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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Baldanova, Evgeniya Anatol'evna, i Nataliya Bal'zhinimaevna Dondokova. "Linguistic education: communicative tolerance as a component of communicative competence". SENTENTIA. European Journal of Humanities and Social Sciences, nr 3 (marzec 2021): 56–62. http://dx.doi.org/10.25136/1339-3057.2021.3.35695.
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The subject of this research is the linguistic education as teaching a foreign language; while the object is the concepts of “competency” and “competence”. The authors examine and compare the views of foreign and Russian scholars upon the content of these concepts. Special attention is given to the components of the key competencies, namely communicative competence. Analysis is conducted on aspects as “communicative competence” and “communicative tolerance”. Communicative competence suggests the command of language, as well as various social roles in the collective, including communication skills. The author highlights the role of the “Foreign Language” discipline in the development of students’ communicative competence and tolerance. The conclusion is made that communicative tolerance is a component of communicative competence. It is necessary to develop communicative competence of the students as the readiness for tolerant communication with the interaction partners. Communicative competence aimed at mastering the students’ ability to tolerance communication is being formed in the context of teaching a foreign language. The scientific novelty of the study lies in the fact that communicative competence encompasses not only the command of languages, but also various social roles in the team and the ability to communicate tolerantly. The conducted analysis can be valuable for the researchers of dealing with the nature of the categories of “competency” and “competence”.
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Beisenbekovа, G. B., G. N. Manashova, S. M. Nurgalieva i T. K. Orazbekova. "Formation of the communicative competence of preschoоl organizations tutor". Bulletin of the Karaganda University. Pedagogy series 105, nr 1 (29.03.2022): 32–38. http://dx.doi.org/10.31489/2022ped1/32-38.
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Nowadays, one of the acute problems is the communication of a tutor with parents and children. Communicative competence occupies an important place in a person’s life. The success of the work of a tutor, who is constantly in contact with children, parents and colleagues, depends on the ability to communicate. The leading role in communication belongs to the tutor since he is a professional and official representative of a preschool organization. In pedagogical practice, communication is an important factor in professional success. In this regard, the article analyzes the problems of the formation of the communicative competence of future educators in the conditions of modern education. The content of the topic is studied, comparing its broad meaning depending on the diversity and multiplicity of definitions of competence. Communicative competence is characterized as an integral quality that synthesizes the general culture and its specific manifestations in professional. Characterizing the essence of the communicative competence of a tutor, the directions providing their communicative qualities are revealed. The authors of the article consider it expedient to examine communicative competence as an integral part of professional competence and the culture of speech, the professional and pedagogical culture of a modern tutor. The success of pedagogical communication depends on the level of a communicative culture of the tutor. This article reveals the essence of the communicative competence of educators, communicative culture, communicative skills, and communicative abilities.
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Ivashkevych, Ernest. "Communicative and Quasi-Communicative Techniques to Develop Students’ Communicative Competence". Collection of Research Papers "Problems of Modern Psychology", nr 56 (30.05.2022): 64–84. http://dx.doi.org/10.32626/2227-6246.2022-56.64-84.
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the purpose of our article is: to describe communicative and quasicommu-nicative techniques to develop students’ communicative competence; to show the reasons for bad quasicommunication; to describe the types of exercises that are inherent to each of the stages of the development of communicative competence of students of philological faculties; to show how the professional development of students, future translators, depends on their communicative competence. methods of the research. The following theoretical methods of the research were used to solve the tasks formulated in the article: a categorical method, structural and functional methods, the methods of the analysis, systematization, modeling, generalization.the results of the research. Professional activity is one of the most impor-tant ways for everyone to connect with the world, and for many people it is a real factor in building relationships with others. So, the main importance of leading activities in determining the life path of each individual is that it opens a person’s guidelines for inclusion him/her into new spheres of life in the society, introduces it to new social structures and allows to establish even more and the quality of social ties.conclusions. The professional development is presented as a sequence of certain specific phases that differ by content and the form of presentation of pro-fessional desires. The way of career should be divided into five stages: growth, search, strengthening, stabilization and decline. The period of choosing a pro-fession and the professional development is the second stage of this fivestep model, which covers the age of 14 to 25 years and is characterized by the fact that the individual performs professional activities in different roles, focusing on his/her real professional opportunities. We should also note that professional development is understood by us quite broadly: it is the formation of a person’s idea of his/her professional career, and preparation for future professional activity, the initial process of professional activity and the whole career path, change in a career and retirement. The professional development of students, future translators, depends on their communicative competence that in a great degree depends on the processes of real, natural communication, which can be pre-sented in a monologue and a dialogue forms, and also on the process of quasicommunication.
