Artykuły w czasopismach na temat „Communicative knowing”
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Rona Merita i Sony Eko Adisaputro. "Knowing Communication Strategy for Better Communication". J-KIs: Jurnal Komunikasi Islam 2, nr 2 (31.12.2021): 137–46. http://dx.doi.org/10.53429/j-kis.v2i2.336.
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Nowadays, the importance of communication is undeniable. In oral communication, the learners employ speaking skills which requires the mastery of communication strategies in order to solve the communication problems which they found during oral communication and to get across the communicative goals to the interlocutors. Unfortunately, speaking is still considered one of the most difficult skills to be acquired by English language learners. English learners need more practices and also strategies in communication. In addition, communication ability also influenced by some factors such as target language proficiency, learning and communicating contexts, task types, gender differences and learners’ personality. Driven by this condition, this paper is aimed to discuss theoretical framework about communication strategies and its development since firstly proposed by Tarone (1977). This paper is beneficial for English language practitioner and English language learners, ELT researcher as well.
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Woodfield, Casey L., i Justin E. Freedman. "Barriers to Knowing and Being Known: Constructions of (In)competence in Research". Research Articles 28, nr 2 (25.10.2021): 177–95. http://dx.doi.org/10.7202/1082924ar.
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In this paper, we examine the barriers to, and possibilities of, recognizing individuals labelled intellectually disabled as producers and contributors to knowledge about their experiences. Through engaging perspectives within the fields of philosophy of education and disability studies, we examine contrasting research about the use of facilitated communication, an augmentative and alternative communication technique for teaching people with disabilities to communicate through pointing, or typing with support provided by a communication partner. We examine how researchers impose demands for the scientific validation of facilitated communication and use such demands to discredit autistic people identified with intellectual disabilities in their attempts to be recognized as knowers and producers of knowledge. Our analysis calls into question whether self-imposed limitations on contemporary knowledge production render educational research (in)capable of accepting forms of evidence that will facilitate the agency of those labelled or regarded as intellectually disabled and (in)capable of providing consumers of educational research access to knowledge that reflects the wide range of communicative, neurocognitive , and intellectual diversity in schools and communities.
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Mishchuk, Inna, i Victoria Yushak. "FORMATION OF ENGLISH COMMUNICATIVE COMPETENCE OF HIGHER EDUCATIONAL ESTABLISHMENTS STUDENTS". Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, nr 11(79) (29.09.2021): 210–12. http://dx.doi.org/10.25264/2519-2558-2021-11(79)-210-212.
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Nowadays it is necessary to find effective techniques of teaching foreign languages. The article studies the ways of formation the English communicative competence of the Phylology students of higher educational establishments. Approaches to the definition of the notion of communicative competence, its contents and structure are considered. Communicative language teaching is understood as a set of principles about the goals of language teaching, how learners learn a language, the kinds of classroom activities that best facilitate learning, and the roles of teachers and learners in the classroom. It is defined that the process of teaching students in higher educational establishments should be organized on the basis of the communicative approach: knowledge of English depends on the competence and ability to use it depending on the situation. It is stated that the communicative approach to learning increases the students’ motivation to acquire a foreign language and improves the efficiency of teaching. Communicative competence includes the following aspects of language knowledge: knowing how to use language for a range of different purposes / functions and vary the use of language according to the setting and the participants; knowing how to produce and understand different types of texts and how to maintain communication despite having limitations in one’s language knowledge (e.g., through using different kinds of communication strategies). The students want to master English to a higher level of accuracy and fluency to improve their further communicative skills in order to effectively carry out communication in the foreign language.
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de Ruiter, Jan Peter, Matthijs L. Noordzij, Sarah Newman-Norlund, Roger Newman-Norlund, Peter Hagoort, Stephen C. Levinson i Ivan Toni. "Exploring the cognitive infrastructure of communication". Experimental Semiotics 11, nr 1 (4.03.2010): 51–77. http://dx.doi.org/10.1075/is.11.1.05rui.
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Human communication is often thought about in terms of transmitted messages in a conventional code like a language. But communication requires a specialized interactive intelligence. Senders have to be able to perform recipient design, while receivers need to be able to do intention recognition, knowing that recipient design has taken place. To study this interactive intelligence in the lab, we developed a new task that taps directly into the underlying abilities to communicate in the absence of a conventional code. We show that subjects are remarkably successful communicators under these conditions, especially when senders get feedback from receivers. Signaling is accomplished by the manner in which an instrumental action is performed, such that instrumentally dysfunctional components of an action are used to convey communicative intentions. The findings have important implications for the nature of the human communicative infrastructure, and the task opens up a line of experimentation on human communication.
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Meppem, Tony, i Simon Bourke. "Different ways of knowing: a communicative turn toward sustainability". Ecological Economics 30, nr 3 (wrzesień 1999): 389–404. http://dx.doi.org/10.1016/s0921-8009(99)00053-1.
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Iverson, Joel O., i Robert D. McPhee. "Communicating Knowing Through Communities of Practice: Exploring Internal Communicative Processes and Differences Among CoPs". Journal of Applied Communication Research 36, nr 2 (maj 2008): 176–99. http://dx.doi.org/10.1080/00909880801923738.
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Дубинский i Vladimir Dubinskiy. "The Teaching of Non-verbal Language of Germans". Modern Communication Studies 4, nr 1 (17.02.2015): 29–35. http://dx.doi.org/10.12737/7776.
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The author aims at demonstrating non-verbal means of communication in the German language as well as showing the way they are used in everyday life and the specifics of teaching them further cross-cultural communication with Germans. Knowing non-verbal means of communication typical of native speakers means broadening the general knowledge of the student of the language and developing an active communicative approach to speech interaction.
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Sadiku, Alisa. "Improving non-native English students' communicative competence and collaboration skills through Virtual Simulations". International Journal of Business & Technology 5, nr 1 (1.11.2016): 1–4. http://dx.doi.org/10.33107/ijbte.2016.5.1.02.
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Knowing how to communicate in the target language is the main goal of most language learners. Furthermore, it is very challenging for teachers to bring real world communication experiences in classroom settings where English is not the native language. Hence, in this paper I explore the role of virtual simulations in promoting communicational and collaboration opportunities to non-native speakers of English. In my research, I describe how virtual worlds improve communicative and collaborative skills of non-native speakers of English. Moreover, I investigate how virtual worlds can create a learner centered environment where students take control of their own language production. And third, I explore how the affordances of virtual worlds can enhance non-native English students’ communication and collaboration by engaging them in contextual and authentic environment.
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Hillman, Thomas, i Roger Säljö. "Learning, knowing and opportunities for participation: technologies and communicative practices". Learning, Media and Technology 41, nr 2 (2.04.2016): 306–9. http://dx.doi.org/10.1080/17439884.2016.1167080.
