Bibliographies thématiques / Oral communication

Littérature scientifique sur le sujet « Oral communication »

Auteur : Grafiati
Publié le 4 juin 2021
Mis à jour le 25 juillet 2024

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Articles de revues sur le sujet "Oral communication"

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Gilioli, Gianni, et Vilma Venturini. « Oral communication ». Bolletino di zoologia 61, sup001 (janvier 1994) : 77. http://dx.doi.org/10.1080/11250009409356025.

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Galeotti, Paolo. « Oral communication ». Bolletino di zoologia 61, sup001 (janvier 1994) : 77. http://dx.doi.org/10.1080/11250009409356026.

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Venuto, Vincenzo, et Renato Massa. « Oral communication ». Bolletino di zoologia 61, sup001 (janvier 1994) : 78. http://dx.doi.org/10.1080/11250009409356027.

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Cuomo, Vincenzo, et Maria Antonietta De Salvia. « Oral communication ». Bolletino di zoologia 61, sup001 (janvier 1994) : 78. http://dx.doi.org/10.1080/11250009409356028.

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Lucherini, Mauro, et Costanza Riccardi. « Oral communication ». Bolletino di zoologia 61, sup001 (janvier 1994) : 79. http://dx.doi.org/10.1080/11250009409356029.

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Borsani, Junio Fabrizio, et Gianni Pavan. « Oral communication ». Bolletino di zoologia 61, sup001 (janvier 1994) : 79. http://dx.doi.org/10.1080/11250009409356030.

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Prabavathi, R., et P. C. Nagasubramani. « Effective oral and written communication ». Journal of Applied and Advanced Research 3, S1 (10 mai 2018) : 29. http://dx.doi.org/10.21839/jaar.2018.v3is1.164.

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People communicate using different methods such as sending an email, talking on the phone and placing print advertisements in specific places. Communication is the process of sending and receiving messages between two people, a person and a group or a group to a group. Written and oral communication is used daily in meetings, lecture halls and exams. Written and oral communication are unique in that each word used must have specific purpose, otherwise it can lead to misunderstandings. Over 70% of our time is spent communicating with others, and that’s the one interaction every person must do. Everyone must communicate their needs and ideas. Every organization must communicate its products and services. Unfortunately, many people have trouble in this area. Some just don’t have the professional impact they need to get ahead in today’s corporate world. Communication is technically defined as the process in which information is enclosed in a package and imparted from the sender to the receiver through a medium. Communication can be of many types and can be summarized in short as WOVEN, i.e. Written, Oral, Verbal, Electronic and Non-Verbal. Oral and written forms of communication are the most common and frequently used forms of communication. This article is a consolidation of details so as to help you understand in detail about oral and written forms of communication.
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Abraham, Elyse K., et Uta M. Quasthoff. « Aspects of Oral Communication ». Language 72, no 3 (septembre 1996) : 671. http://dx.doi.org/10.2307/416317.

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Charles, Mirjaliisa. « Europe : Oral Business Communication ». Business Communication Quarterly 61, no 3 (septembre 1998) : 85–93. http://dx.doi.org/10.1177/108056999806100312.

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Kolenbrander, Paul E., Roxanna N. Andersen, David S. Blehert, Paul G. Egland, Jamie S. Foster et Robert J. Palmer. « Communication among Oral Bacteria ». Microbiology and Molecular Biology Reviews 66, no 3 (septembre 2002) : 486–505. http://dx.doi.org/10.1128/mmbr.66.3.486-505.2002.