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Bondarchuk, Julia, i Kseniia Kugai. "COMMUNICATIVE COMPETENCE IN TRAINING INTERPRETERS". Scientific Journal of Polonia University 51, nr 2 (14.06.2022): 25–30. http://dx.doi.org/10.23856/5103.
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The article deals with the issue of future interpreters’ training. The essence, content and components of the interpreter’s professional competence have been characterized. There has been analyzed communicative competence as one of the main skills for future specialists in the sphere of translation. Communicative competence is an integrated use of language and nonlanguage means of communication. The basis of communicative competence are communicative skills formed through speech skills. Communicative competence also implies the ability to interpret non-verbal forms of communication. Translation as a special type of communicative activity aims at providing the opportunity to communicate and exchange information in a situation of intercultural (bilingual) communication. The process of translation is a kind of language activity, which aims at the most complete reproduction of the content and form of a target text. There have been used different methods in the study: general scientific (analysis and synthesis), methods of theoretical research, descriptive method (classification, cataloguing), continuous sampling method alongside definition analysis.
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Halian, Ihor, Olena Halian, Liudmyla Gusak, Halyna Bokshan i Ihor Popovych. "Communicative Competence in Training Future Language and Literature Teachers". Revista Amazonia Investiga 9, nr 29 (18.05.2020): 530–41. http://dx.doi.org/10.34069/ai/2020.29.05.58.
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The purpose of the paper is to present the empirical research on the components of communicative competence of future language and literature teachers during their studies at a higher education institution. The need for communication is considered as a basic one in the development of an individual as a social subject of behavior. The study substantiates that interaction with others, emotional and confidential communication is a factor of personality development, the means of improving communicative competence. The research methods: tests with standardized questionnaires and factor analysis. The study examines communicative competence as an element of professional training of future language and literature teachers. Factor analysis was used to determine the structure of communicative competence of future language and literature teachers. The following factor structure was established: (85.54%): F1 “ Communicative intolerance ” (4.069; 23.94%), F2 “ Communicative dominance ” (2.491; 14.65%), F3 “ Communicative anxiety ” (2.219; 13.05%), F4 “ Ethno-social compromise ” (2.119; 12.47%), F5 “ Communicative helplessness ” (1.822; 10.72%), F6 “ Need for communication ” (1.820; 10.71%). The research determines that in the structure of communicative competence of future language and literature teachers communicative tolerance reflects the need and content of communication and the willingness to communicate with others. The paper substantiates that a low level of communicative tolerance is an incentive for self-development in perceptive and interactive areas. It emphasizes that affiliation motivation is an important component of developing communicative tolerance at the stage of professional training at a higher education institution. The study shows that an individual’s need for affiliation during studies in a higher education institution is blocked by fear of rejection, causing different types of communicative intolerance.
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Sokolova, Galina E. "COMMUNICATIVE BASES OF PEDAGOGICAL COMMUNICATION". Bulletin of the Moscow State Regional University (Pedagogics), nr 4 (2019): 52–58. http://dx.doi.org/10.18384/2310-7219-2019-4-52-58.
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Leung, Constant. "Convivial communication: recontextualizing communicative competence". International Journal of Applied Linguistics 15, nr 2 (czerwiec 2005): 119–44. http://dx.doi.org/10.1111/j.1473-4192.2005.00084.x.
