate and freely use foreign language speech both in class and in real life.
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Saravan, Vanithamani. "Gender differences in a bilingual Tamil-English community." Australian Review of Applied Linguistics 13, no. 2 (January 1, 1990): 97–113. http://dx.doi.org/10.1075/aral.13.2.05sar.

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Abstract In this paper the relationship between socio-cultural, socio-economic factors and linguistic variables in a bilingual community in Singapore is examined. The results show that education and socio-economic status correlate significantly with linguistic variables. Socio-economic status and socio-psychological factors best help to explain gender differences in linguistic variation.
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Ismayilova, Shabnam. "Psychological aspects of acquisition of writing skills in English language." Scientific Bulletin 2 (2020): 115–18. http://dx.doi.org/10.54414/pqoo5531.

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Affective factors play an integral role in English language learning. If we want to be successful in teaching language writing, we need to look into these socio-psychological factors of students. There is a correlation between self-efficacy and writing anxiety that directly influences students’ writing performance. Students’ self-confidence in writing can minimize the anxiety. Pedagogically, methods are chosen specially by teachers, because of acquisition and learning of writing skills of students.
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Avakyan, Naira, and Naira Nersissyan. "On Psychological, Semantic and Structural Aspects of English Colour Terms." Armenian Folia Anglistika 8, no. 1-2 (10) (October 15, 2012): 60–64. http://dx.doi.org/10.46991/afa/2012.8.1-2.060.

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Colour symbolism plays a great role in art, religious rituals and everyday life. Colour names can be encountered in phraseological units which are based on the semantic and psychological perceptions typical of a given nation and culture. They reflect the semantic, grammatical, lexicological and psychological peculiarities specific to a given language. The article discusses certain psychological, semantic and structural aspects of phraseological units with colour names.
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Balygina, Elena Anatol'evna, Yuliya Vladimirovna Yarovikova, Tat'yana Viktorovna Ermolova, and Oksana Aleksandrovna Krukovskaya. "Functional-semantic aspects of translation of psychological terminological phrases of English language." Филология: научные исследования, no. 5 (May 2020): 1–15. http://dx.doi.org/10.7256/2454-0749.2020.5.32967.

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Multiple scientific works are dedicated to studying the impact of linguistic factors upon the translation process. However, relevant remains the task of determining dependence of the translation strategy on the peculiarities of semantic development and functionality of terminological units. This article examines the functional-semantic aspects of translation of the adjective-substantive terminological phrases of English language that reflects the scientific notions of psychology. An attempt is made to develop the methods for translating terminological phrases that would consider syntagmatic aspects of interaction of the meanings of its components. Attention is focused on determination of the impact of peculiarities of terminological meaning of terminological phrase upon the choice of its conveying in translation. A conclusion is made that the translation process of terminological phrases from English to Russian are influenced by such factors, as the level of semantic closeness of terminological phrases and communicative significance of its adjective component. In conclusion, the author discusses strategies of selection of the way of translation of terminological phrases, taking into account the aforementioned factors.
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Grala, Zuzanna. "Postcolonial analysis of educational language policies of Ireland, Singapore, and Malaysia." Linguistics Beyond and Within (LingBaW) 8 (December 31, 2022): 75–85. http://dx.doi.org/10.31743/lingbaw.14958.