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Дубинский i Vladimir Dubinskiy. "Kinema. Nonverbal language in a mimicry, a pose, behavioural manners". Modern Communication Studies 3, nr 4 (15.08.2014): 17–21. http://dx.doi.org/10.12737/5397.
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The author aims at demonstrating non-verbal means of communi- cation in the German language as well as showing the way they are used in everyday life and the specifics of teaching them further cross-cultural communication with Germans. Knowing non-verbal means of communication typical of native speakers means broadening the general knowledge of the student of the language and developing an active communicative approach to speech interaction.
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Glover-Rijkse, Ragan. "Mobilized networked infrastructures: Implications for action, space, and knowledge". Mobile Media & Communication 7, nr 3 (wrzesień 2019): 380–94. http://dx.doi.org/10.1177/2050157919855109.
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Networked infrastructures support the flows of information and communication. While traditional conceptions of networked infrastructures render them necessarily immobile and centralized, this article rethinks the concept of networked infrastructures to instead consider their mobility. In doing so, this article conceptualizes mobilized networked infrastructures (MNIs) and examines their implications in three sections: Forms of Action, Production of Networked Space, and Ways of Knowing. The Forms of Action section indicates that, over time, MNIs have allowed for new spaces and practices of communicative mobility. The Production of Networked Space section considers the speculative potential for MNIs to deterritorialize networked space, but argues that MNIs often reinforce already networked spaces and reterritorialize deterritorialized networked space. Finally, the Ways of Knowing section examines the mobility of networked infrastructures as a new way of knowing by allowing the tracking of infrastructural mobilities in addition to, and in concert with, the tracking of human and nonhuman actors.
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Nurjannah, Noviani, Gin Gin Gustine i Ahmad Bukhori Muslim. "Preparing Bilingual NinDigging up EFL Teacher’s Instructional Strategies to Create Sustainable Communicative Language Teaching (CLT) Environment". Al-Madrasah: Jurnal Pendidikan Madrasah Ibtidaiyah 7, nr 1 (6.01.2023): 1. http://dx.doi.org/10.35931/am.v7i1.1341.
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<p>Pervasive power of English communication has led several reforms in education system for nations all over the world, no exception Indonesia. The reforms cover the integration of English communication skill as life skill into curriculum which familiarly has been introduced as twenty century skills called as 4Cs skills integration. This study revealed the EFL teacher’s instructional strategies in creating communicative teaching and learning by using conceptual framework of Communicative Language Teaching (CLT). Case study qualitative research design is employed to answer research questions. The respondents are bilingual ninth grade teacher and school pricipal. To collect data, this study uses semi structured interview, observation and document analysis. The interview was aimed at knowing the EFL teacher’s instructional strategies in creating communicative teaching and learning environment. The collected data were then supported by observation and document analysis. The result of this study revealed that EFL teacher uses several instructional strategies to create communicative teaching and learning environment including role play, games, map-reading, surveys, presentation and the other kinds of classroom activities.</p>
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Ilie, Oana-Antonia, i Ileana-Gentilia Metea. "Empathic And Assertive Communication. Efficient Communication Developments". International conference KNOWLEDGE-BASED ORGANIZATION 21, nr 1 (1.06.2015): 214–17. http://dx.doi.org/10.1515/kbo-2015-0035.
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Abstract We are always confronted with situations in which prevailing socially is strictly a matter of conversational technique. First, empathy and the mirroring of the other's emotional states and gestures is a must of efficient communication. Secondly, in order to prevent conflict situations one must learn to communicate assertively. Empathic communication is the ability or talent of knowing what other people feel and is essential when we want to produce or generate feedback. Assertive communication refers to the ability to express feelings and choices in a way that the self-esteem and feelings of others are not affected. A person who has these communicative competences will know to express wishes and feelings, to refuse and express opinions without offending the others, while maintaining a favorable impression and self-control.
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Dubinskiy, Vladimir. "Studying Body Language Through TV Programmes – Deutsche Welle". Scientific Research and Development. Modern Communication Studies 3, nr 6 (17.12.2014): 25–29. http://dx.doi.org/10.12737/7160.
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In this issue we are starting to publish the research paper presented by V.I. Dubinskiy. The author aims at demonstrating non-verbal means of communi- cation in the German language as well as showing the way they are used in everyday life and the specifics of teaching them further cross-cultural communication with Germans. Knowing non-verbal means of communication typical of native speakers means broadening the general knowledge of the student of the language and developing an active communicative approach to speech interaction.
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Bosnar-Valković, Brigita. "ORAL AND WRITTEN COMMUNICATIVE PATTERNS IN ENGLISH LANGUAGE TEACHING (ELT) FOR THE HOTEL AND TOURISM INDUSTRY". Tourism and hospitality management 9, nr 1 (2003): 191–206. http://dx.doi.org/10.20867/thm.9.1.18.
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Regarding language as more than simply a system of rules, we need to distinguish between knowing various grammatical rules and being able to use the rules effectively and appropriately when communicating. This view has underpinned communicative language teaching which is a very important component of the English teaching material used with our students. It should be emphasized that communicative language teaching in the field of the hotel and tourism industry covers spoken as well written language for specific purposes. Written language being characterised by well-formed sentences integrated into structured paragraphs differs sharply from spoken language consisting of short utterances with the loosely organised syntax, the use of non-specific words and phrases and the use of fillers such as "well", "oh" etc. The English teaching material we are working with at our associate degree faculty tries to cover the needs of oral and written communication in the field of the hotel and tourism industry and because of that some of its parts and exercises are presented in this paper.
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Дубинский i Vladimir Dubinskiy. "Non-verbal Language of Germans". Modern Communication Studies 3, nr 3 (10.06.2014): 42–48. http://dx.doi.org/10.12737/4301.
Pełny tekst źródłaStreszczenie:
In this issue we are starting to publish the research paper presented by V.I.
Dubinskiy. The author aims at demonstrating non-verbal means of communi-
cation in the German language as well as showing the way they are used
in everyday life and the specifics of teaching them further cross-cultural
communication with Germans. Knowing non-verbal means of communication
typical of native speakers means broadening the general knowledge
of the student of the language and developing an active communicative
approach to speech interaction.
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Дубинский i Vladimir Dubinskiy. "Paralingustic Means in German as a Guide to Cross-cultural Communication". Modern Communication Studies 3, nr 5 (10.10.2014): 23–27. http://dx.doi.org/10.12737/5742.
Pełny tekst źródłaStreszczenie:
In this issue we are starting to publish the research paper presented by V.I.
Dubinskiy. The author aims at demonstrating non-verbal means of communi-
cation in the German language as well as showing the way they are used
in everyday life and the specifics of teaching them further cross-cultural
communication with Germans. Knowing non-verbal means of communication
typical of native speakers means broadening the general knowledge
of the student of the language and developing an active communicative
approach to speech interaction.