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Miller, Elisabeth L. "Negotiating Communicative Access in Practice: A Study of a Memoir Group for People With Aphasia". Written Communication 36, nr 2 (30.01.2019): 197–230. http://dx.doi.org/10.1177/0741088318823210.
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Resulting from stroke or brain injury, aphasia affects individuals’ ability to produce and comprehend language, but it also creates profound social changes, limiting individuals’ opportunities to communicate or to be seen as capable of communication. To address these challenges, the field of communicative sciences and disorders (CSD) has sought to ensure “communicative access” by reducing barriers to communication. This article, through an analysis of the communicative practices of participants in a memoir group for people with aphasia, develops a nuanced conception of communicative access as a process of negotiation across individuals and modes and not just as a process of reducing barriers. The study shows, specifically, that rather than the mere presence of multiple semiotic resources enabling communicative access, individuals enact access by flexibly shifting between modes to take advantage of various kinds of affordances that best suit their needs. This willingness to use modes in atypical or nonnormative ways importantly challenges the very idea of “normal” communication. The theory of communicative access developed in this article melds (a) a CSD understanding of communication as social and tied inextricably to identity with (b) a disability studies conception of access as an ongoing, negotiated process and with (c) a writing studies emphasis on literate, communicative activity as complexly layered, distributed, negotiated, and (multi)semiotic.
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SEMSADI, Mohamed Salem. "The Ineluctable Verbal/Nonverbal Dichotomy in Social Interaction". Revue plurilingue : Études des Langues, Littératures et Cultures 4, nr 1 (19.11.2020): 91–102. http://dx.doi.org/10.46325/ellic.v4i1.53.
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Abstract
Conventionally, linguistic practice, social interaction in particular, and exchange of meaning between interlocutors entails systematic recourse to word and non-word communicative resources interdependently. The intersection of the vocal and gestural structures is a justifiably predominant sociolinguistic phenomenon in interaction, in terms of the actualization of communicative acts and meaning production. Along with this focus, this paper has endeavoured to review the bulk of communication and semiotics theories in their handling of the entrenched verbal/nonverbal dichotomy, mainly: the communicative system and configuration of signs paradigmatically and syntagmatically in the overall process of social interaction.
Résumé
D'un point de vue conventionnel, la pratique langagière, plus précisément l'interaction sociale, implique le recours systématique aux ressources communicatives verbales et non-verbales qui sont interdépendantes les unes des autres. En effet, l'intersection des structures vocales et gestuelles met en exergue des phénomènes sociolinguistiques prédominant dans la réalisation des actes de la communication et de la production du sens. Parallèlement, cet article tente de montrer, en général, l'importance des théories de la communication et de la sémiotique dans la compréhension de la dichotomie langagière verbale versus non-verbale et, en particulier, le système communicatif ainsi que la configuration des signes que ce soit au niveau paradigmatique ou syntagmatique du comportement langagière.
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Tao, Zhiping. "On Cross-Cultural Communicative Competence in College English Teaching". Learning & Education 9, nr 2 (10.11.2020): 101. http://dx.doi.org/10.18282/l-e.v9i2.1414.
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It is an important part of improving college students’ comprehensive quality to cultivate cross-cultural communicative competence and it should be prioritized in college English teaching. Only with communicative competence can students effectively communicate and convey messages with others in English. This paper introduces cross-cultural communication and points out problems in it among non-English major students. It finally put forward some ways to improve their communicative competence.
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Kovalchuk, Vasyl, i Tatiana Yermak. "THE DEVELOPMENT OF COMMUNICATION SKILLS OF STUDENTS OF SECONDARY SCHOOL AS A COMPONENT OF THEIR LEADERSHIP POTENTIAL". SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (28.05.2021): 292–303. http://dx.doi.org/10.17770/sie2021vol2.6384.