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The aim of this paper is to compare the educational language policing in Ireland, Singapore, and Malaysia. While distant geographically, the three countries experience similar linguistic processes when it comes to anglicisation, and propose different solutions to the issue of balancing linguistic rights, and promotion of English as the language of globalisation. This comparison aimed to find out what influences language policing in postcolonial countries, and in what ways language shift can be prevented. The aspects of language policing strategies are presented as a way of protecting linguistic human rights, but also as a way of dealing with the aftermaths of the policies implemented by the British Empire. Similarities and distinctions in the language policies of Ireland, Singapore, and Malaysia prove that the weak position of native languages originates not in the “natural” decline of a language, but rather in the policy of promoting English by the colonial forces. Ethnic and linguistic discrimination favouring English speakers in Ireland, Singapore, and Malaysia, originates in similar, imperial linguistic ideologies, which are still reflected in the current language policies of countries of colonial past. While the countries approach their bilingual educational policing in different ways, ultimately the outcomes seem similar when it comes to linguistic attitudes and prestige.
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Pauwels, Anne, and Joanne Winter. "Generic pronouns and gender-inclusive language reform in the English of Singapore and the Philippines." Australian Review of Applied Linguistics 27, no. 2 (January 1, 2004): 50–62. http://dx.doi.org/10.1075/aral.27.2.04pau.

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Abstract The concurrent trends of globalisation and ‘indigenisation’ affecting the English language (varieties) around the world pose some interesting questions for language planning and reform issues (e.g. Phillipson, 1992; Pennycook, 1994; Crystal, 1997). With this project we examine the impact of these competing trends on corpus planning relating to gender-inclusive language use in the Englishes of Singapore and the Philippines, categorised as ‘outer-circle’ Englishes by Kachru (1992,1997). In this paper we present some findings on aspects of gender-inclusive language reform based on an analysis of the student and academic texts in the Singapore and Philippine components of the International Corpus of English [ICE]1. Education, particularly higher education, has been identified as a leading site of contact with and trajectories of change for gender-inclusive language reform. We focus in particular on one of the main features of gender-inclusive language reform: generic pronouns. The results of the ICE corpus analysis suggest that adoption of gender-inclusive and gender-neutral generic pronouns is not yet profiled in these ‘outer-circle’ Englishes. Generic he remains the pervasive generic pronoun in the student and published academic writing in the Singapore English corpus. The Philippines data reveal a similar trend although there is some emergence of s/he forms as the preferred gender-inclusive alternative.
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Koshel, Tatyana, Natalya Manuylova, Nadezhda Revyakina, and Elena Sakharova. "Psychological approach to foreign language teaching." SHS Web of Conferences 70 (2019): 08021. http://dx.doi.org/10.1051/shsconf/20197008021.

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This article deals with psychological mechanisms in professionally-oriented approach to learning foreign languages in non-linguistic faculties of universities. This approach is very actual as it develops students’ ability to speak foreign languages in specific professional, business, academic fields and situations, taking into account the characteristics of professional thinking. Psychological approach to foreign language teaching must be closely connected with culture oriented method as the leading one and recognized as a priority in the focus of the education renewal. In the article it is proved that cultural background is of great importance. A dry language course can teach the learners to say what is correct and acceptable only. But the learners also need to know what is appropriate for the target society and what is not. This can only be achieved if they learn about psychology, culture and traditions while learning foreign language. Methods: Mind – maps, pie charts, dramatization, projects, role-playing to decide on which aspects of the culture the learners mostly need to learn about. The most important aspects of the English culture are defined and put into order of importance. Conclusions and Recommendations: suggesting ways of integrating psychology culture into the foreign language syllabus.
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Dissertations / Theses on the topic "English language Singapore Psychological aspects"

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Wong, Wai-ho Savio, and 黃蔚皓. "The cortical and functional organization of Chinese and English in bilinguals." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B30690328.

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Wong, Ngar-chu Mary, and 黃雅珠. "English language policies in Hong Kong and Singapore in the Post-war period: circa 1965-1998." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B42574870.

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HADIYONO, JOHANA ENDANG PRAWITASARI. "THE EFFECT OF THE NATIVE LANGUAGE AND ENGLISH DURING INTERACTIONAL GROUP PSYCHOTHERAPY WITH INDONESIAN AND MALAYSIAN STUDENTS, AND THE EFFECTIVENESS OF THIS METHOD FOR FOREIGN STUDENTS FROM NON-WESTERN COUNTRIES." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/188050.