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Myslihaka, Leonarda. "Communication as the Center of Teaching/Learning Process of Foreign Languages (the Case of French Language)". European Journal of Multidisciplinary Studies 1, nr 4 (30.04.2016): 106. http://dx.doi.org/10.26417/ejms.v1i4.p106-113.
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Knowing at least one foreign language has become almost a necessity. However, in learning a foreign language, communication definitely plays a crucial role. Moreover, without communication there is no interaction, language teaching or learning. Communication is considered as very important and more and more is used as a useful tool to organize a pupil – centered lesson. In this article is treated the need to strengthen and highlight the communicative aspects in teaching foreign language, in our case French language, for a better learning of the language. The objective of learning a foreign language is to develop at pupils the communicative competences in this language. More and more we are going towards a method where communication is the one that realizes successfully the process of teaching and learning. The hypothesis that is set in the article is: Is communication the core element in teaching and learning a foreign language? Other research questions and cases that will be treated are: Communication methods of the foreign languages. What communicative skills are required to develop at pupils/students who learn a foreign language and the strategies of their lessons?; Linguistic competences and their communication role; Communication and the importance of interaction; Oral communication in teaching / learning French language, in the French and Italian language department, in “Aleksandër Xhuvani” university, Elbasan.
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Myslihaka, Leonarda. "Communication as the Center of Teaching/Learning Process of Foreign Languages (the Case of French Language)". European Journal of Social Sciences Education and Research 6, nr 2 (30.04.2016): 147. http://dx.doi.org/10.26417/ejser.v6i2.p147-154.
Pełny tekst źródłaStreszczenie:
Knowing at least one foreign language has become almost a necessity. However, in learning a foreign language, communication definitely plays a crucial role. Moreover, without communication there is no interaction, language teaching or learning. Communication is considered as very important and more and more is used as a useful tool to organize a pupil – centered lesson. In this article is treated the need to strengthen and highlight the communicative aspects in teaching foreign language, in our case French language, for a better learning of the language. The objective of learning a foreign language is to develop at pupils the communicative competences in this language. More and more we are going towards a method where communication is the one that realizes successfully the process of teaching and learning. The hypothesis that is set in the article is: Is communication the core element in teaching and learning a foreign language? Other research questions and cases that will be treated are: Communication methods of the foreign languages. What communicative skills are required to develop at pupils/students who learn a foreign language and the strategies of their lessons?; Linguistic competences and their communication role; Communication and the importance of interaction; Oral communication in teaching / learning French language, in the French and Italian language department, in “Aleksandër Xhuvani” university, Elbasan.
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Myslihaka, Leonarda. "Communication as the Center of Teaching/Learning Process of Foreign Languages (the Case of French Language)". European Journal of Social Science Education and Research 3, nr 2 (30.04.2016): 147. http://dx.doi.org/10.26417/948onc27s.
Pełny tekst źródłaStreszczenie:
Knowing at least one foreign language has become almost a necessity. However, in learning a foreign language, communication definitely plays a crucial role. Moreover, without communication there is no interaction, language teaching or learning. Communication is considered as very important and more and more is used as a useful tool to organize a pupil – centered lesson. In this article is treated the need to strengthen and highlight the communicative aspects in teaching foreign language, in our case French language, for a better learning of the language. The objective of learning a foreign language is to develop at pupils the communicative competences in this language. More and more we are going towards a method where communication is the one that realizes successfully the process of teaching and learning. The hypothesis that is set in the article is: Is communication the core element in teaching and learning a foreign language? Other research questions and cases that will be treated are: Communication methods of the foreign languages. What communicative skills are required to develop at pupils/students who learn a foreign language and the strategies of their lessons?; Linguistic competences and their communication role; Communication and the importance of interaction; Oral communication in teaching / learning French language, in the French and Italian language department, in “Aleksandër Xhuvani” university, Elbasan.
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Souza, Pamela, Namita Gehani, Richard Wright i Daniel McCloy. "The Advantage of Knowing the Talker". Journal of the American Academy of Audiology 24, nr 08 (wrzesień 2013): 689–700. http://dx.doi.org/10.3766/jaaa.24.8.6.
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Background: Many audiologists have observed a situation where a patient appears to understand something spoken by his or her spouse or a close friend but not the same information spoken by a stranger. However, it is not clear whether this observation reflects choice of communication strategy or a true benefit derived from the talker's voice. Purpose: The current study measured the benefits of long-term talker familiarity for older individuals with hearing impairment in a variety of listening situations. Research Design: In Experiment 1, we measured speech recognition with familiar and unfamiliar voices when the difficulty level was manipulated by varying levels of a speech-shaped background noise. In Experiment 2, we measured the benefit of a familiar voice when the background noise was other speech (informational masking). Study Sample: A group of 31 older listeners with high-frequency sensorineural hearing loss participated in the study. Fifteen of the participants served as talkers and 16 as listeners. In each case, the talker-listener pair for the familiar condition represented a close, long-term relationship (spouse or close friend). Data Collection and Analysis: Speech-recognition scores were compared using controlled stimuli (low-context sentences) recorded by the study talkers. The sentences were presented in quiet and in two levels of speech-spectrum noise (Experiment 1) as well as in multitalker babble (Experiment 2). Repeated-measures analysis of variance was used to compare performance between the familiar and unfamiliar talkers, within and across conditions. Results: Listeners performed better when speech was produced by a talker familiar to them, whether that talker was in a quiet or noisy environment. The advantage of the familiar talker was greater in a more adverse listening situation (i.e., in the highest level of background noise) but was similar for speech-spectrum noise and multitalker babble. Conclusions: The present data support a frequent clinical observation: listeners can understand their spouse better than a stranger. This effect was present for all our participants and occurred under strictly controlled conditions in which the only possible cue was the voice itself, rather than under normal communicative conditions where listener accommodation strategies on the part of the talker may confound the measurable benefit. The magnitude of the effect was larger than shown for short-term familiarity in previous work. This suggests that older listeners with hearing loss who inherently operate under deficient auditory conditions can benefit from experience with the voice characteristics of a long-term communication partner over many years of a relationship.
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Peck, Samuel H., i David R. Modler. "‘We Will Draw with Anyone about Anything’: A homage to Steve Lambert". Drawing: Research, Theory, Practice 6, nr 1 (1.04.2021): 189–97. http://dx.doi.org/10.1386/drtp_00059_1.
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This paper describes the conceptually democratic drawing project, ‘We Will Draw with Anyone about Anything’. This action research activity explores the communicative value of collaborative drawing while promoting the deskilling of preconceived institutional necessities for rendering expertise. Exploring the interdependency that is entailed in sitting down at a table and having a collaborative face-to-face conversation with another human being can be different from the modes of communication that comprise the digitized sphere. This project aspires to engage participants in collective visual knowing and simultaneously be a critique of the commodified capitalist approach to drawing practice.
