Relevant bibliographies by topics / Language skills

Contents

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

Academic literature on the topic 'Language skills'

Author: Grafiati
Published: 4 June 2021
Last updated: 22 February 2023

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Journal articles on the topic "Language skills"

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LIMBACK, E. REBECCA. "Language Skills." Journal of Business and Technical Communication 5, no. 3 (July 1991): 300–306. http://dx.doi.org/10.1177/1050651991005003005.

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Giguere, David, and Erika Hoff. "Home language and societal language skills in second-generation bilingual adults." International Journal of Bilingualism 24, no. 5-6 (June 19, 2020): 1071–87. http://dx.doi.org/10.1177/1367006920932221.

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Aims: Research aims were (a) to test competing predictions regarding the levels of heritage and societal language proficiency among young adults who experienced early exposure to both languages, and (b) to identify sources of individual differences in degree of bilingualism. Design/methodology/approach: Participants comprised 65 Spanish–English bilinguals who reported using both languages on a weekly basis, 25 native English monolinguals, and 25 native Spanish monolinguals. Language and literacy skills were assessed with a battery of standardized and research-based assessments. Degree of bilingualism was calculated for the bilingual participants. Data and analysis: Paired sample t-tests compared the bilinguals’ skills in English to their skills in Spanish. Hierarchical regression evaluated factors related to their degree of bilingualism. Independent sample t-tests compared bilinguals’ single-language skills to monolinguals. Findings/conclusions: The bilinguals’ English skills were stronger than their Spanish skills on every measure. Thus, degree of bilingualism was largely a function of level of Spanish skill and was associated with concurrent Spanish exposure. Bilinguals’ English skills were not different from the monolinguals except in speed of lexical access. The bilinguals’ Spanish skills were significantly lower than the Spanish monolinguals on every measure except in accuracy judgments for grammatically correct sentences. Originality: Previous studies of bilingual adults have focused on sequential bilinguals and previous studies of heritage language speakers have focused on their grammatical skills. This is the first study, to our knowledge, to assess a wide range of functionally relevant skills in adults with early exposure to a heritage and societal language. Significance/implications: These findings demonstrate that early exposure to and continued use of a home language does not interfere with the achievement of societal language and literacy skills, while also demonstrating that even a widely and frequently used home language may not be acquired to the same skill level as a societal language used in school.
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GĂITĂNARU, Ştefania Daniela. "LANGUAGE SKILLS AND THE NEW CURRICULUM." Pro Edu. International Journal of Educational Sciences 1, no. 1 (June 21, 2019): 34–41. http://dx.doi.org/10.26520/peijes.2019.1.1.34-41.

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Gokkurt, Burcin, Yasin Soylu, and Tugba Ornek. "Mathematical language skills of mathematics teachers." International Journal of Academic Research 5, no. 6 (December 10, 2013): 238–45. http://dx.doi.org/10.7813/2075-4124.2013/5-6/b.38.

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Malkawi, Nibal, and Tamara Krishan. "Utilization of Teaching Language Skills Across the Curriculum for Developing Language Skills to Rich Academic Content in All Subjects." World Journal of English Language 13, no. 1 (December 28, 2022): 312. http://dx.doi.org/10.5430/wjel.v13n1p312.

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This study is based on the involvement of language skills among the students in academics. Language skills improvement can help individuals manage their communication with others, increasing their confidence level. The objectives have been developed to determine the need for language skill development in the curriculum. High-level negotiations with native languages are managed through academic language improvement. The application of Krashen’s monitor model and Hardlry's theory of language development can help manage the language learning opportunities for students in academics. The use of the secondary research method has helped uncover the importance of using language skills in future development. The qualitative analysis has helped in analyzing the data and finding appropriate results for the study. This study aimed to discover students' creativity in order to maintain language skill development. The inclusion of issues such as lack of interest among the students is affecting the proficiency of the educational system. Moreover, the use of the language skill helps in managing communication, through which the ideas of the students are increased. This aids in the development of critical thinking processes in students in order to improve their skills.
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Nisa, Putu Prinda D’amour. "Application of mandarin language module for improving language speaking skills." Journal of Applied Studies in Language 3, no. 2 (December 8, 2019): 178–86. http://dx.doi.org/10.31940/jasl.v3i2.1354.

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Baum, Gerald L. "Abbreviated Language Skills." Chest 119, no. 2 (February 2001): 322. http://dx.doi.org/10.1378/chest.119.2.322.

