Gotowe bibliografie tematyczne / Communicative

Gotowa bibliografia na temat „Communicative”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 20 lutego 2023

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Artykuły w czasopismach na temat "Communicative"

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Kapitan, Tetiana. "THE COMMUNICATIVE ORIENTATION OF THE EDUCATIONAL PROCESS IN THE TEACHING OF FOREIGN LANGUAGES". Academic Notes Series Pedagogical Science 1, nr 192 (marzec 2021): 77–80. http://dx.doi.org/10.36550/2415-7988-2021-1-192-77-80.

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Today there is an increase in the number of people willing to learn English, which is due to the desire to communicate fluently with foreigners, get an education abroad, read foreign literature, watch foreign channels, communicate online, find high-paying jobs in Ukraine and develop comprehensively. A well-developed personality has a better ability to learn something new, feels free and more confident in communicating with other people, as perfect command of English has recently become an integral skill of modern educated people. It is known that language knowledge and relevant speaking skills form the language competence of students; regional, country and linguistic knowledge - socio-cultural and sociolinguistic competence; speaking skills - speaking competence of students. All the types of competences form students' foreign language communicative competence, the development of which is especially important in foreign language teaching. The speed and quality of the formation of communicative competence largely depend on the level of the formation of students' general educational competence. Nowadays one of the dominant methods of foreign languages teaching is communicative. The main purpose of the communicative method is to teach students to communicate with interlocutors. This method harmoniously combines many methods and ways of teaching foreign languages, so it is the basis for the evolution of various educational methods. In the process of learning by this method, students develop communicative competence - the ability to use the language depending on the specific situation. They develop the skill of communication during the communication. According to this aspect, all the exercises and tasks must be communicatively justified by the lack of information, choice and reaction. Communicatively oriented learning task encourages students to work, because it evokes a sense of achievement, confidence, creates a joyful and pleasant atmosphere of learning, promotes a sense of responsibility, expands interests, ensures the use of information from other school subjects. The experience has shown that language material is easier to learn in this way than learning isolated words and grammar rules. The communicative approach is aimed at organizing the learning process, adequate to real communication, because it involves modeling the basic patterns of communication. Communicative (speaking) orientation means that when mastering speaking material (phonetics, vocabulary, grammar), the final step is to demonstrate how the speaking material intended for study can be used to achieve relevant communication in a foreign language.
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Sri Hardini, Zaini Munawir, Waridah. "AN ANALYSIS COMMUNICATIVE LANGUAGE TEACHING". JURNAL PENELITIAN PENDIDIKAN BAHASA DAN SASTRA 6, nr 2 (18.10.2021): 78–87. http://dx.doi.org/10.32696/jp2bs.v6i2.940.

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The title of this Independent Research is An analysis of communicative language teaching .The analysis that is carried out is focused only on the communication approach to students or pupils with various methods that will be given. The goal of Communicative Language Teaching is to have one’s students become communicatively competent. While this has been the stated goal of many of the other methods in the communicative approach the notion of what it takes to be communicatively competent is much expanded. Adherents of the communicative approach, which we will consider in this Analysis acknowledge that structures and vocabulary are important. However they feel that preparation for communication will be inadequate if only these are taught. Students may know the rules of language usage, but will be unable to use the language. When we communicate, we use the language to accomplish some function, such arguing, persuading, or promising. More over, we carry out these functions within a social context. A speaker will choose a particular way to express his argument not only based upon his intent and his level of emotion, but also on whom he is addressing and what his relationship with that person is. Furthermore, since communication is a process, it is sufficient for students to simply have knowledge of target language forms, meanings and functions. Students must be able to apply this knowledge in negotiating meaning. It is through the interaction between speaker and listener (or reader and writer) that meaning becomes clear. The listener gives the speaker feedbacks as to whether or not he understands what the speaker has said. In this way, the speaker can revise what he said and try to communicate his intend meaning again, if necessary.
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Baldanova, Evgeniya Anatol'evna, i Nataliya Bal'zhinimaevna Dondokova. "Language education: communicative tolerance as a component of communicative competence". Litera, nr 6 (czerwiec 2021): 1–8. http://dx.doi.org/10.25136/2409-8698.2021.6.35672.