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Moncada Linares, Sthephanny, i Andrea Carolina Díaz Romero. "Developing a Multidimensional Checklist for Evaluating Language-Learning Websites Coherent with the Communicative Approach: A Path for the Knowing-How-To-Do Enhancement". Interdisciplinary Journal of e-Skills and Lifelong Learning 12 (2016): 057–93. http://dx.doi.org/10.28945/3407.
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As a result of the rapid development of Information and Communication Technology (ICT) and the growing interest in Internet-based tools for language classroom, it has become a pressing need for educators to locate, evaluate and select the most appropriate language-learning digital resources that foster more communicative and meaningful learning processes. Hence, this paper describes a mixed research project that, on the first hand, aimed at proposing a Checklist for evaluating language websites built on the principles of the Communicative Approach, and on the second hand, sought to strengthen the teachers’ Knowing-how-to-do skill as part of their digital competence. To achieve these goals, a four-phase research procedure was followed that included reviewing relevant literature and administering qualitative and quantitative research methods to participants (i.e., language teachers, an expert in the Computer-Assisted Language Learning (CALL) field and a college professor) in order to gain insights into problematic issues and, thereafter, to contribute to the creation and validation of the Checklist model and the Study Guide. The findings revealed that: (a) evaluating language websites leads to the enhancement of the teachers’ practical skills and their knowledge of the technological language; and (b) having an assessment instrument allows educators to choose the materials that best meet their communicative teaching purposes.
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Copoeru, Ion, i Adrian Luduşan. "We Will Figure It Out. Know-how, Hybrid Ways, and Communicative (Inter)actions". Studia Universitatis Babeș-Bolyai Philosophia 65, nr 3 (10.12.2020): 33–50. http://dx.doi.org/10.24193/subbphil.2020.3.02.
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"The goal of this paper is primarily to pinpoint some substantial analytical and conceptual difficulties with the account of knowledge how proposed by (Stanley & Williamson, Knowing How, 2001) [henceforth S&W] and (Stanley, Knowing (How), 2011), (Stanley, Know How, 2011) based on (Groenendijk & Stokhof, 1984) [henceforth G&S] semantic analysis of embedded questions. In light of such difficulties, (1) we propose supplementing their account with an integrated approach of knowledge how, and suggest adding a mereological layer to the semantic framework of embedded questions (2) we argue that the characteristics of what we call ‘hybrid ways’ and ‘hybrid knowledge’ strongly indicate reopening the issue of the proper account of questions towards the complementary relevant account of interrogation in communicative interactions, and the role of the context (in)forming knowledge-how. As a methodological principle, we remain neutral on the intellectualist vs anti-intellectualist debate. We also remain silent on the nature and explanation of the modes of presentations or ways of thinking that should be developed in order to adequately account for hybrid ways and hybrid knowledge. Key Words: Know-how, Intellectualism, semantic analysis, embedded questions, wh-complements, mentions-some readings, de re knowledge, hybrid ways, communicative interactions; interrogation; context-sensitivity, situated pragmatics. "
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Baghdasaryan, Susanna. "Teaching Situational Grammar Items Effectively". Armenian Folia Anglistika 11, nr 1 (13) (15.04.2015): 99–105. http://dx.doi.org/10.46991/afa/2015.11.1.099.
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Traditional Foreign language curricula at Armenian schools have mainly focused on the grammar, vocabulary and pronunciation of the target language. The disparity between the gained knowledge of a foreign language and university classes aimed at enhancing communicative English in different situations, confuses our students. Knowing a lot of grammar but being unable to use their knowledge for any practical communicative purposes seems difficult for them. Thus, the paper argues that situational grammar items have become an integral feature of the language. At the same time the issue centers on those situational grammar items of English, Armenian learners need most.
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Kusuma, Lyla Anggerwina. "Islamic-Content-TED Public Speaking as a Source Material for Improving Islamic Student’s Communication Skill". JEES (Journal of English Educators Society) 2, nr 2 (10.10.2017): 75. http://dx.doi.org/10.21070/jees.v2i2.1007.
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In applying communicative competence that became the utmost teaching method in teaching English program, the lecturers found the fact that the Islamic communication students are apparently reluctant to speak and communicate their ideas confidently. It happens because they thought that they do not know what they are going to say and how they are going to say their ideas. By knowing these problems the lecturers then tried to analyze the sequences of Islamic-content-TED and integrate those public speaking sequences from TED talks to STID Al-Hadid’s students to give an understanding and also to improve the confidence and quality in delivering public speaking speech for the sophomore students who are majoring Islamic Communication & Broadcasting. For further, in order to master this skill, students are also expected to find noble ideas to be shared in their personal public speaking. This action research study then found out that having sharing the sequences of TED talks, the student’s public speaking productions are more organized and powerful moreover; the fluency and also the student’s accuracy of the students could be controlled well.
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Sartini, Sri. "Enhancing Maritime Term-Based Communication Through Communicative Activities Amongs Students In Yogyakarta Maritime Academy". Majalah Ilmiah Bahari Jogja 16, nr 2 (25.07.2018): 119–25. http://dx.doi.org/10.33489/mibj.v16i2.149.
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This research is aimed at getting to know the problem of cadets in Nautical Science Study Program academic year 2016/2017 in their second semester grade upon their way to master communication skill especially in the practice of using Maritime term-based communication. Knowing the problem, researcher scaffold the cadets as many as 30 cadets with the typically teaching and learning process which is much concerned to the learners. This research was conducted in an action research where it included some cycles that is teaching and learning cycles, diagnostic cycle, treatment or scaffolding and taking a conclusion. The result of the study shows that communicative approach taught by Maritime English lecturer which emphasizes cadets to speak is not that simple to be practically given to them. It is due to the different native speaking country or cultural background that does not customize them to speak up. Scaffolding them by implementing the use of Standard Marine Communication Phrases in class combined with the type of teaching approach which higlight to student-centered learning is proven giving better achievement of teaching and learning process.Thirteen out of the twenty three cadets or it is more than a half percentage of the class achieved better skill in communication in English especially in maritime context by the use of Standard Marine Communication Phrases.
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OLGA V., KONNOVA, i ROMANOVA INGA V. "THE PECULIARITIES OF COMMUNICATIVE BEHAVIOR AS A METHOD OF KNOWING AND PERCEIVING THE WORLD". HUMANITARIAN RESEARCHES 78, nr 2 (2021): 35–38. http://dx.doi.org/10.21672/1818-4936-2021-78-2-035-038.
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This article examines the features of intercultural communication between representatives of different ethnic groups. Recently, this problem has attracted increased interest among researchers from various countries. There are many classifications of different cultures. This article examines the points of view of such scientists as H. Spencer-Outy, R. Lewis, G. Hofstede. The authors investigate the extent to which national culture is associated with individual behavior, as well as intercultural characteristics at the level of verbal and non-verbal communication, as well as at the level of customs and traditions. The article is devoted to national culture and its relationship with individual behavior and values.