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Language and treatment modality are important variables in conducting psychotherapy with students from non-Western countries. Both variables might also have significant impact on therapeutic outcome. Foreign students in America speak at least two languages, and utilizing either their native language or English during sessions might result in different kinds of emotional expressiveness. Indonesian and Malaysian students are from countries where it is uncommon to express emotions publicly. Since language is a part of culture, using English might facilitate a distancing from their cultural context, and might also facilitate more verbal expressions of emotion. On the other hand, using their native language might facilitate a warm and "at home" atmosphere. The purpose of this dissertation is to study the effect of native language and English during interactional group psychotherapy with Indonesian and Malaysian students, and to assess the efficacy of this modality with foreign students. Yalom's interactional group psychotherapy was used with a group of Indonesian, a group of Malaysian, and a group of international students. These three treatment groups were compared to a group of international students who served as a control group. English and the native language were used alternately during the sessions with the Indonesian and Malaysian groups. Only English was used during the sessions with the international student groups. Objective measurements used were the Profile of Mood States, the Personal Orientation Inventory, the Group Environment Scale, the Group Climate Questionnaire, and the Subjective Evaluation Ratings Scale. Subjective measurement was independent judges. Results indicated that Indonesians and Malaysians rated themselves as significantly more active during sessions in English than during sessions in their native language. Raters perceived the Indonesian and Malaysian groups as more cohesive when sessions were conducted in the native language than when conducted in English. This study also indicated that interactional group psychotherapy was effective for foreign students, with some limitations. This treatment method was effective in improving mood states and personality profiles. The method was most effective for the Malaysians. In addition, this study also supported the notion that insight awareness therapy is effective for YAVIS (young, attractive, verbal, intelligent, successful) clients.
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Koh, Ernest Wee Song. "Singapore stories - language and class in Singapore : an investigation into the socio-economic implications of English literacy as a life chance among the Chinese of Singapore from 1945 to 2000." University of Western Australia. Asian Studies Discipline Group, 2007. http://theses.library.uwa.edu.au/adt-WU2007.0196.

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This thesis is an investigation into the socio-economic effects of English literacy among the Chinese of Singapore between 1945 and 2000. Through the use of oral history, statistical evidence, and existing secondary literature on the conditions of everyday life in Singapore, it explores how English literacy as a life chance has played a key role in shaping the class structures that exist among the Chinese in Singapore today. Adopting a 'perspective from below', this study provides a historical account that surveys the experiences of everyday life in Singapore through the stories of everyday life. It seeks to present an account that more accurately reflects the nation's nuanced past through defining eras in Singapore's post-war history 'Singapore Stories' in the plural, as opposed to the singular. Viewing the impact of English literacy through the prism of Max Weber's concept of life chances allows an examination of the opportunities in the lives of the interviewees cited within by distinguishing between negotiated and corralled life chances. The overarching argument made by this study is that in the later stages of Singapore's postwar history and development, English literacy was a critical factor that allowed individuals to negotiate key opportunities in life, thus increasing the likelihood of socioeconomic mobility. For those without English literacy, the range of possibilities in life became increasingly restricted, corralling individuals into a less affluent economic state. While acknowledging the significance of structural forces, and in particular the shaping influence of industrialisation, economic policy, and social engineering, this study also demonstrates how regarding the Singapore Chinese as possessing a variety of distinguishing social and economic characteristics, all of which serve to segment the community as an ethnic group, adds a new and critical dimension to our academic understanding of the nation's social past and present. By locating areas of resistance and the development of life strategies by an individual or household, this thesis illustrates how language, literacy, and class operated within the reality of undefined and multilayered historical spaces among the Chinese of Singapore.
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Cheng, Mei Ling Tina. "An analysis of social & psychological factors in learning English as a second language in Hong Kong." HKBU Institutional Repository, 1998. http://repository.hkbu.edu.hk/etd_ra/98.

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White, Monica Latrice. "A study of the historical, the psychological, and the spiritual aspects of "passing" in the house behind the cedars and passing." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1996. http://digitalcommons.auctr.edu/dissertations/647.