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The professional effectiveness depends on many factors, and good verbal communication skills, as a basis for productive relationships, mutual understanding and realization of goals and objectives of professional effectiveness as a way of self-improvement, self-realization and overcoming personal crises, are of great importance. The communication skills are basic ones in forming a leader. The concept of "communication skills" in the article is defined as the ability to communicate effectively, the ability to understand what the interlocutor means and be understood by them, the ability to negotiate, achieve their goals through communication. This type of skills performs many important functions in the personal development: provides psychological comfort, allows you to organize joint activities, meets the natural human need for communication, helps to assert itself, socially realize themselves. The success of a person in life depends on the ability to communicate. The personal success depends on the communication skills. Communication skills are important both for the social realization of the individual and for psychological life satisfaction. The article substantiates the problem of developing students' communication skills. The pedagogical conditions for the development of students' communication skills, including: creation of a favorable educational environment, application of a personality-oriented approach to learning, modeling of real professional communication conditions, are identified and substantiated. Information-communicative, regulatory-communicative and affective-communicative skills are singled out. To determine the level of development of these skills, we used the method of determining communicative levels of communicative and organizational tendencies: very low, low, medium, high. The study involved 196 students and 30 teachers of the educational complex of lyceum №157 in Kyiv.
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Wetherby, Amy M., Dianne G. Yonclas i Amy A. Bryan. "Communicative Profiles of Preschool Children with Handicaps". Journal of Speech and Hearing Disorders 54, nr 2 (maj 1989): 148–58. http://dx.doi.org/10.1044/jshd.5402.148.
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The purpose of this study was to compare the communicative profiles of preschool children with handicaps to those of normal children functioning in the prelinguistic and one-word stage using standard sampling procedures. The children with handicaps included 4 with Down syndrome, 4 with specific language impairments, and 3 with autism. Measures obtained from the communication samples included rates of intentional communication and proportions of communicative functions, discourse structure, communicative means, and syllabic shape. The results of the children with Down syndrome fell within the normal range on all parameters. The common pattern displayed by the children with specific language impairments was a deviation in syllabic shape. The children with autism displayed adequate rates of communicating but fell outside of the normal range for their language stage on the other communicative parameters. Clinical implications of these findings for the early identification of children with communicative impairments are discussed.
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Филиппова, О., i O. Filippova. "Project Technology As a Means of Development of Future Specialist Communitarian Personality". Scientific Research and Development. Modern Communication Studies 7, nr 5 (25.09.2018): 55–59. http://dx.doi.org/10.12737/article_5b9fa019d5f9e3.24005407.
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The article reveals the didactic possibilities of the project technology in the university development work of communicative specialization. The author substantiates the importance of communicative competence in acquiring professional skills and proves the effectiveness of project technology in teaching with speech and communicatively oriented disciplines. The role and specificity of each stage are shown in the development of the communicative personality of a philologist on the example of the project activity of the theory of communication.
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Korniyaka, Olga. "Features of University Teachers’ Communicative-Speaking Competence". PSYCHOLINGUISTICS 24, nr 1 (3.10.2018): 183–206. http://dx.doi.org/10.31470/2309-1797-2018-24-1-183-206.
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The article clarifies the specifics and peculiarities of communicative-speaking competence as the key tool of university teachers’ professional communication. The empirical research revealing development of speech communicative means and their influence on professional self-fulfilment is summarised.
Peculiarities of the modern linguistic politics are also analyzed. The article reveals the essence of three present-day specific conflicts in the field of speech communication, which are related to losses by young generations of linguistic landmarks, violations of ethical aspects of speech communication, dependence on cyberspace, disappearance of understood boundaries between reality and virtuality. Teachers’ professional work is usually accompanied by professional communication, determined by work goals and providing speech-mediated interactions of communicating actors at professional task solving. This is the main means of teachers’ work that cannot be replaced by some other means and practical activities cannot be performed without it. As for its content, such communication is connected with goals and objectives of their professional work: professional training of students as future specialists and social actors. By its nature, professional communication is a specific activity: “activity in activity”. The key means of its implementation is communicative-speaking competence of communicating actors.