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The subject of this research is language education as teaching a foreign language; the object of this research is the concepts "competency" and "competence". The authors consider the views of foreign and domestic scientists and researchers on the content of the categories "competency" and "competence", and conduct comparative analysis. Particular attention is paid to the elements of the key competencies, namely communication competence. Analysis is conducted on aspects as "communicative competence" and "communicative tolerance". Communicative competence includes not only the command of languages, but also mastering various social roles in the team and the ability to communicate. The author emphasizes the role of the "Foreign languages" discipline in the formation of communicative competence and communicative tolerance of students . The conclusion is made that communicative tolerance is the component of communicative competence. It is necessary to purposefully cultivate communicative competence in students, as the communicative readiness for tolerant communication with the interaction partners. Teaching students a foreign language form communicative competence aimed at mastering the ability of students to communicate tolerantly. The scientific novelty lies in the statement that communicative competence includes not only the command of languages, but also mastering various social roles in the team and students' skill of tolerate communication. The proposed analysis will be of interest to the scientists dealing with the nature of the categories "competency" and "competence".
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Benda, Natalie C., Rollin J. Fairbanks, D. Jeffrey Higginbotham, Li Lin i Ann M. Bisantz. "Observational study to understand interpreter service use in emergency medicine: why the key may lie outside of the initial provider assessment". Emergency Medicine Journal 36, nr 10 (18.07.2019): 582–88. http://dx.doi.org/10.1136/emermed-2019-208420.

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ObjectiveTo characterise the use of interpreter services and other strategies used to communicate with limited English proficient (LEP) patients throughout their emergency department visit.MethodsWe performed a process tracing study observing LEP patients throughout their stay in the emergency department. A single observer completed 47 hours of observation of 103 communication episodes between staff and nine patients with LEP documenting the strategy used to communicate (eg, professional interpreter, family member, own language skills) and duration of conversations for each communicative encounter with hospital staff members. Data collection occurred in a single emergency department in the eastern USA between July 2017 and February 2018.ResultsThe most common strategy (per communicative encounter) was for the emergency department staff to communicate with the patient in English (observed in 29.1% of encounters). Total time spent in communicating was highest using telephone-based interpreters (32.9% of total time spent communicating) and in-person interpreters (29.2% of total time spent communicating). Communicative mechanism also varied by care task/phase of care with the most use of interpreter services or Spanish proficient staff (as primary communicator) occurring during triage (100%) and the initial provider assessment (100%) and the lowest interpreter service use during ongoing evaluation and treatment tasks (24.3%).ConclusionsEmergency department staff use various mechanisms to communicate with LEP patients throughout their length of stay. Utilisation of interpreter services was poorest during evaluation and treatment tasks, indicating that this area should be a focus for improving communication with LEP patients.
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Puppel, Stanisław. "Komunikator ustny jako performer właściwie ułożony i właściwie licencjonowany w przestrzeni publicznej". Studia Rossica Posnaniensia, nr 39 (23.02.2016): 315–22. http://dx.doi.org/10.14746/strp.2014.39.31.

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The present essay expresses the view that a human communicating agentwho performs orally in the public space must be properly communicatively aligned and properly licensed in order to achieve communicative success. Communicative alignment and communicative licensing are manifestations of the principle of communicative alignment and the principle of communicative licensing, respectively. The two principles are assumed to act synergistically in both successful and unsuccessful communicative practices.
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Al-Qahtani, Abdul Mohsen. "The relationship between school principals communicative behavior, job satisfaction and willingness to collaborate: Head of Educational Departments perceptions". Journal of Educational and Psychological Studies [JEPS] 2, nr 2 (1.06.2008): 51–99. http://dx.doi.org/10.53543/jeps.vol2iss2pp51-99.

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This study aimed at exploring the relationship between the educational leaders’ communicative behavior (communication immediacy and communicative competence) and job satisfaction, communication satisfaction, and willingness to communicate as; perceived by department heads'. It also examined the effect of willingness to communicate as a personality trait on job satisfaction and communication satisfaction. The sample comprised 272 head of departments (132 males & 143 females). The results showed a statistically significant positivel relationship between educational leaders’ communicative behaviors and the level of job satisfaction, communication satisfaction, and willingness to collaborate.
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Al-Qahtani, Abdul Mohsen. "The relationship between school principals communicative behavior, job satisfaction and willingness to collaborate: Head of Educational Departments perceptions". Journal of Educational and Psychological Studies [JEPS] 2, nr 2 (1.06.2008): 51. http://dx.doi.org/10.24200/jeps.vol2iss2pp51-99.