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Girolametto, Luigi, Elaine Weitzman, and Janice Greenberg. "Facilitating Language Skills." Infants & Young Children 19, no. 1 (January 2006): 36–46. http://dx.doi.org/10.1097/00001163-200601000-00005.

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SPARKS, RICHARD L., JON PATTON, LEONORE GANSCHOW, and NANCY HUMBACH. "Long-term relationships among early first language skills, second language aptitude, second language affect, and later second language proficiency." Applied Psycholinguistics 30, no. 4 (October 2009): 725–55. http://dx.doi.org/10.1017/s0142716409990099.

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ABSTRACTFifty-four students were followed over 10 years beginning in first grade to determine best predictors of oral and written second language (L2) proficiency. Predictor variables included measures of first language (L1) skill administered in first through fifth grades, L1 academic aptitude, L2 aptitude (Modern Language Aptitude Test), and L2 affect (motivation, anxiety). All participants completed 2 years of L2 study in high school. Findings revealed strong correlations between early L1 skills and later L2 proficiency, but the Modern Language Aptitude Test was the best predictor of overall L2 proficiency and most L2 proficiency subtests. However, L1 word decoding was the best predictor of L2 word decoding skills. Early L1 skills, L2 motivation, or L2 anxiety added a small amount of variance to the prediction models. Findings suggested that language-related variables are the most robust predictors of L2 proficiency. Results are discussed in the context of long-term cross linguistic transfer of early L1 skills to later L2 aptitude and L2 proficiency.
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., Subhash, Madhavi Sharma, Menka Bhasin, and Avinash Rajkumar. "Critical Thinking Skills Teaching Language through Literature." World Journal of English Language 12, no. 3 (April 7, 2022): 3. http://dx.doi.org/10.5430/wjel.v12n3p3.

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As teachers who should train and motivate their children, teaching languages has become a demanding task. The ability to grasp a language is essential in today's world since languages is a strong tool of communication. Most of us will not concentrate on the languages used in the literature section since our minds are preoccupied with grammar. This has caused both the instructor and the pupils to disregard the literature component of language learning and instead focus solely on the grammar component. The motivation for including literary works into language education is to suggest that current efforts to incorporate literary work into language instruction undoubtedly increase students' serious thinking in such a way that they may easily grasp a specific language. This paper explains that Learning literary work in a classroom not only teaches students about a tale but also teaches them about how languages are formed and how that structure affects meaning. A literary work allows a pupil to see the languages of real-life situations. They absorb linguistics components' thoughts, ideas, and experiences, which provide realistic touches and assist them in holistically learning languages. It has also been discovered that incorporating literary works into the teaching knowledge process can help students improve their micro-and macro-linguistic abilities for future growth.
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Dissertations / Theses on the topic "Language skills"

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Soverini, Veronica <1995&gt. "Language Learning Skills - Classroom Research." Master's Degree Thesis, Università Ca' Foscari Venezia, 2021. http://hdl.handle.net/10579/19939.

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The aim of this thesis is to analyze the employment of language learning skills in the study of a foreign language in a High School, throughout a research conducted during an internship at "Ettore Majorana-Elena Corner High School" of Mirano (VE). The project of this thesis consists of the investigation of three research questions: the first, concerning the employment of language learning skills through the direct observation of an English teacher; the second, concerning the strategies adopted by students in their study of English language outside the school environment; the third, regarding the analysis of the learning style profile of a student. At the end, thanks to the use of graphs and tables, it is provided a detailed analysis of the results achieved in 150 hours of observation through the employment of different instruments.
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Potrus, Dani. "Swedish Sign Language Skills Training and Assessment." Thesis, KTH, Skolan för datavetenskap och kommunikation (CSC), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-209129.