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This study investigates the phenomenon of “passing” for white and its effects on individuals, who “pass” or attempt to “pass.” The effects of “passing” that the study examines are the loss of the historical identity and the constant trauma of the psyche. Furthermore, this study examines the importance of the spirit(soul) of the “passing” person in returning to the African American community. The study is based on the premise that in order to gain the economic stability, education, and true freedom that are enjoyed by white society, persons have to “pass.” Therefore, African Americans who can cross the color line risk their lives and their sanity in hopes of capturing the American Dream. However, over time, these persons realize that the price of “passing” is too high, and thus, return to the African American community via the spirit. Thus, this study concludes that although the person who “passes” relinquishes the history and suffers emotionally by way of the psyche, the spiritual connection plays an integral role of restoring him/her to the African American community.
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Wan, Mei-po, and 溫美寶. "Cognitive mechanism of lexical selection in Chinese-English bilingual language production in sentential context." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29367980.

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Blumenthal, Laura F. "Self-Efficacy in Low-Level English Language Learners." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1622.

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Accounting for differences in second language proficiency attainment is an important area of inquiry in the study of Second Language Acquisition (SLA). Accounts of the language acquisition process have generally come from cognitive or psychological perspectives, which view language learning as primarily an internal mental/emotional process, or from sociocultural or critical perspectives that emphasize the influence of the learner's social environment. Research on variability in language learning has also failed to take into account the learning experiences of low-level learners. This study adopted a social-psychological perspective on language acquisition that focused on the role of self-efficacy in learning, and applied this perspective to understudied learners. This study interviewed four low- to intermediate-proficiency English language learners (ELLs) from Mexico about their experiences and their self-efficacy beliefs about their ability to use their English. Their accounts of their experiences learning and using English were analyzed qualitatively and four major themes were found: the role of English language interlocutors, the participants' self-assessment of their abilities, structural obstacles to learning, and the participants' experiences of and responses to challenges. The results also explored students' expressions of self-efficacy, and the ways in which their levels of efficacy helped or hindered their ability to successfully engage in interactions with English speakers.
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Ho, Ping-ping, and 何冰冰. "The role of phonological awareness and visual-orthographic skills on Chinese reading acquisitions for Singapore students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B36924003.

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Brendel, Claudia. "Identity and representation on the internet." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52301.

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Thesis (MA)--University of Stellenbosch, 2001.
ENGLISH ABSTRACT: This thesis investigates the ways in which identity is established and represented on the Internet. Through detailed case studies of different Internet sites, I examine the changing parameters of these concepts, and indeed of our concept of 'reality' itself. I then undertake a detailed reading of a number of films that represent the Internet as an integral part of their narrative. I make use, but also critique, postmodern understandings of identity and representation. Existing postmodern theories of identity and representation cannot fully account for the way Internet identity functions and the Internet interacts with other media and offline life. New analyses are required to explain the interactions between these concepts. This thesis uses the constructs of presence, performance, the body, and narrative to describe the way in which identity and representation function online, are represented in film and influence offline life.
AFRIKAANSE OPSOMMING: Hierdie tesis beskou die maniere waarop identiteit op die internet gevestig en oorgedra word. Ek ondersoek die veranderende parameters van hierdie konsepte deur uitgebreide gevallestudies van verskillende internetruimtes te doen, en bekyk ook ons opvatting van die werklikheid self. Voorts doen ek 'n deurtastende ondersoek na 'n aantal films wat die internet as 'n integrale rolspeler in die narratief voorstel. Ek maak gebruik van, maar beoordelook, postmodernistiese beskouings van identiteit en oordrag. Die bestaande postmodernistiese teorieë oor identiteit en oordrag kan nie volledig rekenskap gee van die wyse waarop die internet-identiteit funksioneer of hoe die internet op ander media en aftydse middele reageer nie. Nuwe ondersoeke is nodig om die wisselwerking tussen hierdie konsepte te verduidelik. Hierdie tesis gebruik die begrippe van aanwesigheid, optrede, hoofinhoud en narratief om die wyse waarop indentiteit en oordrag intyds funksioneer, in film oorgedra word en aftydse middele beïnvloed, te beskryf.
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Books on the topic "English language Singapore Psychological aspects"

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English in Singapore: Modernity and management. Hong Kong: Hong Kong University Press, 2010.