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Urquhart, Lisa, Leanne Brown, Kerith Duncanson, Karen Roberts i Karin Fisher. "A Dialogical Approach to Understand Perspectives of an Aboriginal Wellbeing Program: An Extension of Habermas’ Theory of Communicative Action". International Journal of Qualitative Methods 19 (1.01.2020): 160940692095749. http://dx.doi.org/10.1177/1609406920957495.
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This article will aim to demonstrate how we applied a collaborative dialogical research approach to understand perspectives of an Aboriginal wellbeing program by extending Habermas’ Theory of Communicative Action to respect Australian Aboriginal ways of knowing, being and doing. This process aims to disrupt the colonizing discourse by bridging the disconnect between Indigenous decolonizing methods and Western knowledges, toward a dialogical, respectful, appropriate and reciprocally beneficial research project. We discuss how layers of reflexivity (self, interpersonal and collective) have a role in communicative relationality (trust and shared decision making). We propose cross-cultural communicative relationality is strengthened by three key researcher actions; inner listening, relational actions beyond discourse and collective knowledge, along with Habermas criteria for discerning the motivations of action (communicative vs strategic). This article provides researchers from a variety of disciplines a way to respectively research in the critical paradigm while considering Aboriginal ways toward building a relationship that is mutually beneficial.
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Komalasari, Adesti. "Developing 21st Century Education and Digital Literacy Skills through Intercultural City Stories Project". PIONEER: Journal of Language and Literature 13, nr 1 (30.06.2021): 1. http://dx.doi.org/10.36841/pioneer.v13i1.737.
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As a higher education institution that highlights the 21st education, Sampoerna University has encouraged the lecturers to do projects that give students opportunities to develop skills needed in Industry 4.0 so they can participate in global competition. Besides having the skills, the students must also have Intercultural Communicative Competence (ICC) to be able to participate in the competition and by knowing the importance of the skills and the competence, students of Sampoerna University participated in a collaborative project with students from Malmo University in Sweden. The project encouraged learners to develop their critical, creative and digital skills by collaboratively studying the city as text. The focus was on critical multiliteracy and the promotion of intercultural communicative competence through first-hand experiences of virtual exchange in cross-cultural groups. The objectives of this research are to find out how Intercultural City Stories project applies the elements of Intercultural Communicative Competence, to analyze how Intercultural Communicative Competence gives impacts for Cross Cultural Understanding, to observe how the digital outcome of multimodal narratives improves the understanding of Intercultural Communicative Competence and digital literacy and to identify the reasons why Intercultural Communicative Competence plays important roles in 21st century education and in literacy.
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Shareef Al-Turfi, Dijla Abbood. "The Extent of Implementing the Communicative Activities in Intermediate Schools by Teachers". INTERNATIONAL JOURNAL OF RESEARCH IN SOCIAL SCIENCES & HUMANITIES 12, nr 02 (2022): 321–31. http://dx.doi.org/10.37648/ijrssh.v12i02.020.
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This paper was aims to identify the extent implementing EFL teachers of Communicative Language Teaching (CLT) activities in their classroom, and knowing if there are significant differences among teachers in applying these activities attributed to their years of experiences. The sample was chosen randomly. It consists of (57) teachers. In the current study, the data were collected by questionnaire. The findings showed that the teachers were implementing most activities. On the other hand, two activities were not implemented because of lack of lesson time, some teachers have no enough idea about activity procedures, and individuals differences of the students.
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Grushka, Kathryn. "Conceptualising Visual Learning as an Embodied and Performative Pedagogy for all Classrooms". Encounters in Theory and History of Education 11 (28.11.2010): 13–23. http://dx.doi.org/10.24908/eoe-ese-rse.v11i0.3167.
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The challenge for arts educators is to find language and conceptual framings for visual art education that resonate with the transformative and literacy aims of mainstream education and position visual learning as essential. The unique value of visual knowing is now an imperative in our ocularcentric culture where new technologies, consumerism and unprecedented mobility impacts on all students in the twenty first century. Visual creative adaptability and its culturally located critical and generative understandings draw from our sense-rich world of human experience. Grounded in the theories of communicative knowing (Habermas,1976), becoming as the experience of performing self (Deleuze, 2001, 2004), experience and creativity as personal agency (Semetsky, 2003) and informed by socio-cultural inquiry, visuality and art practice as research (Sullivan, 2005) the research connects explicitly to socio-cultural values. This paper presents a conceptual model of Visual Embodied and Performative Pedagogy as a renewed language for visual arts education. It is grounded in material embodied practices, socio-cultural learning and identities understanding as they emerge in an ethico-aesthetic learning space that contributes to participatory democracy.
The paper argues that the embodied and performative visual experience is central to personal socio-cultural inquiry and subjectivity insights. The paper will foreground the theoretical arguments for Visual Embodied and Performative Pedagogy of self with empirical Australian visual education research, between 2004-2007 (Dinham, Grushka, MacCallum, Brown, Wright, & Pasco, 2007; Grushka, 2009). It centers the significance of images in society and the need for all students to develop visual communicative competencies. The benefits of socially embedded and embodied visual inquiry are argued. In so doing it calls into question the illustrative and often secondary role afforded to visual communicative proficiency found in visual arts education and its related learning outcomes. It argues that it is an essential way of knowing for the mediation of ideas and feelings in the new image oriented society.
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Ruzhitsky, I. V., i Yu B. Martynenko. "Teaching Foreign Students Options of Russian Personal Names". Prepodavatel XXI vek, nr 4, 2019 (2019): 184–92. http://dx.doi.org/10.31862/2073-9613-2019-4-184-192.
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The article considers the problem of teaching foreign students to understand and correctly use variants of Russian personal names. The abundance of formative means of the Russian nominal system and great number of options cause difficulties for foreigners in the study of anthroponyms; misunderstanding of even one form of the Russian name can lead to disruption of communication. That is why the appropriate word-forming paradigms must be implemented into the educational process. Knowing the variants of Russian names and all their forms and usage, being aware of the cultural nature and functioning of anthroponyms in the lively speech of native speakers will allow to overcome communicative discomfort and successfully implement their pragmatic attitudes.
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Dоmina, Viktoriia, i Anna Kovalenko. "Bilingual Culture of a Future Translator – a Requirement of Modern European Education". Bulletin of Luhansk Taras Shevchenko National University, nr 5 (336) (2020): 69–76. http://dx.doi.org/10.12958/2227-2844-2020-5(336)-69-76.