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This study aimed at exploring the relationship between the educational leaders’ communicative behavior (communication immediacy and communicative competence) and job satisfaction, communication satisfaction, and willingness to communicate as; perceived by department heads'. It also examined the effect of willingness to communicate as a personality trait on job satisfaction and communication satisfaction. The sample comprised 272 head of departments (132 males & 143 females). The results showed a statistically significant positivel relationship between educational leaders’ communicative behaviors and the level of job satisfaction, communication satisfaction, and willingness to collaborate.
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Кошлякова i Mariya Koshlyakova. "Communicative image". Modern Communication Studies 1, nr 1 (12.11.2012): 0. http://dx.doi.org/10.12737/78.

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Communicative image is a system of interrelated verbal and non-verbal expressive means which influence the communicating audience. Image strategies are associated with the construction of the behavioral pattern which will succeed in the target of communication with a predictable effect.
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Xiao, Tan. "Essence and Structure of the Formation of Communicative Competence of Students". Professional Education: Methodology, Theory and Technologies, nr 8 (21.12.2018): 225–37. http://dx.doi.org/10.31470/2415-3729-2018-8-225-237.

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The article reveals the peculiarities of formation of students’ communicative competence in the professional training process, which involves the formation of their communicatively meaningful personality traits, a pronounced humanistic tendency to communicate with pupils, the possession of a system of integrated professional- speech skills and communicative qualities. The author defines the essence of the concept of «communicative competence of students» as a process and the result of professional training on the ability to subject-subjective interaction with colleagues of preschool age, which contains a complex of communication knowledge, skills and abilities. The benefit of the study is that a great attention is focused on creating the favorable conditions for the implementation of interpersonal communication in future professional activities. The author of the article has made a conclusion that the analysis of scientific literature gives grounds to assert that the formation of students’ communicative competence is understood by us as a process and the result of professional training on the ability to subject-subject interaction with colleagues and children of preschool age, which contains a complex of communication knowledge, skills and abilities. The author has also identified the components of the structure of the communicative competence formation, which include: motivational-cognitive (comprehension of the multifaceted personality, understanding of its desires; requirement and motives; positive attitude towards colleagues; feeling of community with the team); content (knowledge of norms and rules of communication and interaction, knowledge of ways to resolve conflicts); reflexive (effective use of communicative knowledge, skills and abilities that regulate the communication process, ability to collaborate in joint activities and communication with colleagues, use of constructive ways of resolving conflicts). The author of the article believes that the determining the essence and components of the formation of students’ communicative competence will provide an opportunity to substantiate and develop the technology of forming the communicative competence of students in the process of professional training and its implementation in the educational process of H. S. Skovoroda Kharkiv National Pedagogical University.
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Millrood, R. P., i I. R. Maksimova. "Communicative competence or communicative readiness of language learners for communication". Yazyk i kul'tura, nr 38 (1.06.2017): 250–68. http://dx.doi.org/10.17223/19996195/38/17.

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Rozprawy doktorskie na temat "Communicative"

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He, Peng. "Chinese lawmaking : from non-communicative to communicative". Thesis, University of Edinburgh, 2012. http://hdl.handle.net/1842/6421.

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In this thesis I will discuss and criticize different legitimation for lawmaking, including ancient and contemporary Chinese theories, and Western representative perspectives on lawmaking. I will disclose disadvantages of Chinese lawmaking system. As a new research project of Chinese law, I argue that both the traditional and contemporary Chinese lawmaking lacked elements of communication. The top-down lawmaking mode was the reality as well as the dominant theoretical justifications of legislation in China. I believe that the top-down lawmaking mode in China was insufficient in its justifications for legitimacy; neither was it beneficial for increasing the degree of individual freedom and rights. Therefore it is better to absorb positive Western lawmaking elements, especial taking a shift from a non-communicative mode to a more interactive and cooperative mode. Western theories of lawmaking could contribute to Chinese future legal reform. Theories of disagreement and individual freedom have positive contributions to this proposed change. After my introduction and analysis of Western theories, I attempted to escape from pure theoretic discussion about law and legality, and try to provide a practical application of communicative lawmaking in China. Relying on the contributions of Western lawmaking theories, but at the same time realizing their difficulties in their application in Chinese contexts, I believe that Confucianism, a Chinese philosophy of love and law could contribute to a discourse theory of lawmaking. The core of Confucianism, Ren (‘仁’ , loving the people, humanism) provided a possible theoretical background for a discourse theory. Professor Bankowski’s argument for the interplay of law and love, the inside and the outside systems, also initiated a debate for the communicative decision-making, and is thus employed to solve the difficulty of applying Western theories into Chinese contexts. The ‘appropriate’ lawmaking in this thesis refers to a communicative lawmaking mode, in contrast to the non-communicative mode that defended by Chinese legalism and contemporary justifications of lawmaking. I attempt to introduce this interactive and cooperative lawmaking structure to balance individual rights and state interests. This structure would go against the grain of the traditional top-down legislation. In this new structure individuals’ voice could be heard and paid attention to, which is a system of achieving Ren ( humanism).
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Beeby, Laura. "Communicative injustice". Thesis, University of Sheffield, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.575138.