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Sign language is used widely around the world as a first language for those that are unable to use spoken language and by groups of people that have a disability which precludes them from using spoken language (such as a hearing impairment). The importance of effective learning of sign language and its applications in modern computer science has grown widely in the modern aged society and research around sign language recognition has sprouted in many different directions, some examples using hidden markov models (HMMs) to train models to recognize different sign language patterns (Swedish sign language, American sign language, Korean sign language, German sign language and so on).  This thesis project researches the assessment and skill efficiency of using a simple video game to learn Swedish sign language for children in the ages within the range of 10 to 11 with no learning disorders, or any health disorders. During the experimental testing, 38 children are divided into two equally sized groups of 19 where each group plays a sign language video game. The context of the video game is the same for both groups, where both listened to a 3D avatar speak to them using both spoken language and sign language. The first group played the game and answered questions given to them by using sign language, whereas the other group answered questions given to them by clicking on an alternative on the video game screen. A week after the children have played the video game, the sign language skills that they have acquired from playing the video game are assessed by simple questions where they are asked to provide some of the signs that they saw during the duration of the video game. The main hypothesis of the project is that the group of children that answered by signing outperforms the other group, in both remembering the signs and executing them correctly. A statistical null hypothesis test is performed on this hypothesis, in which the main hypothesis is confirmed. Lastly, discussions for future research within sign language assessment using video games is described in the final chapter of the thesis.
Teckenspråk används i stor grad runt om i världen som ett modersmål för dom som inte kan använda vardagligt talsspråk och utav grupper av personer som har en funktionsnedsättning (t.ex. en hörselskada). Betydelsen av effektivt lärande av teckenspråk och dess tillämpningar i modern datavetenskap har ökat i stor utsträckning i det moderna samhället, och forskning kring teckenspråklig igenkänning har spirat i många olika riktningar, ett exempel är med hjälp av statistika modeller såsom dolda markovmodeller (eng. Hidden markov models) för att träna modeller för att känna igen olika teckenspråksmönster (bland dessa ingår Svenskt teckenspråk, Amerikanskt teckenspråk, Koreanskt teckenspråk, Tyskt teckenspråk med flera). Denna rapport undersöker bedömningen och skickligheten av att använda ett enkelt teckenspråksspel som har utvecklats för att lära ut enkla Svenska teckenspråksmönster för barn i åldrarna 10 till 11 års ålder som inte har några inlärningssjukdomar eller några problem med allmän hälsa. Under projektets experiment delas 38 barn upp i två lika stora grupper om 19 i vardera grupp, där varje grupp kommer att få spela ett teckenspråksspel. Sammanhanget för spelet är detsamma för båda grupperna, där de får höra och se en tredimensionell figur (eng. 3D Avatar) tala till dom med både talsspråk och teckenspråk. Den första gruppen spelar spelet och svarar på frågor som ges till dem med hjälp av teckenspråk, medan den andra gruppen svarar på frågor som ges till dem genom att klicka på ett av fem alternativ som finns på spelets skärm. En vecka efter att barnen har utfört experimentet med teckenspråksspelet bedöms deras teckenspråkliga färdigheter som de har fått från spelet genom att de ombeds återuppge några av de tecknena som de såg under spelets varaktighet. Rapportens hypotes är att de barn som tillhör gruppen som fick ge teckenspråk som svar till frågorna som ställdes överträffar den andra gruppen, genom att både komma ihåg tecknena och återuppge dom på korrekt sätt. En statistisk hypotesprövning utförs på denna hypotes, där denna i sin tur bekräftas. Slutligen beskrivs det i rapportens sista kapitel om framtida forskning inom teckenspråksbedömning med tv spel och deras effektivitet.
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Нгуєн, В’єт Нган. "Language skills of bilingual and monolingual speakers." Thesis, Київський національний університет технологій та дизайну, 2019. https://er.knutd.edu.ua/handle/123456789/13194.

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Watkins-Mace, Sarah P. "The effects of first language literacy skills on second language literacy skills for native Spanish and native English speakers." Diss., Manhattan, Kan. : Kansas State University, 2006. http://hdl.handle.net/2097/224.

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Beddes, Sarah Rose. "An investigation of teaching methods for phonemic awareness first phoneme skill versus multiple phoneme skills /." Laramie, Wyo. : University of Wyoming, 2008. http://proquest.umi.com/pqdweb?did=1654491981&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Torres, Jr Oscar. "ACQUIRING 21ST CENTURY LANGUAGE SKILLS: A CASE STUDY ON THE IMPACT OF TEACHERS' PERCEPTIONS OF STUDENTS' SECOND LANGUAGE SKILLS ON A WORLD LANGUAGE PROGRAM." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/124461.