In the broad sense, communicative-speaking competence is specialists’ integral ability to use verbal interactions; it is a defining psychological tool for their communicative-speaking activities.
The article states that communicative-speaking competence is a leading constituent in teachers’ professional competence because of its importance for social practice and its pedagogical significance for establishing of effective and psychologically equal interactions between teachers and their students. The model of communicative-speech competence, created by us during researching, unites three main groups of skills and abilities: communicative-speaking, social-perceptual and interactive, which are its main structural components. They are characterized by a number of characteristics: they are self-consistent, interdependent and hierarchically organized. As communicative means creating a psychic link between interlocutors, they are of a communicative nature as for their content and form.
Communicative-speaking competence also has three integral characteristics determining quality of university teachers’ professional interactions: didactic intention, creative orientation and pedagogical flexibility.
The notion on “professional speaking” or “professional language”, proposed by O.O. Leontiev, means that a teacher possesses thesaurus common with other communicants (a similar system of language, concepts, semantic meanings); has correct, figurative, emotional, stylistically determined speech; corresponding facial expressions, gesticulation, kinetics; numerous verbal and non-verbal strategies and tactics, united in the communicative aspect of interactions.
Such “professional language” of a specialist in science and education means professional interactions between teachers and students and it is implemented as an intellectual creative activity associated with “intellectual” communication and including “emotional intelligence”. “Intellectual” verbal communication within the educational process means economical, but complete and systematic, transfer of knowledge from its carriers to future specialists.
The performed research has determined regularities and peculiarities of communicative-speaking competence of professionals in sociological sciences depending on a number of objective and subjective factors: specialists’ ages, their personality, general and special education, compulsory nature of interactions, constant training, a degree of taking into account of modern requirements to a specific profession and, finally, a type of their leading activity.
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TRUBACHOVA, D. "THEORY AND PRACTICE OF FORMING THE EXPERIENCE OF COMMUNICATIVE ACTIVITY OF FUTURE TEACHERS OF A FOREIGN LANGUAGE". ТHE SOURCES OF PEDAGOGICAL SKILLS, nr 21 (9.03.2018): 201–5. http://dx.doi.org/10.33989/2075-146x.2018.21.206280.
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In the article the results of analysis of theoretical literature and pedagogical practice of problem of formation communicative activities of students of higher educational institutions have been compiled. The terms “communicative activities”, “communication” have been analyzed. The term of readiness to master communicative activities has been determined as a system of such properties and qualities of personality, which determine its mood for future communicative activities, communication, the ability to implement them. Criteria for the readiness of future teachers of a foreign language to master the communicative activity have been determined.The main structural components of communicative activities are the subject of communication is another person, partner in communication as a subject; partner in communication as a subject; the need for communication - the desire of man to know and evaluate other people, desire for self-knowledge; communicative motives are those for which communication is carried out, actions of communication - units of communicative activity, the task of communication is a goal whose achievement in a concrete communicative situation is directed to the various actions performed in the process of communication, the product of communication - the formation of material and spiritual nature, his result. The term “ways of communicative activities” has been found to characterize the learning process of future foreign language teachers has been developed. The structure of the method of communicative activity, which reflects the main components of communicative activity, has been presented. The way of communicative activity is aimed at solving a communicative problem. Stages of solving the communicative problem are analysis of the created communicative situation, definition of the communicative goal and objectives of the activity, review options for its achievement, the choice of the optimal, implementation of communication, analysis of the course of activity and the results. Taking into account these stages, types of ways of communicative activity have been defined. Criteria of formation of communicative activity have been developed: personality activity in communication; awareness of the principles of communicative activity, mechanisms of communication; possession of communication technique; awareness of communicative actions, the course of communicative activity in general, determined levels of their formation (creative, productive, sufficient).
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Zaika, Vitalii, Alla Heta i Yevheniia Vyshar. "COMMUNICATIVE POTENTIAL OF FUTURE SOCIAL WORKERS". Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», nr 1(48) (27.05.2021): 148–52. http://dx.doi.org/10.24144/2524-0609.2021.48.148-152.