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In this thesis I explore the idea of communicative injustice. That is, I consider the thought that some of our communicative practices are so vital to our flourishing existence as human persons that we suffer an injustice in certain circumstances when these practices fail. For instance, sometimes the ability to successfully communicate consent or refusal means the difference between maintaining authority over our bodies and becoming victims of rape and assault. Sometimes the ability to communicate successfully about an experience like sexual harassment means the difference between vulnerability to confusion, self-doubt, and further injustice and the ability to understand and combat that injustice from a situation of relative epistemic security. I argue that there are conditions under which we should be able to communicate certain things, and that sometimes an inability to communicate constitutes an injustice. That is, under my account, a person may become a victim of injustice when certain kinds of communication become impossible for her.
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Hagemeier, Nicholas E. "Communicative Behavior". Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/1488.

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Book Summary: This outstanding resource guide for students and young adults provides an introduction to the history of prescription drug abuse that explains how this problem has arisen and examines the social, political, economic, and health issues associated with prescription drug abuse in modern society. • Explains the dangers associated with the use of prescription drugs for nonmedical purposes • Provides a detailed introduction for readers seeking to learn about the topic of prescription drug abuse and serves as an research tool for school projects • Includes thought-provoking perspective essays from individuals involved in the discussion of how to address prescription drug abuse • Supplies primary source documents in the form of excerpts from laws, administrative rulings, and court cases regarding prescription drug abuse as well as a glossary of key terms used in discussing the topic of prescription drug abuse
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Rodwell, James. "'Kierkegaard's Communicative Practice'". Thesis, University of Essex, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.485492.

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This thesis aims to read Kierkegaard's work, and iIi 'particular the Postscript, under his own assessment of his writing as communication.This way of reading Kierkegaard has, I argue, been neglected in the predominant strands of secondary commentary, namely, blunt readings and deconstructive readings that typically take Kierkegaard's communicative work as subsidiary to his theoretical contributions. By building upon the recent works of Conant atf
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Wikman, Jonas. "Simulation of communicative behavior /". Luleå, 2004. http://epubl.luth.se/1402-1544/2004/30.

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Borges-Méndez, Ramón. "Dudley : a communicative project". Thesis, Massachusetts Institute of Technology, 1988. http://hdl.handle.net/1721.1/71406.

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Morozova, Iryna Anatoliivna, Ирина Анатольевна Морозова i Ірина Анатоліївна Морозова. "Procedures of communicative teaching". Thesis, Видавництво СумДУ, 2010. http://essuir.sumdu.edu.ua/handle/123456789/4279.

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The guiding principle of communicative methodology is that learners need a purpose for listening, speaking, reading, and writing. Presenting an activity as “something we are going to do today” is not purposeful enough. The students must have a reason for participating, and all activities must be relevant to the students’ lives. Communicative activities give the students a higher level of motivation to learn the language. The ultimate goal in this method is to communicate with others. The principal reason one learns a language is to be able to communicate with others. Communicative activities provide the students with a great number of opportunities to develop positive relationships with other students and with the teacher. The following are three communicative teaching procedures, which can be organized into various activities and to which a variety of relevant materials and subjects can be applied. When you are citing the document, use the following link http://essuir.sumdu.edu.ua/handle/123456789/4279
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Huang, Yuan. "Family Communication Patterns, Communication Apprehension and Soci-Communicative Orientative Orientation: A Study of Chinese Students". University of Akron / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=akron1279326521.