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Educational Administration
Ed.D.
The primary goal of this study was to identify how middle school language teachers bridge the skills acquired and strategies taught in an elementary school language program with the skills taught and practiced at the middle school level. The study will answer in detail this question: What perceptions do middle school teachers form regarding their students' language skills and how do these perceptions impact a world language program? By identifying the language teachers' current perceptions as they relate to their lesson design and delivery, school districts may find relationships between the teachers' perceptions of their students' language abilities and the program's perceived benefits or deficiencies. The researcher examined a middle school language program through the participation of language teachers from three middle schools in an urban setting. The findings indicate that teachers in the program can improve the delivery of their instruction by implementing strategies identified as necessary for the continued growth of the program and for students' acquisition of the language skills needed in the 21st century. Three themes derived from the findings and results of this study are: 1) collaborating with the teachers from the previous level; 2) using question and answer techniques and; 3) minimizing the amount of time used for review.
Temple University--Theses
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Cheung, Ngan-hin Elly, and 張顏顯. "The role of orthographic processing skills and writing skills in Chinese reading development." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B46934947.

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Davies, Susan. "English language skills of minority language children in a French Immersion program." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/24625.

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The purpose of this study was to determine the English language skills of minority language children (experimental group) in a early total French Immersion program by comparing them with those of English-speaking children in French Immersion (English control group), and with those of minority language children in a regular English program (minority control group). Ten grade one children comprised each of the three groups of children. Listening comprehension of English was assessed using two standardized tests of English comprehension (the Peabody Picture Vocabulary Test and the Token Test for Children). English speaking skills were assessed using the Clark-Madison Test of Oral Language (a standardized test) and a ten to fifteen minute language sample. English metalinguistic skills were assessed with a phoneme deletion task used by Rosner & Simon (1971) and with two tasks used by Pratt, Tunmer & Bowey (1984): a morpheme correction task and a word order correction task. Questionnaires were used to assess attitudes towards the minority language and culture and to determine the children's home and language background. It was hypothesized that the English language skills of the experimental group would be at least as good as those of the English control group and the minority control group. The results supported the hypotheses. The experimental group did as well as the English control group on all of the measures of English comprehension and production tested. The minority control group scored lower than the English control group on all measures of English comprehension and production. They scored lower than the experimental group on the comprehension of complex commands and on the Clark-Madison Test of Oral Language. The three groups scored similarly on all of the metalinguistic tasks except on the morpheme correction task, where the minority control group scored lower than the English control group. Results support the suitability of early total French Immersion for minority language children who have their first language and culture valued and maintained.
Medicine, Faculty of
Audiology and Speech Sciences, School of
Graduate
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Christensen, R. Bryan. "Paying for language skills| The Department of Defense Foreign Language Incentive Program." Thesis, University of Colorado at Colorado Springs, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3563610.

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Many organizations have a great need for people conversant in foreign languages and cultures. The U.S. Department of Defense operates globally and is always in need of people who can communicate across cultural and linguistic divides, and the gap between what is needed and the personnel who can meet those needs is often considerable. To address this deficit the DOD implemented an incentive pay in the mid 1980s to reward those servicemembers who could prove proficiency in a foreign language. The Foreign Language Proficiency Bonus (FLPB) has gone through numerous changes over the years and this study sought to answer the basic questions, what has been the effect and is it working? How much of an effect does the bonus have on members' actual behavior regarding FL acquisition? This mixed-methods approach analyzed the evolution of policy, conducted a statistical analysis of member testing data, and conducted interviews with 22 current and former recipients of FLPB to see what impact FLPB has had or could have in meeting the DOD goal of increasing FL proficiency within the force. This study focused on the Air Force implementation of the FLPB program, though findings are likely applicable across the military services. Key findings include the rapidly changing nature of FLPB policy, which has caused frustration for many AF members. Further, with numerous stakeholders involved, some points of policy and programs could potentially be working at cross-purposes with overall goals. Statistical analysis found several significant trends; however, many findings do not support FLPB as an effective program in its current form. Many AF members indicated a high desire to use their language skills but are frustrated at the infrequent ability to do so in any official capacity. Several suggestions are offered for how the AF could modify existing policy to achieve its goals for FL proficiency, as well as to maximize scarce financial resources to maximum effect.

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Khojah, Aishah. "Saudi Second Language Learners’ Receptive and Productive Skills in English Figurative Language." Thesis, The University of Sydney, 2013. http://hdl.handle.net/2123/9828.