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The article highlights the topical issue of communicative potential of future social workers in their professional activities. Modern requirements for a social worker require ablity to interact with various groups of clients: children, adolescents, youth, the elderly or people with special needs, deviant or delinquent behavior, addicted to psychoactive substances, victims of violence, war, natural disasters. disasters, prisoners, etc. Social workers must be able to communicate effectively with representatives of various target groups in the social sphere, in order to provide social services. They are become skilled for conflict-free communication, self-control, capable to empathize, to listen and prove point of view. All these professional competencies can be reflected as the communicative potential of a social worker. For the purpose of empirical research of communicative potential psychodiagnostic methods were applied: Diagnosis of the need for communication (U.Orlov), Can you listen? (E.Rogov), Study of the level of communicative control (M.Schneider), Identification of communicative and organizational skills (B.Fedoryshyn), Determining the behavioral style in a conflict situation (K.Thomas). Based on psychodiagnostic methods, it was found that future social workers have high indicators of communication needs, listening skills, level of communication control, level of communication skills and the predominance of average level of organizational skills. Among the styles of behavior in a conflict situation, the dominant are cooperation and compromise, which indicates a desire to meet the needs of the communication partner. The data indicate a high level of development of the communicative potential of future social workers and their readiness for professional activity in the chosen field.
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Losi, Rizky Vita, i Muhammad Muslim Nasution. "Students' Attitudes toward Communicative Language Teaching (CLT) in English Speaking Intensive Program". International Journal of English and Applied Linguistics (IJEAL) 2, nr 1 (1.04.2022): 95–102. http://dx.doi.org/10.47709/ijeal.v2i1.1428.
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University students had difficulty with communicative skills, and they must engage in discussion situations in EFL class without adequate skills to speak or write in English. Communicative Language Teaching (CLT) can play an essential role in EFL classes. This study surveyed the students’ attitudes toward Communicative Language Teaching (CLT) in an English-speaking intensive program. Fifteen university students responded to a 20-statement questionnaire as the data. The data was analyzed by using SPSS 20.0 program. The research findings revealed that the students showed positive attitudes toward Communicative Language Teaching (CLT). The students’ felt excited about learning through communicative activities, such as pair and group work, role play, games, etc. This learning satisfaction impacted their willingness to communicate in English. They were also motivated to communicate in English in their class even though they found it was not easy to use CLT, but they kept practising independently. Furthermore, it can be concluded that learning through CLT enabled students to communicate meaningfully, and their attitudes about these communication activities were positively impacted
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Ivashkevych, Eduard, i Lyudmyla Prymachok. "Psycholinguistic Peculiarities of the Development of Communicative Competence of Teachers of Secondary Schools". PSYCHOLINGUISTICS 27, nr 1 (16.04.2020): 95–121. http://dx.doi.org/10.31470/2309-1797-2020-27-1-95-121.
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The purpose of the article is to analyze psycholinguistic peculiarities of the development of communicative competence in the structure of social intelligence of teachers and directors of secondary schools in contemporary Ukrainian society.
Methods of the Research. The following theoretical methods of the research were used to solve the tasks formulated in the article: a categorical method, structural and functional methods, the methods of the analysis, systematization, modeling, generalization. Also we used empirical methods – the methods of observation, conversation, testing with the aim to study the structure of communicative competence and social intelligence of teachers; psychological and pedagogical experiment in a form of the research of the development of the structure of communicative competence and social intelligence of teachers.
The results of the Research. In the content of communicative competence of teachers we can emphasize the ability to optimize interpersonal relationships in the group; social sensitivity; a set of communicative skills, behavior patterns and communication techniques; a communicative potential; the interpretative competence. Teachers with a low level of communication competence have characterized by communicative failures caused by a violation of their orientation onto the process of communication: non-motivated change of speech strategies, mental orientations and the register of speech; failure by the speaker communicate postulates; neglecting by the speaker the linguistic means, which involve the maxim of the tact; unsuccessful choice by the speaker the tone and the register of communication. Scripts of role deixis, explicit and implicit pragmatic constituents in the structure of teacher’s communicative competence were formulated, their content was revealed.