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Singapore stories: Language, class, and the Chinese of Singapore, 1945-2000. Amherst, NY: Cambria Press, 2010.

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Koh, Ernest. Singapore stories: Language, class, and the Chinese of Singapore, 1945-2000. Amherst, NY: Cambria Press, 2010.

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1963-, Wee Lionel, ed. Style, identity, and literacy: English in Singapore. Tonawanda, NY: Multilingual Matters, 2012.

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The neuropsychological status of Swedish-English subsidiary bilinguals. Göteborg, Sweden: Acta Universitatis Gothoburgensis, 1986.

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Chafe, Wallace L. Properties of spoken and written language. Berkeley, CA: Center for the Study of Writing, 1987.

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Privalova, I. V. Ponimanie inoi͡a︡zychnogo teksta: Monografii͡a︡. Saratov: Izd-vo Povolzhskogo mezhregionalʹnogo ucheb. t͡s︡entra, 2001.

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Die Abbildung des Sprachproduktionsprozesses in einem Aktivationsflussmodell: Untersuchungen an deutschen und englischen Versprechern. Tübingen: M. Niemeyer, 1988.

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Foreign language anxiety and the advanced language learner: A study of Hungarian students of English as a foreign language. Newcastle upon Tyne: Cambridge Scholars, 2010.

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Żabicka, Aleksandra. Pojęcie jaźni: Konceptualizacja i wyrażanie a język. Kraków: Universitas, 2002.

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Book chapters on the topic "English language Singapore Psychological aspects"

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Soboleva, Aleksandra V. "A Cognitive Style-Inclusive Approach as a Means of Learner-Centered EFL Teaching Mode Implementation." In Handbook of Research on Curriculum Reform Initiatives in English Education, 122–35. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5846-0.ch008.

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This chapter describes a methodology for developing English as a foreign language (EFL) communicative skills with respect to students' cognitive styles in the context of intercultural communication. A cognitive style-inclusive approach is now considered one of the most efficient ways to tailor teaching frameworks to the needs of each student. The chapter explores a number of psychological and pedagogical conditions that contribute to the efficient implementation of a learner-centered paradigm in the context of EFL education at the university level. Such aspects as students' involvement in the intercultural context, modelling the conditions of intercultural dialogue, the variability of content types and forms of learning activity, the complexity of information processing strategies, and polymodal cognitive experience are described, and their potential value for the developed methodology analyzed. Ways these can support students' communicative and cognitive development in EFL courses, in addition to teachers' efforts to create a rich and effective learning environment, are explored.
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Yeh, Ellen, and Nicholas Swinehart. "A Learner-Centered Approach to Technology Integration." In Handbook of Research on Learner-Centered Pedagogy in Teacher Education and Professional Development, 1–22. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0892-2.ch001.

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This chapter demonstrates a model for technology integration in learner-centered classrooms for educators, administrators, and policy makers. In this model, students are trained on how to use a technological tool but then given freedom to choose how much and in what specific content area they use the tool. Three key aspects of learner-centered curriculum design are supported by this model: 1) delivering scaffolding strategies to help students become active and autonomous learners; 2) giving learners a role in shaping the curriculum, and 3) recognizing each learner's diverse, unique background and learning style (American Psychological Association, 1997). The application of the model described here is rather narrow--training English as a Second Language (ESL) students to use online geographical tools (e.g., Google Earth) – but it can be adapted to suit a wide range of technological tools, subjects, and contexts.
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Rakovs`ka, Maria, and Dariya Pustovoichenko. "IMPROVING THE EFFICIENCY OF FOREIGN LANGUAGE TEACHING FOR FUTURE NON-LINGUISTIC SPECIALISTS WITH THE APPLICATION OF THE SIOP MODEL." In Trends of philological education development in the context of European integration. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-069-8-10.