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This study compares English and Arabic figurative expressions linguistically and conceptually and investigates how Arabic-speaking learners of English comprehend and produce English figurative expressions. It argues that English figurative expressions that are linguistically and conceptually similar to Arabic (SFE) are easy while English figurative expressions that are linguistically and conceptually different from Arabic (DFE) are difficult. Also, English figurative expressions that are linguistically different but conceptually similar to Arabic (S-DFE) are of medium difficulty. A comparative analysis was used to develop a set of tasks to test 100 students’ receptive and productive skills in English figurative language. The data came from 832 items identified in two ESL textbooks used with first year students at King Abdul Aziz University. The results show that SFE is much easier than DFE. S-DFE showed variable results but students tended to find them difficult. However, some examples of SFE were found difficult and of DFE easy. These indicate that similarities or differences across languages do not always make it easy or difficult for learners to understand and produce L2 expressions. The results also show evidence of positive transfer mostly with SFE, and negative transfer with DFE and S-DFE. The findings lend further support to the contrastive analysis hypothesis; however, they also support the cognitive approach because they show the role of learners’ linguistic and conceptual knowledge in the comprehension and production of L2 expressions. The findings of this empirical study demonstrate the essential roles of cross-linguistic comparisons of English and Arabic figurative language on the linguistic and conceptual levels for exploring learners’ receptive and productive skills in English figurative language. The classification of figurative language as easy or difficult has some implications for the teaching of English figurative expressions.
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Books on the topic "Language skills"

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N, Moore George, and Ferguson Frank E, eds. Language skills. North Billerica, Mass: Curriculum Associates, 1986.

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Mills, Maureen. Language skills. Dunstable: Folens, 1991.

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Elementary language skills. New York: Phoenix Learning Resources, 1989.

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English language skills. London: Macmillan Education, 1990.

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Cramer, Ronald L. Language, skills and use. 2nd ed. Glenview, Ill: Scott, Foresman and Co., 1986.

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Macdonald, C. A. English language skills evaluation. Pretoria: Human Sciences Research Council, 1990.

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H, Chen Thomas Y., ed. Presentation skills and language. Auburn, WA: Lynx Publishing, 2010.

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Barton, Geoff. Oxford Literacy Skills. Oxford: Oxford University Press, 2000.

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McFall, Ann. Interpreting Spanish: Advanced language skills. New York: Routledge, 2001.

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Mason, Kim. Language skills: Writing in action. Chicago, IL: K12 Inc., 2002.

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Book chapters on the topic "Language skills"

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Kelly, Alex. "Body language." In Social Skills, 15–33. Abingdon, Oxon; New York, NY: Routledge, 2019. |: Routledge, 2018. http://dx.doi.org/10.4324/9781315173405-2.

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Hughes, Vera, and David Weller. "Body Language." In Self Presentation Skills, 1–19. London: Macmillan Education UK, 1991. http://dx.doi.org/10.1007/978-1-349-11970-7_1.

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Newton, Jonathan. "Teaching language skills." In The Routledge Handbook of English Language Teaching, 428–40. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, [2016] | Series: Routledge Handbooks in Applied Linguistics: Routledge, 2016. http://dx.doi.org/10.4324/9781315676203-36.

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Assey, Joanna. "Sign language." In Foundation Skills for Caring, 47–54. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-11733-5_6.

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Walker, Sue. "Handwriting Skills." In Encyclopedia of Language and Education, 97–105. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4540-4_11.

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Johnson, Keith. "Skills." In An Introduction to Foreign Language Learning and Teaching, 240–60. Keith Johnson. Description: Revised third Edition. |: Routledge, 2017. http://dx.doi.org/10.4324/9781351213868-13.

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Williams, Diana. "Early communication skills." In Working with Children's Language, 10–40. 2nd ed. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003031109-2.

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Allan, Keith, Julie Bradshaw, Geoffrey Finch, Kate Burridge, and Georgina Heydon. "Study Skills." In The English Language and Linguistic Companion, 15–28. London: Macmillan Education UK, 2010. http://dx.doi.org/10.1007/978-1-349-92395-3_2.

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Valdespino, Joanne. "Pragmatic Language Skills Inventory." In Encyclopedia of Autism Spectrum Disorders, 2326–27. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_503.

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Christison, MaryAnn, and Denise E. Murray. "A Language Skills Approach." In What English Language Teachers Need to Know Volume III, 212–26. 2nd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9780429275746-17.

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Conference papers on the topic "Language skills"

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Necula, Gina Aurora. "NEW PERSPECTIVES ON THE ACQUISITION OF LANGUAGE SKILLS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end001.