Conclusions. Psycholinguistic peculiarities of the development of communicative competence of the teachers and the directors of schools were established: the composite assessment of the teacher’s communicative competence positively correlates with social intelligence, reflexive and empathic personal abilities; communicative competence of the teacher depends on the actualization of scripts of role deixis, explicit and implicit pragmatic constituents in its structure, etc.
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Koroliova, Valeria, Olena Hurko, Iryna Popova, Nataliia Holikova i Nataliia Maiboroda. "Communicative sabotage, suicide and avoidance as evidences of communicative discomfort". Linguistics and Culture Review 5, S4 (13.11.2021): 1187–201. http://dx.doi.org/10.21744/lingcure.v5ns4.1757.
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Purpose of the study: The purpose of the article is to compare and distinguish between the communication phenomena of sabotage, suicide, and avoidance displayed in the speech of characters of modern Ukrainian plays; to define them as communicative tactics that do not always violate communicative comfort and lead to conflict in communication; to characterize the main communicative goals and maxims affected by these communicative tactics. The key methods of the study, in addition to general scientific ones, were such dedicated linguistic methods as contextual and situational, speech and action analysis of communicative sabotage, suicide, and avoidance, as well as the method of structural and pragmatic analysis to provide characteristics of speech abnormal behavior of characters in modern Ukrainian plays, to identify of the consequences of communicative sabotage, suicide, and avoidance. The tactics violating the rules of the communication code are communicative sabotage, communicative suicide, and communicative avoidance. Communicative sabotage is mainly used by characters in a negative psychoemotional state as a way to express irritation and contempt, which causes changes in the focus of communication and hinders the achievement of the objective, informative and communicative goals of communication.
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Gmytrasiewicz, Piotr. "How to Do Things with Words: A Bayesian Approach". Journal of Artificial Intelligence Research 68 (17.08.2020): 753–76. http://dx.doi.org/10.1613/jair.1.11951.
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Communication changes the beliefs of the listener and of the speaker. The value of a communicative act stems from the valuable belief states which result from this act. To model this we build on the Interactive POMDP (IPOMDP) framework, which extends POMDPs to allow agents to model others in multi-agent settings, and we include communication that can take place between the agents to formulate Communicative IPOMDPs (CIPOMDPs). We treat communication as a type of action and therefore, decisions regarding communicative acts are based on decision-theoretic planning using the Bellman optimality principle and value iteration, just as they are for all other rational actions. As in any form of planning, the results of actions need to be precisely specified. We use the Bayes’ theorem to derive how agents update their beliefs in CIPOMDPs; updates are due to agents’ actions, observations, messages they send to other agents, and messages they receive from others. The Bayesian decision-theoretic approach frees us from the commonly made assumption of cooperative discourse – we consider agents which are free to be dishonest while communicating and are guided only by their selfish rationality. We use a simple Tiger game to illustrate the belief update, and to show that the ability to rationally communicate allows agents to improve efficiency of their interactions.
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Shanina, О., i О. Sikorska. "COMMUNICATIVE BARRIERS IN DOCTOR-PATIENT COMMUNICATION". International Humanitarian University Herald. Philology, nr 56 (2022): 150–53. http://dx.doi.org/10.32841/2409-1154.2022.56.33.
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Braga, Eliana Mara, i Maria Júlia Paes da Silva. "How Communication experts express communicative competence". Interface - Comunicação, Saúde, Educação 14, nr 34 (17.09.2010): 529–38. http://dx.doi.org/10.1590/s1414-32832010005000005.