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SUMMARY Human oral bacteria interact with their environment by attaching to surfaces and establishing mixed-species communities. As each bacterial cell attaches, it forms a new surface to which other cells can adhere. Adherence and community development are spatiotemporal; such order requires communication. The discovery of soluble signals, such as autoinducer-2, that may be exchanged within multispecies communities to convey information between organisms has emerged as a new research direction. Direct-contact signals, such as adhesins and receptors, that elicit changes in gene expression after cell-cell contact and biofilm growth are also an active research area. Considering that the majority of oral bacteria are organized in dense three-dimensional biofilms on teeth, confocal microscopy and fluorescently labeled probes provide valuable approaches for investigating the architecture of these organized communities in situ. Oral biofilms are readily accessible to microbiologists and are excellent model systems for studies of microbial communication. One attractive model system is a saliva-coated flowcell with oral bacterial biofilms growing on saliva as the sole nutrient source; an intergeneric mutualism is discussed. Several oral bacterial species are amenable to genetic manipulation for molecular characterization of communication both among bacteria and between bacteria and the host. A successful search for genes critical for mixed-species community organization will be accomplished only when it is conducted with mixed-species communities.
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Thèses sur le sujet "Oral communication"

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Rhodes, Cheryl D. Kennedy Larry DeWitt. « Oral communication syndrome toward synthesis / ». Normal, Ill. Illinois State University, 1992. http://wwwlib.umi.com/cr/ilstu/fullcit?p9311289.

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Thesis (Ed. D.)--Illinois State University, 1992.
Title from title page screen, viewed February 3, 2006. Dissertation Committee: Larry D. Kennedy (chair), Thomas Baer, Kenneth Jerich, Frank Lewis. Includes bibliographical references (leaves 376-449) and abstract. Also available in print.
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Bennett, Gary M. « Oral clarity in preaching ». Theological Research Exchange Network (TREN), 2006. http://www.tren.com/search.cfm?p068-0613.

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Boessen, Brett. « Communities of judgment and fan citizenship challenging univocality, cynicism, and isolation among viewers of "The West Wing" / ». [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3232585.

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Thesis (Ph.D.)--Indiana University, Dept. of Communication and Culture, 2006.
"Title from dissertation home page (viewed July 10, 2007)." Source: Dissertation Abstracts International, Volume: 67-08, Section: A, page: 2813. Adviser: John L. Lucaites.
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Church, Kristine. « Effective oral communication in the foreign language classroom ». Diss., Connect to online resource, 2005. http://wwwlib.umi.com/cr/colorado/fullcit?p1425787.

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Abdullah, Normah. « The oral communication strategies of Malaysian L2 learners ». Thesis, University of Birmingham, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288691.

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Katirayi, Beverly A. Jensen. « Oral public communication in the Iranian immigrant community, toward reconceptualization of mass communication / ». Thesis, Connect to this title online ; UW restricted, 1987. http://hdl.handle.net/1773/6158.

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Lu, Yu. « Willingness to communicate in intercultural interactions between Chinese and Americans ». online access from Digital Dissertation Consortium, 2007. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?1446916.

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Tapper, Joanna. « The oral academic discourse of international college students ». Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/186056.

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The purpose of this study was to investigate the oral participation of freshman International Students (ISs) in college content classes. The research questions were: (i) how much do ISs speak in different academic situations; (ii) what discourse moves do ISs make, especially initiation moves; and (iii) what are the exchange patterns into which IS discourse moves are organized. The naturally occurring discourse of eight freshman undergraduate ISs studying in a variety of fields was tape-recorded in four academic situations (lectures, laboratory sessions, freshman composition classes, and student/teacher writing conferences). Analysis of the transcripts showed that the amount of IS talk varied across the four situations, and among the eight students. The frequency of student moves also varied among the students and across situations, with student questions the most frequent move in lectures, student offer moves in labs, offered responses in composition classes, and nominated responses in conferences. The most frequent exchange patterns in lectures, labs and conferences were 2-part exchanges, but the 3-part exchange was the most frequent in composition classes. Longer exchange patterns also varied across the situations. The findings contribute to studies in SLA, Interlanguage variation, discourse and interaction analysis. There are also implications for the teaching of English for Academic and Specific Purposes.
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Zizz, John Thomas. « Oral communication and the psyche of an aural community, as seen in Acts 2:14-41 ». Johnson City, TN : Emmanuel School of Religion, 2008. http://dx.doi.org/10.2986/tren.062-0306.