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"Reading, writing, speaking and listening – the four foundational skills of language learning have been constantly reassessed over time. When we learn a new language, we firstly learn to listen, and read then speak, and finally write. Therefore, traditionally, we consider that the student first acquires skills of receiving the newly acquired language (listening and reading) and, later, skills of producing that language (speaking and writing), thus gradually turning from consuming a foreign language, to delivering it. Thus, language teachers insist on practicing all four language skills to ensure that both the spoken (listening and specking) and written (reading and writing) aspects of the language are developed at the same level. However, experiencing the pandemic with all the imposed major switches that needed to be done in education proved changes in the way communication skills are acquired under these specific circumstances. Our research, conducted with foreign students learning Romanian Language during the last academic year, made us understand that teachers need to adapt their teaching tools and cope with new challenges imposed by the reversal of the ratio between the volume of online or asynchronous activity and the onsite ones, according to the traditional model. At the same time, we need to consider the fact that both teachers and students have been forced to redefine and understand how public and private spheres interact during online courses. Nevertheless, through this article, our intentions are to analyze the way in which the students' perception on the way of learning foreign languages has changed due to new social imperatives that have tipped the scales in terms of acquiring oral communication skills to the detriment of written communication skills, but have also changed perspectives on other satellite skills needed for an effective communication such as cultural and social skills."
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Aimetti, Guillaume. "Modelling early language acquisition skills." In the 12th Conference of the European Chapter of the Association for Computational Linguistics: Student Research Workshop. Morristown, NJ, USA: Association for Computational Linguistics, 2009. http://dx.doi.org/10.3115/1609179.1609180.

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Wickramarathne, Jagath, Geethanjali Wimalaratne, Vineeta Goonetilleke, and Mahesha Kapurubandara. "Language Skills with Mouse Clicks." In 2009 International Conference on Future Computer and Communication (ICFCC). IEEE, 2009. http://dx.doi.org/10.1109/icfcc.2009.59.

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Marjonet, Juairiah, Mohd Afifi Bahurudin Setambah, Norfadhilah Nasrudin, Nor Asilah Osman, Mohamad Isa Azis, and Nordiana Asra A. Rahim. "Speaking Skills." In 4th International Conference on Language, Literature, Culture, and Education (ICOLLITE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201215.057.

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Sukma, Sukma, Asriani Abbas, Nurhayati Nurhayati, and Kaharuddin Kaharuddin. "Authentic Assessment in Language Skills Learning." In The 2nd International Conference of Linguistics and Culture (ICLC-2). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.211225.013.

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Zyryanova, Marina N. "Communicative Skills In Teaching Language Disciplines." In International Forum «Freedom and responsibility in pivotal times». European Publisher, 2022. http://dx.doi.org/10.15405/epsbs.2022.03.145.

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Fujita, Akira, Naoya Todo, Shingo Sugawara, Kyo Kageura, and Noriko H. Arai. "Development of a Reading Skill Test to Measure Basic Language Skills." In 2016 IEEE Eighth International Conference on Technology for Education (T4E). IEEE, 2016. http://dx.doi.org/10.1109/t4e.2016.040.

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Jadán-Guerrero, Janio, Alexandra Avila, Johann Jadán, and Isabel L. Nunes. "Using Intelligent Personal Assistants for Teaching English." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002172.

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The lack of practice to develop language skills is the main problem in learning foreign languages. The aim of the research is to establish methodological strategies with virtual assistants, for elementary school students through innovative and interactive classes, to develop the macro skills of the English language. The methodological design of this study is based on a mixed qualitative-quantitative approach, with the participation of an expert on "Virtual assistants in the English language", five teachers from the English area and 57 elementary school students from a private school in Ecuador. The data collected from the teachers made it possible to identify the main problems that students have when it comes to developing macro skills in the English language. With the support of the education expert, a strategy was designed using virtual assistants. The personal assistant Alexa, with great programming flexibility, was selected, applying a strategy focused on four macro skills: listening, reading, speaking, and writing. Each activity was aimed to reinforcing each skill according to students’ level at school. For example, for speech skills, students had to engage in a dialogue with Alexa through a game of questions and answers. For listening skills, Alexa would tell a story to determine the level of comprehension. For reading skills, the students were given a reading from which they were asked questions that Alexa could answer and through this the students developed writing skills according to the questions they answered. After the intervention, a post test was applied and it was shown that there was an improvement in the development of skills. It was concluded that the interactive classes motivated the participation of all students. For future work, we intend to carry out a longitudinal study with the use of virtual assistants and a comparison between other devices.
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De Raadt, Michael, Richard Watson, and Mark Toleman. "Language Trends in Introductory Programming Courses." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2464.