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The processes of globalization, modern educational trends, changing values, rapid development of science, increasing business and personal contacts with speakers of other cultures necessitate the education of bilingual culture of communication in future translators and other educators. The proposed article reveals the concepts of bilingualism, bilingual personality, bilingual culture of communication and its features, establishes the content characteristics and relationships. The peculiarities of the bilingual personality of the translator are substantiated, which promotes the assimilation of norms and values of another culture as important landmarks of intercultural communication and is the basis of successful adaptation to world educational and information processes. One of the possible ways of educating bilingual culture of communication in the process of preparing future translators for professional activity, which is to use the model of formation of communicative-linguistic bilingual skills, is presented. It is this system of bilingual training that allows to determine the specifics of bilingual communication by knowing the general laws of communication culture and specifying their basic provisions.
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Crawford, Teresa. "What counts as knowing: Constructing a communicative repertoire for student demonstration of knowledge in science". Journal of Research in Science Teaching 42, nr 2 (2005): 139–65. http://dx.doi.org/10.1002/tea.20047.
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M. Fahri Andrianto, M.R. Nababan i Eva Farhah. "The Impact of Translation Techniques on Translation Methods of Qur’an Translation of Indonesian Ministry of Religion on Fawatih Al-Suwar". International Journal of Linguistics, Literature and Translation 4, nr 6 (4.07.2021): 291–98. http://dx.doi.org/10.32996/ijllt.2021.4.6.34.
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This research aims to explore the impact of the translation techniques on translation methods of Qur’an translation of the Indonesian Ministry of Religion on Fawatih al-Suwar. To collect data, observation and focused group discussion were conducted. The results of the analysis revealed that there are 11 translation techniques applied. The most dominant technique in this analysis is the established equivalent technique because it cannot be separated from the context. The finding from the analysis showed that the communicative method is the most oriented method. It can be proven by knowing the average total of the translation techniques. For communicative method, it has a percentage of 96,30% translation techniques. Then the rest of 3,70% of translation techniques reflect faithful method.
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Sucuoğlu, Esen. "English Language Teachers’ Perceptions on Knowing and Applying Contemporary Language Teaching Techniques". Profile: Issues in Teachers´ Professional Development 19, _sup1 (29.11.2017): 65–79. http://dx.doi.org/10.15446/profile.v19n_sup1.68518.
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The aim of this study is to determine the perceptions of English language teachers teaching at a preparatory school in relation to their knowing and applying contemporary language teaching techniques in their lessons. An investigation was conducted of 21 English language teachers at a preparatory school in North Cyprus. The SPSS statistical package was used for the data analysis. Frequency and percentages were used to analyse the English language teachers’ knowledge, desire to learn, application of the innovative language techniques in their classrooms, experience of problems as well as teachers’ frequency of technique usage and where they learned these techniques. This study shows that the most known contemporary technique is communicative and less known contemporary language teaching techniques are blended/hybrid.
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Valdivia-Barrios, Andrea, Daniel Pinto-Torres i Minka Herrera-Barraza. "Alfabetización mediática y aprendizaje. Aporte conceptual en el campo de la comunicación-educación". Revista Electrónica Educare 22, nr 2 (31.03.2018): 1. http://dx.doi.org/10.15359/ree.22-2.8.
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The social transformations related to digital technologies and new media offer important challenges to education. The school ceases to be the main space; ways of knowing and producing knowledge expand and diversify; and communicative practices become more complex. This makes it necessary to examine skills and learnings that should be promoted to act and participate in digital and media settings. This article presents a critical conceptual review on media literacy and learning from Latin American, American and European traditions. A reading integrating theoretical contribution from communication and education is proposed. Literacy is understood as a social practice that implies construction and social consensus for the generation and negotiation of meanings through language and learning. It offers pertinent guidelines for an educational curriculum in tune with the challenges of digitization and mediatization of society.
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Borge Janetti, Gabriela. "Intercultural translation and indigenous articulation in higher education". Translation Spaces 6, nr 2 (4.12.2017): 230–50. http://dx.doi.org/10.1075/ts.6.2.03bor.
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Abstract Intercultural translation is a salient feature of communicative interactions in multilingual institutional spaces. This article draws on a concept of intercultural translation that functions as a linguistically radical strategy through which other ways of knowing and being are introduced, with particular emphasis on institutions, multilingualism, and less-translated languages. It describes the modes in which indigenous actors used intercultural translation to modify Mexico’s institutional tutoring program in higher education. It focuses on the selective appropriation of words and meanings, the standardization of concepts, and the configuring of an intercultural frame of reference, whereby members of an intercultural Mexican university introduced the Yucatec Maya word iknal as a hybrid educational system. In sum, the article posits intercultural translation as a critical communicative practice ubiquitous to the dynamics of language in socio-cultural spaces.
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Amirudin, Amirudin, i Sulis Triyono. "Expositive Acts on Instagram: Knowing What People Intent to “Write” on their Captions through Pragmatics Perspective". International Journal of Applied Linguistics and English Literature 7, nr 4 (1.07.2018): 129. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.4p.129.
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Instagram as one of the famous social network sites in this century is as one way to share various kinds of general information and to present our activities, events, achievements, vacations, and so forth. The present study explored expositive acts presented in the caption of Instagram-posting by Indonesian users. It is interesting that expositive acts used are to emphasize self-presentation on their posting. 734 photo-posting with caption from 15 participants were found. The expositive acts performed by the participants were classified based on the kinds of expositive acts as proposed by Austin (1962). The factors initiating each kind of expositive acts were described. The representation of self-presentation on expositive acts was discussed. The present study found ten kinds of expositive acts which were also identified as the communicative intention presented in their Intagram-posting with caption, namely: apprising, describing, affirming, supposing, remarking, informing, postulating, confirming, arguing, and telling. Finally, the present study offer implication for further study that the caption used in this social medium is as another valuable aspect in Instagram for emphasizing self-presentation phenomena, in which this caption is also incorporated with communicative intention by the users implicitly or explicitly addressed to others.
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Ryabokin, N. O., i O. A. Torba. "Linguistic unit «address»: the main aspects of linguistic study". Bulletin of Luhansk Taras Shevchenko National University, nr 2 (350) (2022): 14–24. http://dx.doi.org/10.12958/2227-2844-2022-2(350)-14-24.
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The main aspects of linguistic study of the language unit «address» in domestic and foreign linguistics are considered in the article. Different approaches to the concept of «address», structural and functional features of address, classification of address based on linguistic status, situation and participants in communication, as well as morphological and semantic characteristics of address were considered. It was noted that when considering the address only as an element of the syntactic structure the huge number of uses of the address in various language situations is not taken into account. The systemic-and-structural approach does not take into account the social «addressee factor», which determines the specificity of the most numerous and diverse in semantic, stylistic and communicative-pragmatic terms of the group of addresses – address to the person (addressee, interlocutor). It is obvious that the semantic richness and diversity of the functions of human-to-human address is far from being limited to the name of the addressee and the attraction of his attention. There is a need to study appeals in the communicative-pragmatic aspect. Addresses are and will be an integral part of communication in any country. Every nation, every culture hasits own traditionally established national forms of addressing people. Without knowing the specifics of addressing people in a country and their misuse can lead to awkward and unpleasant situations that may even offend the interlocutor.