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Zizz, John Thomas. « Oral communication and the psyche of an aural community, as seen in Acts 2:14-41 ». Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p062-0306.

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Livres sur le sujet "Oral communication"

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Brooks, William Dean. Speech communication. 7e éd. Madison, Wis : Brown & Benchmark, 1993.

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Brooks, William Dean. Speech communication. 5e éd. Dubuque, Iowa : W.C. Brown Publishers, 1985.

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Brooks, William Dean. Speech communication. 6e éd. Dubuque, Iowa : Wm. C. Brown, 1989.

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Handschuh, Jeanne. Improving oral communication. Englewood Cliffs : Prentice-Hall, 1985.

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Capp, Glenn Richard. Basic oral communication. 4e éd. Englewood Cliffs, N.J : Prentice-Hall, 1986.

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Cheek, Jimmy G. Effective oral communication. Danville, Ill : Interstate Publishers, 1995.

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Capp, Glenn Richard. Basic oral communication. 5e éd. Englewood Cliffs, N.J : Prentice-Hall, 1990.

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Handschuh, Jeanne. Improving oral communication. Englewood Cliffs, NJ : Prentice-Hall, 1985.

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G, Cheek Jimmy, dir. Effective oral communication. 2e éd. Danville, Ill : Interstate Publishers, 2000.

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Mondahl, Margrethe Smedegaard. Mastering oral communication. København : Handelshøjskolens Forlag, 2003.

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Chapitres de livres sur le sujet "Oral communication"

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Rounds, Jerald, et Robert Segner. « Oral Communication ». Dans Construction Supervision, 27–45. Hoboken, NJ, USA : John Wiley & Sons, Inc., 2014. http://dx.doi.org/10.1002/9781118984024.ch3.

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Sherrin, David. « Oral Communication ». Dans Authentic Assessment in Social Studies, 133–60. New York, NY : Routledge, 2020. : Eye on Education, 2020. http://dx.doi.org/10.4324/9780429261114-9.

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Balzotti, Jon. « Oral Presentations ». Dans Technical Communication, 219–45. New York : Routledge, 2021. http://dx.doi.org/10.4324/9781003006060-11.

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Albuquerque, Ulysses Paulino. « Efficient Oral Communication ». Dans Speaking in Public About Science, 11–14. Cham : Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-06517-5_3.

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McCroskey, James C., et Michael J. Beatty. « Oral Communication Apprehension ». Dans Shyness, 279–93. Boston, MA : Springer US, 1986. http://dx.doi.org/10.1007/978-1-4899-0525-3_21.

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Cherkassky, Lisa, Julia Cressey, Christopher Gale, Jessica Guth, Ilias Kapsis, Robin Lister, William Onzivu et Steve Rook. « Written and oral communication ». Dans Legal Skills, 164–238. London : Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-0-230-34443-3_5.

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Norback, Judith Shaul. « Advanced Oral Communication Skills ». Dans Oral Communication Excellence for Engineers and Scientists, 113–17. Cham : Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-031-02509-9_8.

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Humphrey, Jay D., et Jeffrey W. Holmes. « Oral Communication and Posters ». Dans Style and Ethics of Communication in Science and Engineering, 91–103. Cham : Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-39125-5_5.

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Chan, Mable. « Making oral presentations ». Dans English for Business Communication, 141–69. London ; New York : Taylor and Francis, 2020. | Series : Routledge applied English language introductions : Routledge, 2020. http://dx.doi.org/10.4324/9781351060035-8.

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Fingerhut, Abe, et François Lacaine. « Other Forms of Communication ». Dans Oral Presentation in Medicine, 61–65. Paris : Springer Paris, 2002. http://dx.doi.org/10.1007/978-2-8178-0843-7_6.

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Actes de conférences sur le sujet "Oral communication"

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GOLUBIȚCHI, Silvia. « Producing oral messages – modality of achieving oral communication in primary classes ». Dans Ştiință și educație : noi abordări și perspective. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.v2.24-25-03-2023.p298-302.