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Deciding what to teach novice programmers about programming and, in particular, which programming language to teach to novice programmers, and how to teach it, is a common topic for debate within universities. Should an industry relevant programming language be taught, or should a language designed for teaching novices be used? In order to design tools and methodologies for the teaching of novice programmers it is important to uncover what is being taught, and in turn, what will be taught in the future. A census of introductory programming courses administered within all Australian universities has been undertaken. The census aimed to reveal not only what computer programming languages are being taught, but also how they are being taught. From the results of this census two key factors emerged: perceived industry pressure for graduates with certain language skills versus academic training for generic programming skills.
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Chicho, Kanar, and Ahmed Abdulla. "12th International Conference on Educational Studies and Applied Linguistics." In 12th International Conference on Educational Studies and Applied Linguistics. Salahaddin University-Erbil, 2022. http://dx.doi.org/10.31972/vesal12.06.

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Language educators aim to promote speaking skills because speaking skills are one of the productive skills that make language learners create meaningful conversations and dialogues with the target language. There are different methods and strategies for promoting speaking skills, such as communicative language teaching (CLT) and story-telling strategies. CLT aims to have communication and discussions in the class, and so does the story-telling. The researchers conducted studies on making foreign language learners speak the target language. They concluded that enhancing speaking skills requires actively involved students, and for that, the language instructors need to use some tools and strategies. Moreover, the story-telling strategy involves the students practicing their speaking skills, and this technique aims to improve their speaking skills in a real-life situation. Thus, this research paper explores the values of story-telling strategies in the EFL classroom. A qualitative research design was implemented, and the data was collected from secondary sources such as research articles. For analyzing the data, a thematic analysis was used. The results demonstrated that story-telling was highly sufficient in improving speaking skills. It enhances the capacity of capturing new vocabularies, fostering pronunciation. It also enables the learner’s imitation skill, expanding the learner’s communication, including their criticality, and increasing the learning desire to use the target language. In brief, story-telling strategies help the language learners to use the target language, and it also helps the learners to improve their speaking skills.
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Reports on the topic "Language skills"

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Carliner, Geoffrey. The Wages and Language Skills of U.S. Immigrants. Cambridge, MA: National Bureau of Economic Research, September 1996. http://dx.doi.org/10.3386/w5763.

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Harvey, Jr, and J. C. U.S. Navy Language Skills, Regional Expertise, and Cultural Awareness Strategy. Fort Belvoir, VA: Defense Technical Information Center, January 2008. http://dx.doi.org/10.21236/ada503388.

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Bando, Rosangela, Florencia López-Boo, and Xia Li. Sex-Differences in Language and Socio-emotional Skills in Early Childhood. Inter-American Development Bank, July 2016. http://dx.doi.org/10.18235/0000500.

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Owens, Bonnie. A Comparison Study of the Syntactical Language Skills of Children in the Monterey Language Program with Children Not in a Formal Language Program. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2510.

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Moree, Stephen J. USAF Security Forces and Foreign Language Skills in the Global Environment: Are We Prepared? Fort Belvoir, VA: Defense Technical Information Center, April 1999. http://dx.doi.org/10.21236/ada389354.

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Dahm, Pamela. Communication and socialization skills of three year olds with a history of language delay. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5752.

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Midford, Nicole. Expressive Communication and Socialization Skills of Five-Year Olds with Slow Expressive Language Development. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6496.

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Smith, Rita. Story retelling skills in 4-year-olds with histories of normal and delayed language development. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6164.

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Borkum, Evan, Fang He, and Leigh Linden. The Effects of School Libraries on Language Skills: Evidence from a Randomized Controlled Trial in India. Cambridge, MA: National Bureau of Economic Research, June 2012. http://dx.doi.org/10.3386/w18183.

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OSIYANOVA, O. M., and V. I. SELEZNEVA. AUTHENTIC VIDEOS IN MODERN FOREIGN LANGUAGE EDUCATION: LINGUODIDACTIC ASPECT. Science and Innovation Center Publishing House, April 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-95-104.

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The article considers the relevance of the authentic videos use in students foreign language education, determines their linguistic and didactic potential in the development of habits and skills in a foreign language speech activity. The subject of the analysis is the selection criteria and the content of work stages with authentic videos in English classes.
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