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Szymańska, Marta. "Rozwijanie języka edukacji szkolnej na przykładzie streszczenia". Z Teorii i Praktyki Dydaktycznej Języka Polskiego 29 (6.10.2020): 123–38. http://dx.doi.org/10.31261/tpdjp.2020.29.09.
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The author of the article defines school communicative situation as the one requiring from the student an ability to use specialised language known as the language of school education. According to regulations currently in force, improving the fluency in the said language is a task of teachers of all school subject because knowing it is one of the conditions of attaining educational success. The article presents a proposal to work on a summary that includes the determinants of school education language.
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Serjanaj, Aida. "Sociology by Teachers, Senior Students and Professional Master Students for Teaching". European Journal of Multidisciplinary Studies 1, nr 2 (30.04.2016): 11. http://dx.doi.org/10.26417/ejms.v1i2.p11-17.
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This research is about the role of sociology according to literature, my experience and a questionnaire. The result about it is that the majority of the respondent’s estimate about sociology. The answers are connected mostly with the impact of sociological knowledge in making them more courageous in certain situations, defining their individual characteristics, seeing what type of individual they are, discovering new things that they wish and possibly use them, analyzing all the phases of the personal development, making them more optimistic, braver, and more communicative in many aspects, knowing themselves better and make a challenge to it, knowing your best friend better, creating a new concept on them, their character and behavior, you know yourself better, life experience has learned me much more; learning by doing, learning from mistakes, learning different cultures of living, etc. Study sociology is very important. It must be a compulsory subject at our pre-university curriculum.
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Titon, Jeff Todd. "Exhibiting Music in a Sound Community". Ethnologies 37, nr 1 (3.05.2017): 23–41. http://dx.doi.org/10.7202/1039654ar.
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Exhibiting music in a sound community announces the presence and potential of an ecological rationality. Two or more beings co-present to each other in sound resonate at the same frequency with one another and comprise a sound community. Co-presence in sound is intersubjective and relational, a subject-to-subject resonant and reciprocal way of knowing, rather than a subject-to-object, asymmetrical and manipulative knowledge. In a sound community music is communicative, as natural as breathing, participatory and exchanged freely, strengthening and sustaining individuals and communities. A sound community exhibits a sound economy, just, participatory and egalitarian. Wealth and power are widely distributed and shared, and maintained through the visible hand of democratic management. A sound economy is based in a sound ecology where exchanges are based in honest signals that invite reciprocity and trust. In a sound ecology, sound being and sound knowing lead to sound action, which is cooperative, mutually beneficial, and just.
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Lesik, Sofya, i Tatyana Polishchuk. "On Using the Competence Approach in Teaching Latin". Nizhny Novgorod Linguistics University Bulletin, nr 50 (30.06.2020): 122–35. http://dx.doi.org/10.47388/2072-3490/lunn2020-50-2-122-135.
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The article looks at the place and role of Latin in liberal a5rts education as well as at methods and techniques for forming and developing students’ communicative competence through learning the Latin language. The authors provide a detailed review of research done by Russian and foreign philologists and methodologists on implementation of the communicative method in teaching ancient languages. The article presents educational models conducive to developing in students sufficient motivation and ability to understand and appreciate the historical and cultural legacy of the Latin language and its formative influence on the Western European civilization. The authors discuss the effectiveness of implementing the competence approach which involves the formation of competencies related to value orientations, spiritual and moral foundations of human life, and ways of intellectual self-development, and argue that this approach is related to the personality-oriented approach where special emphasis is placed on the socio-cultural component of the communicative competence. Learning Latin would develop students’ ability to tolerate social and cultural differences and foster in them respect and care for historical heritage and cultural traditions. The authors emphasize the importance of knowing Latin idioms, proverbs, and famous quotes and their philosophical meaning, claiming that this, along with appreciation of the ancient cultures and their significance in world history, could serve as an indicator of general cultural competence. While a high level of professional competence is a prerequisite for successful professional activity, in our modern world, along with professional and communicative competencies, social and personal competencies are becoming increasingly relevant, and, among other things, their development is manifested in the ability to build strategies for personal and professional development and training. The authors state that a methodically competent integration of the communicative method with the use of everyday communication situations would lead to increased motivation in learning Latin which is especially important since the volume of independent work presupposed by the curricula increases every year, and a college graduate should have not only professional competencies, but also sufficient skills for organizing her own independent work, necessary for successful self-development.
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Andreeva, Tamara Egorovna, Antonina Afanasyevna Vinokurova, Sargylana Danilovna Vinokurova, Nadezhda Prokopyevna Nikolaeva i Kirill Namsaraevich Struchkov. "Game techniques in developmental teaching the native language". SHS Web of Conferences 127 (2021): 01013. http://dx.doi.org/10.1051/shsconf/202112701013.
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The purpose of this article is to show the possibility of in-depth teaching of the native language in an educational institution, the formation of communicative competence in children, the core of which is in communication skills; introducing students to a new social experience by playing various roles in the Evenk language in educational and game situations through didactic materials, including gaming techniques based on the Evenk language materials. Research hypothesis: gaming techniques in the classroom will form ideas about the native language as a means of knowing one’s culture, promote in-depth teaching of the native language, stimulate the development of productive communication skills, gaining experience; motivate to learn the native language; purposefully listen to the teacher (classmates) when solving a cognitive task; help to obtain communicative results (communication skills by types of speech activity, conducting dialogues and monologues, etc.). The material was various scientific research on pedagogy, the experience of teachers of native languages applied in practice. The expected results of mastering the course “Native language (on the materials of the Evenk language”) will form communicative, linguistic, socio-cultural, educational and cognitive competencies. In the learning process, didactic and creative games, visual aids, dramatization of fairy tales, etc. will be used. Didactic games, if used appropriately and included in the educational process competently, can become an effective means of enhancing the activities of students in the lessons of their native language (on the example of the Evenk language); help to create a language environment while working with senior participants, thus contributing to the development of the native speech of students, as they become active participants themselves. Games can be viewed as a means of developmental teaching, as a means of realizing entertaining learning, acquiring specific practical skills in children, as well as instilling in children a love of knowledge in general, as well as the native language and culture of the people.
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Al-Omari, Omar Hussain, i Bayan Azmi Al-Suqur. "The Degree to which Islamic Education Books for the Basic Stage Observe the Principles of Communicative and Constructivist Theory and a Proposal to Develop them in Light of those Principles". International Journal of Educational & Psychological Studies 11, nr 6 (grudzień 2022): 1292–304. http://dx.doi.org/10.31559/eps2022.11.6.8.