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Communication is carried out in all circumstances, we mean both received and transmitted messages. Oral communication is characterized by freedom of expression, the possibility of corrections and repetitions, the use of non-verbal or paraverbal codes, spontaneous construction, the obvious subjectivism of speech, the possibility of deviation from correct speech. Students must produce oral messages that are correct in terms of content as well as form, representing the neatest appearance. The oral message represents an act of communication, which is initiated with a specific purpose, among which: we want to attract attention, we want to impose our point of view, we direct the discussion or the attention to something specific - all carried out in the context of monologue, dialogue and descriptive communication.
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« Oral paper presentation on communication ». Dans 2014 Sixth International Conference on Advanced Computing (ICoAC). IEEE, 2014. http://dx.doi.org/10.1109/icoac.2014.7229781.

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« Oral session ». Dans 2016 International Conference On Communication Problem-Solving (ICCP). IEEE, 2016. http://dx.doi.org/10.1109/iccps.2016.7751083.

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Renals, Steve. « Session details : Multimodal communication analysis (Oral) ». Dans ICMI-MLMI '09 : INTERNATIONAL CONFERENCE ON MULTIMODAL INTERFACES/WORKSHOP ON MACHINE LEARNING FOR MULTIMODAL INTERFACES. New York, NY, USA : ACM, 2009. http://dx.doi.org/10.1145/3252522.

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Sukhova, A. A., V. Y. Shishkova et V. V. Semina. « FEATURES OF COMMUNICATION IN THE ENGLISH AND RUSSIAN-SPEAKING INTERNET ENVIRONMENT ». Dans Люди речисты - 2021. Ulyanovsk State Pedagogical University named after I. N. Ulyanov, 2021. http://dx.doi.org/10.33065/978-5-907216-49-5-2021-377-382.

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This paper examines the differences between oral, direct communication, and written communication on the Internet. It describes ways that compensate for the lack of means of traditional oral communication in written speech, as well as ways of communication that are not available in oral speech.
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Tallman, Ken, Peter Eliot Weiss et Lydia Wilkinson. « Extended Abstract : Teaching Oral Presentation as Performance / Teaching Performance as Oral Presentation ». Dans 2018 IEEE International Professional Communication Conference (ProComm). IEEE, 2018. http://dx.doi.org/10.1109/procomm.2018.00051.

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« COMPUTER-ASSISTED GRAMMAR PRACTICE FOR ORAL COMMUNICATION ». Dans 3rd International Conference on Computer Supported Education. SciTePress - Science and and Technology Publications, 2011. http://dx.doi.org/10.5220/0003402503550361.

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Galley, Debi. « Advancing Oral Communication Through TED Talk Assignments ». Dans 2021 IEEE International Professional Communication Conference (ProComm). IEEE, 2021. http://dx.doi.org/10.1109/procomm52174.2021.00007.

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« Nonverbal Communication Strategies in Dyadic Oral Interaction ». Dans International Conference on Economics, Education and Humanities. International Centre of Economics, Humanities and Management, 2014. http://dx.doi.org/10.15242/icehm.ed1214086.

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Pihkala-Posti, Laura. « Innovative training of oral communication : Berlin Kompass ». Dans EUROCALL 2014. Research-publishing.net, 2014. http://dx.doi.org/10.14705/rpnet.2014.000237.

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Rapports d'organisations sur le sujet "Oral communication"

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Sterling, Eleanor, Romi Burks, Joshua Linder, Tom Langen, Denny Fernandez et Nora Bynum. NSF CCLI / TUES Instructional Unit : Oral Communication. American Museum of Natural History, 2012. http://dx.doi.org/10.5531/cbc.ncep.0004.