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Introduction. The article deals with the problem of students’ academic professional literacy development by means of a foreign language based on the implementation of the SIOP Model. The foundations of the question have been borrowed from the SIOP (Sheltered Instruction Observation Protocol) Model that focuses on helping English Language Learners (ELLs) with academics in a mainstream classroom. The SIOP Model provides a practical and flexible tool for educators to use in planning, implementing and observing Sheltered Instruction. The SIOP Model is one of the two major areas, the other being General English, which is established in the English-speaking world. The professionally oriented English course is developed for students from different non-linguistic specialties. The goals, objectives, content of the course are compiled according the students’ requirements of real target foreign language communication situations. The principles and approaches that underlie occupational mobility are outlined. It is revealed that occupational mobility serves as a criterion for evaluating the effectiveness of professional development. The aim of the study. The aim of this paper is to outline the improving the efficiency of foreign language teaching for future non-linguistic specialists with the iplementation of the SIOP Model. Methods of the research. Methods of the research include theoretical - study of literature, experience on the problem, theoretical analysis of philosophical, sociological, psychological, pedagogical literature on research topics, synthesis of theoretical and empirical material, its generalization and systematization of data, modeling, comparison, forecasting; as well as a set of empirical methods – observations, study and generalization of pedagogical experience. Results. . It is revealed that The SIOP Model was developed to assist mainstream teachers in using research-based practices which ensure ELLs success with academic language and vocabulary. Over time, the model has proven to be a form of best practices for educators. It is also known to reach ELLs by focusing on academic language in order to obtain optimal results. Learning foreign languages in the context of intercultural paradigm has great potential for personal development. It is determined that professional mobility and competence are interdependent. The curriculum should include a cultural component, on the basis of which intercultural communication competence is formed. It is revealed that in the process of forming professional mobility it is very important to distinguish personal characteristics that provide mobility, activity and creativity of a person. The pedagogical conditions of professional mobility with the help of foreign languages are outlined. It is determined that the process of learning foreign languages is aimed at forming elements of general cultural and professional competences. Good command of a foreign language enables future professionals to effectively carry out their professional activities in their field, which will significantly increase the level of language training. It is considered that the formation of communication skills at the present stage implies the development of students' communicative competence. The component of directions of formation of multicultural communicative competence in the conditions of studying foreign languages for professional purposes is considered. Conclusion. The purpose of teaching foreign languages for future non-linguistic specialists with the application of the SIOP Model should upgrade the skills and abilities that allow the future specialist to effectively pursue a professional activity in their field: work with foreign literature, participate in discussions in a foreign language, speak or write a professional translation of business literature in professional field. The process of foreign languages learning with the implementation of SIOP Model is aimed at forming professional competencies. The combination of these competencies in the future will determine the level of training future professionals, the degree of their readiness for professional self-determination and professional activity. The SIOP components and functions demonstrate a number of aspects that make a teacher's performance effective. The SIOP Model combines the features of effective learning into one whole, integrates a foreign language with professional learning that in the context of modern Ukrainian education is especially relevant in the transition to a system of training future specialists.
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Conference papers on the topic "English language Singapore Psychological aspects"

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Winarna, Nuristy Brillian Ainindyahsari, and Andari Wuri Astuti. "First-Time Advisory Experience of Husbands During Labor Time of Pregnancy: A Scoping Review." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.66.