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The study aimed to identify the principles of constructive and communicative theories included in Islamic education books for the basic stage in Jordan. The study sample consisted of all Islamic education books for grades from the first to the tenth grade. Content analysis card consisted of (19) principles of structural theory, and (18) principles of communication theory. The results showed that the principles of the constructivist and communicative theory contained in the Islamic education textbooks came to varying degrees for grades from the first grade to the tenth grade, and that the principle related to the constructivist theory reads that: the textbook encourages the learner to search and explore in the first place, with a frequency of (173) and a rate of (7.16%). ). In the last place came the principle "The textbook provides the possibility of applying what the student has learned in new life situations" with a frequency of (94) and a rate of (3.89%). In the communication theory, the textbook “The textbook confirms that knowing how to obtain information is more important than the information itself” ranked first with a frequency of (104), with a rate of (7.47%), and in the last place, the principle of the textbook emphasizes selecting important information repeatedly (91), with a rate of (4.85%). The results also showed that the distribution of the principles of the constructivist and communicative theory according to the grades, the first grade came in the first place with (312) repetitions, with a rate of (0.129%) for the constructivist theory, and the seventh grade came in the last rank. With a frequency of (161), with a rate of (0.067%) of the total classes, as for the principles of communication theory, it came first in the first grade, with a frequency of (237), with a rate of (0.126%). The tenth grade came in last place with (134) repetitions, with a rate of (0.071%) of the total grades.
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Al-Omari, Omar Hussain, i Bayan Azmi Al-Suqur. "The Degree to which Islamic Education Books for the Basic Stage Observe the Principles of Communicative and Constructivist Theory and a Proposal to Develop them in Light of those Principles". International Journal of Educational & Psychological Studies 11, nr 6 (grudzień 2022): 1292–304. http://dx.doi.org/10.31559/lcjs2022.11.6.8.
Pełny tekst źródłaStreszczenie:
The study aimed to identify the principles of constructive and communicative theories included in Islamic education books for the basic stage in Jordan. The study sample consisted of all Islamic education books for grades from the first to the tenth grade. Content analysis card consisted of (19) principles of structural theory, and (18) principles of communication theory. The results showed that the principles of the constructivist and communicative theory contained in the Islamic education textbooks came to varying degrees for grades from the first grade to the tenth grade, and that the principle related to the constructivist theory reads that: the textbook encourages the learner to search and explore in the first place, with a frequency of (173) and a rate of (7.16%). ). In the last place came the principle "The textbook provides the possibility of applying what the student has learned in new life situations" with a frequency of (94) and a rate of (3.89%). In the communication theory, the textbook “The textbook confirms that knowing how to obtain information is more important than the information itself” ranked first with a frequency of (104), with a rate of (7.47%), and in the last place, the principle of the textbook emphasizes selecting important information repeatedly (91), with a rate of (4.85%). The results also showed that the distribution of the principles of the constructivist and communicative theory according to the grades, the first grade came in the first place with (312) repetitions, with a rate of (0.129%) for the constructivist theory, and the seventh grade came in the last rank. With a frequency of (161), with a rate of (0.067%) of the total classes, as for the principles of communication theory, it came first in the first grade, with a frequency of (237), with a rate of (0.126%). The tenth grade came in last place with (134) repetitions, with a rate of (0.071%) of the total grades.
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Острянська, Н. В. "ТЕКСТ ДОКУМЕНТА – ВАЖЛИВА КОМУНІКАТИВНА СКЛАДОВА ПИСЕМНОГО ДІЛОВОГО МОВЛЕННЯ". Humanities journal, nr 3 (3.10.2019): 99–105. http://dx.doi.org/10.32620/gch.2019.3.10.
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The purpose of the article is to comprehend and analyze the peculiarities of the text of the document as a communicative unit of written business language.Important communicative qualities of written business language are concentrated in the main element of the document, in the unit of written language - the text. The defining function of the text is to be a means of social communication in all spheres of public life.The text and its actual implementation is the problem of developing a culture of writing, the solution of which involves knowing the laws of logical and lexical word compatibility, the ability to use verbal formulas, distinguish the stylistic features of texts, and select appropriate language material for them.The text as the main element of writing has such communicative qualities: brevity, consistency of presentation of the material, conciseness, semantic accuracy, consistency, objectivity, simplicity, expressiveness of language and style and accuracy of thought. They are expressed in language constructs and verbal formulas of texts of different levels (reports, business letters, contracts, orders), in logical elements (introduction, evidence, conclusions).In the practice of modern office work, general requirements have been developed for the creation of texts of documents, some certain basic rules that ensure the realization of communicative qualities of business language and compliance with lexical, grammatical and stylistic norms.The text of the document is the basis for the use of didactic materials for various educational work.In our opinion, an important form of educational work on the formation of communication skills is the editing of texts of documents.Tasks and exercises on the correct choice of synonyms, grammatical forms for compiling the text of the document form the ability of students to distinguish the meanings of words, develop a sense of language and intuition.In the course of the study, the author of the article comes to the conclusion that it is necessary to be creative in studying business language, taking into account the level of students' knowledge, and not to forget that the text, as a real communicative unit of the document, also performs an important educational function. When flawlessly edited and formatted, the text is a part of the reputation, additional advertising, a part of the image of the enterprise, institution, organization where students will work, a kind of business card, and a sign of a high management culture.
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Nogueira, Marta Alexandra Gonçalves, i Célia Maria Adão de Oliveira Aguiar De Sousa. "Emotions, communicational process and inclusion of people with disabilities in the work context". South Florida Journal of Development 2, nr 2 (30.06.2021): 3737–52. http://dx.doi.org/10.46932/sfjdv2n2-211.
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The general objective of this research focuses on understanding how the labor market integrates people with disabilities (PwD), understanding their emotions and how they manage them throughout the work day, and knowing how communication is processed in the workplace. The following specific objectives were then defined: to know the degree of awareness that disabled workers have about their emotions in their daily interactions in the workplace, and to analyze the communicative interactions of PwD in the work environment.
A mixed methodology was chosen, using qualitative and quantitative research. The qualitative methodology used semi-structured interviews, and the quantitative methodology used a questionnaire. The sample was made up of 50 disabled workers and 314 co-workers of the same (n=314), employees of the Auchan Portugal Group.
The results showed that: of the four dimensions under study (General Perception of Hiring, Emotional Intelligence, Interpersonal Communication and Integration/Insertion in the workplace) the great majority of PwD co-workers agreed or totally agreed with the items of the four dimensions, which suggests a positive score with the themes under study, the PwD are able to identify the emotions that most characterize the day-to-day at work, but most disguise the discomfort felt and do not clearly communicate to the other what emotion they felt, most PwD communicate to the other the behavior that caused them discomfort, PwD do not consider the communication channels confusing, most PwD feel integrated in the company and state that no specific adaptation has been made, most of the interviewees suggest a greater sensitivity on the part of the employer and work adapted to the person and his/her disability.