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Fullwood, Christopher. "Video-mediated communication : psychological and communicative implications for advice on good practice". Thesis, University of Stirling, 2003. http://hdl.handle.net/1893/932.

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This thesis investigates whether certain practices improve the use of video-mediated communication; specifically video-mediated gazing (the act of looking directly into the camera) and face-to-face familiarisation prior to video-mediated meetings. This is done through comparisons of conditions where such practices are employed and control conditions. The successful adoption of these practices is assessed using a multi-level approach: investigating the communicative process, participant perceptions and task outcome. Participant perceptions are directed towards assessing the media, assessing other participants using the media, perceptions of task performance and communicative success, and perceptions of social co-presence. In cases where task outcome is assessed, an objective measurement of performance is taken. Communicative process is assessed through investigating participants use of gazing behaviour and verbal aspects of process: for example turn length, dialogue length and the numper of interruptions. Verbal aspects of process are also measured using Conversational Games analysis, where the functions of participants' utterances are assessed. The results show that participants who gaze at the camera are perceived more favourably. Accompanying speech with video-mediated gazing also results in improved recall of information. Face-to-face familiarisation alters participant perceptions of others using the media and feelings of social co-presence. It is concluded that for certain applications (specifically social tasks) and with an appropriate level of training (specifically with the use of video-mediated gazing) the use of such strategies benefits video-mediated communication.
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Zahav, Aviva Even. "Nutritional needs of communicative patients and patients with impaired communication in Israel". Thesis, Anglia Ruskin University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.443485.

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Książki na temat "Communicative"

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Management communication: Communicative ethics and action. New York: Palgrave Macmillan, 2008.

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Pieterse, H. J. C. Communicative preaching. Pretoria: University of South Africa, 1987.

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Hepp, Andreas, Andreas Breiter i Uwe Hasebrink, red. Communicative Figurations. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-65584-0.

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Shipley, Kenneth G., i Julie G. McAfee. Communicative Disorders. Boston, MA: Springer US, 1992. http://dx.doi.org/10.1007/978-1-4899-6641-4.

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Hung, Tzu-Wei, red. Communicative Action. Singapore: Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-4585-84-2.

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Kihlström, Anita. Communicative Legitimacy. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-54949-7.

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He, Peng. Chinese Lawmaking: From Non-communicative to Communicative. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-642-39507-9.

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Schwartz, Howard D. A primer on communication and communicative disorders. Boston: Pearson Education, Inc., 2012.

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A primer on communication and communicative disorders. Boston: Pearson Education, Inc., 2012.

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Communicative American English. Lincolnwood, Ill: National Textbook Co., 1992.

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Części książek na temat "Communicative"

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Bøttcher, Louise, i Jesper Dammeyer. "Communication and Communicative Aids". W Development and Learning of Young Children with Disabilities, 155–69. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39114-4_8.

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Thomassen, Niels. "Communicative Power". W Communicative Ethics in Theory and Practice, 81–118. London: Palgrave Macmillan UK, 1992. http://dx.doi.org/10.1007/978-1-349-22162-2_4.

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Thomassen, Niels. "Communicative Solidarity". W Communicative Ethics in Theory and Practice, 197–222. London: Palgrave Macmillan UK, 1992. http://dx.doi.org/10.1007/978-1-349-22162-2_8.

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Kihlström, Anita. "Communicative Legitimacy". W Communicative Legitimacy, 29–72. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-54949-7_3.

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Havstam, Christina, i Anette Lohmander. "Communicative Participation". W Cleft Palate Speech: Assessment and Intervention, 305–15. West Sussex, UK: John Wiley & Sons, Ltd., 2013. http://dx.doi.org/10.1002/9781118785065.ch17.

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Kopecek, Ivan, i Radek Oslejsek. "Communicative Images". W Smart Graphics, 163–73. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-22571-0_19.

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Austin, Sarita. "Communicative Functions". W Encyclopedia of Autism Spectrum Disorders, 1–2. New York, NY: Springer New York, 2017. http://dx.doi.org/10.1007/978-1-4614-6435-8_964-3.

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Bomann-Larsen, Lene. "Communicative Revisionism". W Moral Responsibility, 141–60. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1878-4_9.

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Austin, Sarita. "Communicative Functions". W Encyclopedia of Autism Spectrum Disorders, 751–52. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_964.