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This Instructional Unit is part of a set of pilot instructional and assessment materials developed by NCEP for research purposes. NCEP's NSF-funded study investigated whether undergraduate students can improve their data analysis, critical thinking, and oral communication skills in a semester. The answer is yes! The materials here are presented as they were used in the study, but they also have been updated and adapted for those interested in using them in their own classroom. For the updated versions, please click on the "Lessons in Conservation: Student Learning Issue" in the Network Picks on the home page or visit ncep.amnh.org/linc. If you are interested in learning more about this project, please contact us at ncep@amnh.org.
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Burks, Romi, Nora Bynum, Denny Fernandez, Tom Langen, Joshua Linder, Douglas Ruby et Eleanor J. Sterling. Why is Biodiversity Important ? An Oral Communication Exercise. American Museum of Natural History, 2012. http://dx.doi.org/10.5531/cbc.ncep.0008.

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The main objective of this exercise is for students to understand why biodiversity is important. Students will conduct some bibliographic research to assess the value of a particular species and will then share these findings in class by giving a 5-minute presentation.
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Гарлицька, Т. С. Substandard Vocabulary in the System of Urban Communication. Криворізький державний педагогічний університет, 2018. http://dx.doi.org/10.31812/123456789/3912.

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The article is devoted to substandard elements which are considered as one of the components in the system of urban forms of communication. The Object of our research is substandard vocabulary, the Subject is structural characteristics of the modern city language, the Purpose of the study is to define the main types of substandard vocabulary and their role in the system of urban communication. The theoretical base of our research includes the scientific works of native and foreign linguists, which are devoted to urban linguistics (B. Larin, M. Makovskyi, V. Labov, T. Yerofeieva, L. Pederson, R. McDavid, O. Horbach, L. Stavytska, Y. Stepanov, S. Martos). Different lexical and phraseological units, taken from the Ukrainian, Russian and American Dictionaries of slang and jargon, serve as the material of our research. The main components of the city language include literary language, territorial dialects, different intermediate transitional types, which are used in the colloquial everyday communication but do not have territorial limited character, and social dialects. The structural characteristics, proposed in the article, demonstrate the variety and correlation of different subsystems of the city language. Today peripheral elements play the main role in the city communication. They are also called substandard, non-codified, marginal, non-literary elements or the jargon styles of communication. Among substandard elements of the city language the most important are social dialects, which include such subsystems as argot, jargon and slang. The origin, functioning and characteristics of each subsystem are studied on the material of linguistic literature of different countries. It is also ascertained that argot is the oldest form of sociolects, jargon divides into corporative and professional ones, in the structure of slangy words there are common and special slang. Besides, we can speak about sociolectosentrism of the native linguistics and linguemosentrism of the English tradition of slang nomination. Except social dialects, the important structural elements of the city language are also intermediate transitional types, which include koine, colloquialisms, interdialect, surzhyk, pidgin and creole. Surzhyk can be attributed to the same type of language formations as pidgin and creole because these types of oral speech were created mostly by means of the units mixing of the obtruded language of the parent state with the elements of the native languages.
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Cilliers, Jacobus, Brahm Fleisch, Janeli Kotzé, Nompumelelo Mohohlwane, Stephen Taylor et Tshegofatso Thulare. Can Virtual Replace In-person Coaching ? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa. Research on Improving Systems of Education (RISE), janvier 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2020/050.

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Virtual communication holds the promise of enabling low-cost professional development at scale, but the benefits of in-person interaction might be difficult to replicate. We report on an experiment in South Africa comparing on-site with virtual coaching of public primary school teachers. After three years, on-site coaching improved students' English oral language and reading proficiency (0.31 and 0.13 SD, respectively). Virtual coaching had a smaller impact on English oral language proficiency (0.12 SD), no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practices, and virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest technology itself was not a barrier to implementation, but rather that in-person contact enabled more accountability and support.
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Donaghey, S., S. Berman et N. Seja. More Than A War : Remembering 1914-1918. Unitec ePress, mai 2016. http://dx.doi.org/10.34074/emed.035.