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ABSTRACT Background: Mothers experienced enormous physical and emotional changes, especially during childbirth. Birth support role of husbands reassured both husband and wife about labor and birth. This study aimed to review the first-time advisory experience of husbands during labor time of primigravida wife. Subjects and Method: A scoping review method was conducted in eight stages including (1) Identification of study problems; (2) Determining priority problem and study question; (3) Determining framework; (4) Literature searching; (5) Article selection; (6) Critical appraisal; (7) Data extraction; and (8) Mapping. The search included ScienceDirect, Wiley Online Library, ProQuest, and grey literature through Google Scholar search engine databases. The inclusion criteria were English/ Indonesian-language and full-text articles in peer-reviewed journals published between 2009 and 2019. A total of 543,111 articles were obtained by the searched database. After the review process, six articles were eligible for this review. The data were reported by the PRISMA flow chart. Results: Six articles from developed countries (Australia, Sweden, Singapore, Israel, and England) met the inclusion criteria with qualitative and quantitative (cross-sectional) studies. Three main aspects discussed were support, challenges, and psychological conditions of experience of husbands during labor time of pregnancy. Support of husbands was identified as physical and moral. Challenges faced by husbands included lack of preparedness, knowledge, and encouragement from health care professionals. Psychological conditions of satisfaction and concern were found in husbands’ transition to fatherhood. Conclusion: Responsibility, emotion, experience, and barrier of husbands are related to maternal health problems. Better involvement of fathers will be able to enhance better quality of relationships and family health through understanding, experience, and assistance, especially in the childbirth process. Keywords: advisory, husbands, experience, labor, pregnancy Correspondence: Nuristy Brillian Ainindyahsari Winarna. Universitas ‘Aisyiyah Yogyakarta. Jl. Siliwangi (Ring Road Barat) No 63 Mlangi, Nogotirto, Gamping, Sleman, Yogyakarta, 55292. Email: nuristybrillian02@gmail.com. Mobile: +6285338800207. DOI: https://doi.org/10.26911/the7thicph.03.66
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Avdonina, Natalia, Anna Dorofeeva, and Anna Malahova. "Didactic and psychological aspects of teaching English-foreign language discipline “International Journalism”." In Proceedings of the International Conference on European Multilingualism: Shaping Sustainable Educational and Social Environment (EMSSESE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/emssese-19.2019.23.

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Devel, Liudmila, Nina Popova, Ania Kuzmina, and Eliza Popova. "PEDAGOGICAL AND PSYCHOLOGICAL ASPECTS OF STUDYING ENGLISH-LANGUAGE VIDEO MATERIALS BY UNIVERSITY STUDENTS IN INDEPENDENT WORK MODE." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1266.

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Quyen, Thach Thi. "Teacher and Peer Supports on EFL Learners’ Autonomy." In The 4th Conference on Language Teaching and Learning. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.132.6.

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The role of teacher and peer autonomy support place great importance on boosting learners' autonomy. Meanwhile, the first agent enables students to gain the feeling of acceptance and confidence, the second one supports them to deal with challenging tasks. This current research was carried out to dip into such social agents on learners’ autonomy with three main objectives. The purpose of this study is to dip into such social agents on learners’ autonomy with three main objectives. Firstly, the role of teacher autonomy support was examined. Secondly, the role of peer autonomy support was also investigated. Lastly, the role from which side more important in enhancing EFL learners' autonomy was analyzed. A survey through distributing a questionnaire was used to collect data of 58 adolescent participants from three classes, whose age ranges from 12 to 15 years old and whose English level is intermediate in a language center in Binh Tan District, Ho Chi Minh City. The findings revealed that both social supports played a significant role in promoting EFL learners' autonomy. However, teacher autonomy support appeared to be more important than the other. Such roles were deeply acknowledged, as teachers, we can provide students with necessary supports by applying different teaching practices or supplying suitable materials. Cultural aspects and psychological development stages need to be taken into teachers’ consideration to understand students’ behaviours in the classroom. Moreover, the role of peer is also vital to promote learners’ autonomy, which partly makes mixed ability groups become a suitable way in the class discussion.
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