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Bennett, Michael. "Communicative Rationality". W The Purpose of Counselling and Psychotherapy, 11–36. London: Macmillan Education UK, 2005. http://dx.doi.org/10.1007/978-1-137-16538-1_2.

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Streszczenia konferencji na temat "Communicative"

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M. Gallant, Linda, Gloria M. Boone i Gregg Almquist. "Wireless Organizational Communication: A Framework for Communicative Informatics". W 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2709.

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As mobile communication becomes more pervasive, there is an increasing need to study the potential uses of wireless organizational communication. The difficulty in analyzing information and communication technology (ICT) in organizational communication is the unintentional split between information processes perspectives and human communication perspectives in the discussions of workplace technology. By merging two constructs, organizational informatics and organizational sensemaking, this paper develops a communicative organizational informatics (COI) framework, which provides a robust perspective on how people communicate through the uses of technology in organizational settings. This communicative informatics framework offers a powerful lens to study the meanings, understandings, uses and gratifications, and potentials of technology in organizations and how it can facilitate workplace communication. A COI analysis of a personal digital assistant (PDA), a Palm VII, with a live wireless connection to a company sales database is examined by applying a usability testing methodology.
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LI, YUANTING. "THE CULTIVATION OF INTERCULTURAL COMMUNICATION TALENTS IN SINO-FOREIGN COOPERATIVE EDUCATION". W 2021 INTERNATIONAL CONFERENCE ON ADVANCED EDUCATION AND INFORMATION MANAGEMENT (AEIM 2021). Destech Publications, Inc., 2021. http://dx.doi.org/10.12783/dtssehs/aeim2021/36007.

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Abstract. The study mainly explores the main characteristics, existing problems and corresponding solutions of Sino-foreign cooperative education in cultivating intercultural communication talents. It adopts exploratory analysis and case studies through data collected principally from QMUL Engineering School, NPU and Glasgow College, UESTC. It is found that students in Sino-foreign cooperative education have strong intercultural communication competence since they have: 1) a good master of foreign language; 2) more opportunities to communicate and exchange with foreigners; 3) strong acceptance towards multi-cultures; 4) strong initiative and practical-ness to work or study abroad. However, problems and challenges exist, such as poor language output, superficial intercultural communication and unstable intercultural communicative approach. It is suggested to adopt diversified assessment modes, create an intercultural communicative environment and build an intercultural assistant mechanism to comprehensively promote the cultivation of intercultural communication talents in Sino-foreign cooperative education.
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Shulga, E. N. "Communicative-anthropological rationality and social communication". W ТЕНДЕНЦИИ РАЗВИТИЯ НАУКИ И ОБРАЗОВАНИЯ. НИЦ «Л-Журнал», 2018. http://dx.doi.org/10.18411/lj-12-2018-07.

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MAROCCO, DAVIDE, i STEFANO NOLFI. "EMERGENCE OF COMMUNICATION IN EMBODIED AGENTS: CO-ADAPTING COMMUNICATIVE AND NON-COMMUNICATIVE BEHAVIOURS". W Proceedings of the Ninth Neural Computation and Psychology Workshop. WORLD SCIENTIFIC, 2005. http://dx.doi.org/10.1142/9789812701886_0017.

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Ezhil Mary, E. Sugantha, i Dr J. R. Nirmala. "Communicative Language Teaching Enhances Communicative Competence". W Annual International Conference on Language, Literature & Linguistics. Global Science & Technology Forum (GSTF), 2012. http://dx.doi.org/10.5176/2251-3566_l312166.

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Link, Samantha, Sandeep Krishnakumar i Jessica Menold. "Evaluating the Effect of Project Frame on Communicative Patterns in Capstone Design Pitches". W ASME 2022 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2022. http://dx.doi.org/10.1115/detc2022-91229.