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More Than a War: Remembering 1914-1918 presents a creative juxtaposition of digital platforms—a combination of audio, video, archival images, soundscapes, and social media, among others—to tell the stories from 1914–1918 a century later. Led by Sara Donaghey, Sue Berman and Nina Seja, the transmedia project brings together staff and students from Unitec Institute of Technology’s Department of Communication Studies and Auckland Libraries to provide a unique oral contribution to recording the history of Aotearoa New Zealand in The First World War.
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Gutierrez-Arias, Ruvistay, Gabriel Salgado-Maldonado, Viviana Vidal Ojeda, Paola Letelier Valdivia, Francisco Salinas-Barahona, Carmen Echeverría-Valdebenito et Pamela Seron. Frequency and assessment of swallowing disorders in adults on high-flow nasal cannula in critical and non-critical care settings. A scoping review protocol. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, novembre 2022. http://dx.doi.org/10.37766/inplasy2022.11.0078.

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Review question / Objective: i) What are the characteristics of the population undergoing high-flow nasal cannula (HFNC) in which swallowing disorders have been assessed? ii) What has been the programming used in HFNC when assessing swallowing disorders? iii) What assessment tools or scales have been used to assess swallowing disorders in adults undergoing HFNC? Background: HFNC has become a widely used respiratory support system, which has been shown to have positive effects in different populations. While facilitation of oral communication and feeding have been described as advantages, swallowing disorders have been postulated as potential complications.
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Kolgatin, Oleksandr H., Larisa S. Kolgatina, Nadiia S. Ponomareva et Ekaterina O. Shmeltser. Systematicity of students’ independent work in cloud learning environment. [б. в.], septembre 2019. http://dx.doi.org/10.31812/123456789/3247.

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The paper deals with the problem of out-of-class students’ independent work in information and communication learning environment based on cloud technologies. Results of appropriate survey among students of pedagogical university are discussed. The students answered the questions about systematicity of their learning activity and propositions for its improving. It is determined that the leading problems are needs in more careful instruction according to features of the task completing, insufficient experience in self-management, the lack of internal motivation. Most of all, students recommend to provide the tasks with detail instruction (oral or written) and to pay attention to careful planning the time that is necessary for full completion of the task. It is pointed that such complicated requirements can be satisfied only by complex use of information and communication technologies as well as the automated system of pedagogical diagnostics. Some requirements for management of students’ out-of-classroom independent work are formulated as a result of this discussion.
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Edwards, Cathleen. A comparative analysis of the expressive acquisition of locative and directional prepositions between severely-to-profoundly hearing impaired children utilizing total communication and the oral/aural approach. Portland State University Library, janvier 2000. http://dx.doi.org/10.15760/etd.5847.

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Lebedenko, Nataliia. Комунікативні дієслова в текстах новинних повідомлень (за матеріалами інформаційного агентства «Укрінформ»). Ivan Franko National University of Lviv, mars 2023. http://dx.doi.org/10.30970/vjo.2023.52-53.11743.

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The article is devoted to the analysis of communicative verbs. Scientists analyzed communicative verbs in artistic texts, in biblical texts, and fairy tales. But there are no scientific works on verbs of speech in the language of the media. The Ukrainian language has all the means by which you can create a concrete and imaginative informational text. It is the verbs that make the text come alive. These are action words that improve the orality of the text. The research is based on the materials of the Ukrinform information agency. Speech verbs from 10 news reports for December 3, 2022 were analyzed. A total of 30 lexemes were recorded. They occur in the texts 73 times. And make up 31.2% of all verbs and 3.6% of all words. All verbs are divided into 22 groups according to semantics. The most common is the group with the meaning “to inform,”. Etymologically, 7 lexemes have borrowed roots, the rest are Proto-Slavic in origin. With the help of communicative verbs, journalists convey various shades of meaning and quality of someone else’s speech in the texts of news reports. The lexemes of oral speech penetrate into the written network text as well, creating new forms and platforms of communication. Prospects for further research are that there is a need to study communicative verbs in the language of traditional and new media, to make a comparative analysis of their use in different types of media, to trace the etymological connections between lexemes for more thorough conclusions. Key words: speech verbs, communicative verbs, news reports.
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Robinson, M. T. Communications procedures for the ORNL Solid State Division Interactive Computer System. Office of Scientific and Technical Information (OSTI), mars 1986. http://dx.doi.org/10.2172/6137669.

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