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Abstract Effective communication is an integral part of engineering design and leads to successful design outcomes. While there have been extensive calls to equip novice designers with effective communication skills, there is only a limited body of work that has attempted to characterize the communication patterns of novice designers, particularly when engaging with external audiences. This work seeks to characterize how the project type, or the nature of design problem, shapes the communicative patterns of novice designers when communicating design outcomes to external audiences. Presentations of design solutions from 46 teams were collected at the end of a semester-long capstone design program. These presentations were then characterized as industry- and human-centered projects. Analysis was conducted using topic modeling and Linguistic Inquiry and Word Count analysis to identify differences in linguistic patterns of novice designers between the two project types. Contrary to prior findings, no significant differences were found, implying that the communication patterns of novice designers are not affected by the type of project (or design problem being solved).
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Gavra, Dmitrii P., i Vladislav V. Dekalov. "Communicative capitaland communicative exploitation in digital society". W 2018 IEEE Communication Strategies in Digital Society Workshop (ComSDS). IEEE, 2018. http://dx.doi.org/10.1109/comsds.2018.8354957.

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Rathnam i Andreas Birk. "Distributed Communicative Exploration under underwater communication constraints". W 2011 IEEE International Symposium on Safety, Security, and Rescue Robotics (SSRR). IEEE, 2011. http://dx.doi.org/10.1109/ssrr.2011.6106767.

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Lola, Galina N. "Design Of Communicative Event: The “Communicative Navigation” Method". W 11th International Scientific and Theoretical Conference - Communicative Strategies of Information Society. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.03.02.54.

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Kuteneva, I. E. "USING A CONTEXTUAL-COMMUNICATIVE APPROACH IN PREPARING FUTURE MANAGERS FOR INTERCULTURAL COMMUNICATION". W THEORETICAL AND APPLIED ISSUES OF LINGUISTIC EDUCATION. KuzSTU, 2020. http://dx.doi.org/10.26730/lingvo.2020.145-150.

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The article gives definitions of concepts: context, professional context, contextual learning, communicative approach, manager, management and intercultural communication. The classification of contexts is given. Types of professional context are indicated. The idea and principles of contextual learning are described. The basic unit of the content of education and the basic unit of student activity in contextual learning are considered. The implementation order and the idea of contextual learning are indicated. Learning models are listed. The requirements of contextual learning are described. The purpose of the communicative approach is indicated. A brief historiography of the communicative approach is considered. The main task, principles and advantage of the communicative approach are described. The points of genuine communicativeness in language teaching and the principles of a communicative approach are considered. The functions and roles of the manager in the organization are described, the qualities of the manager are listed. The object and task of management are indicated.
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Raporty organizacyjne na temat "Communicative"

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Shope, Virginia C. Communicative Arts. A Selected Bibliography. Fort Belvoir, VA: Defense Technical Information Center, czerwiec 2001. http://dx.doi.org/10.21236/ada395159.

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ARMY WAR COLL LIBRARY CARLISLE BARRACKSPA. Communicative Arts. A Selected Bibliography. Fort Belvoir, VA: Defense Technical Information Center, czerwiec 2002. http://dx.doi.org/10.21236/ada406030.

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Shope, Virginia C. Communicative Arts. A Selected Bibliography. Fort Belvoir, VA: Defense Technical Information Center, czerwiec 1994. http://dx.doi.org/10.21236/ada281709.

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Shope, Virginia C. Communicative Arts: A Selected Bibliography. Fort Belvoir, VA: Defense Technical Information Center, czerwiec 2003. http://dx.doi.org/10.21236/ada415667.

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ARMY WAR COLL CARLISLE BARRACKS PA. Communicative Skills: A Selected Bibliography. Fort Belvoir, VA: Defense Technical Information Center, czerwiec 1992. http://dx.doi.org/10.21236/ada253578.

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Shope, Virginia C. Communicative Arts: A Selected Bibliography. Fort Belvoir, VA: Defense Technical Information Center, czerwiec 1995. http://dx.doi.org/10.21236/ada296504.

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ARMY WAR COLL CARLISLE BARRACKS PA. Communicative Arts: A Selected Bibliography. Fort Belvoir, VA: Defense Technical Information Center, sierpień 1993. http://dx.doi.org/10.21236/ada268210.

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Gilman, Todd. Communicative Action as Feminist Epistemology. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.6782.

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ARMY WAR COLL CARLISLE BARRACKS PA. Communicative Skills: A Selected Bibliography. Revised. Fort Belvoir, VA: Defense Technical Information Center, czerwiec 1991. http://dx.doi.org/10.21236/ada239138.

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del Amo, IA, A. Letamendia i J. Diaux. New communicative resistances: the rebellion of the ACAPD. Revista Latina de Comunicación Social, RLCS, maj 2014. http://dx.doi.org/10.4185/rlcs-2014-1013en.

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