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This study aimed at understanding how Brazilian communication specialists express their communicative competence. A group of nursing professors, who were communication experts, was investigated by means of a guiding question, namely, "How do you express your communicative competence?". The interviewees reported that they expressed their communicative competence by experiencing it in their professional lives and daily routines, listening to other people, perceiving nonverbal communication, validating message comprehension, breaking communication barriers, showing affectivity and developing self-knowledge. The results obtained from this study enabled us to understand communication as something to be learned, felt and experienced, i.e. by perceiving our own emotions and feelings as well as those of other people, both in nursing care and in everyday actions.
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Просвиркина i Irina Prosvirkina. "Communicative space in modern business communication". Modern Communication Studies 1, nr 1 (12.11.2012): 0. http://dx.doi.org/10.12737/69.
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The author deals with different types of communicative space, with the degree of publicity and intimacy of the speech communication, with the processes which influence the semantic shift of the lexical units used in modern discourse in the process of communication.
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Dumitriu, Constanţa, Iulia Cristina Timofti i Gheorghe Dumitriu. "Communicative Skill and/or Communication Competence?" Procedia - Social and Behavioral Sciences 141 (sierpień 2014): 489–93. http://dx.doi.org/10.1016/j.sbspro.2014.05.085.
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Hansen, Ejvind. "Communicative In-Betweens of Email Communication". Techné: Research in Philosophy and Technology 13, nr 1 (2009): 13–26. http://dx.doi.org/10.5840/techne20091312.
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In this paper I seek to deconstruct internet-based communication. I highlight Derrida’s focus on the margins and in-betweens of communication, and relate it to the genre of e-mail. I argue (i) that the silence between the dialogic turns becomes more marked, while (ii) the separation of present and previous statements becomes less marked. The visibility of the silence between the turns (i) can be a resource for increased awareness of how communicative exchanges are shaped by selfarrangements and -presentations. The dissolution of the separation between present and previous statements (ii) can be a source for unfruitful quarrels.
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Bezzubova, Olena. "COMMUNICATIVE ASPECT OF GERMAN ELECTRONIC COMMUNICATION". Advanced Linguistics, nr 3 (28.08.2019): 19–25. http://dx.doi.org/10.20535/2617-5339.2019.3.166232.
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Asy’ari, Hasyim. "المدخل الاتصالي في تعليم اللغة العربية". لسـانـنـا (LISANUNA): Jurnal Ilmu Bahasa Arab dan Pembelajarannya 8, nr 2 (20.03.2019): 31. http://dx.doi.org/10.22373/ls.v8i2.4551.
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Humans need language in order to interact with society. They express their thoughts and intentions with language. Language is a communication tool in society. And learning a foreign language not only learns grammar, but the ability to communicate with other communities. The approach that fits this purpose is the communicative approach. Communicative is the process of conveying thoughts and perceived by speech methods that include meaningful writing and a clear subject of thought. This approach aims to develop language competence in general by directing learners to language functions. Communicative ability is one's ability to grammatical adjustment and its use for certain communicative functions with cra corresponding to a particular place.
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Johansson, Catrin, Vernon D. Miller i Solange Hamrin. "Conceptualizing communicative leadership". Corporate Communications: An International Journal 19, nr 2 (1.04.2014): 147–65. http://dx.doi.org/10.1108/ccij-02-2013-0007.
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Purpose – The concept of “communicative leadership” is used in organisations that analyse and develop leaders' communication competence. A scholarly definition of this concept is lacking, and the implications of leaders' communication and the development of communication competence for organisations are rarely discussed. The purpose of this paper is to create a theoretical framework around the concept of “communicative leadership”, which can contribute to future research and development of leaders' communication competence. Design/methodology/approach – Three research questions were addressed: what communicative behaviours are central to leaders? How can “communicative leaders” be characterised? What is a “communicative leader”? Literature from the leadership and communication research fields was reviewed and related to these questions. Findings – Four central communicative behaviours of leaders (i.e. structuring, facilitating, relating, and representing), eight principles of communicative leadership, and a tentative definition are presented. A communicative leader is defined as someone who engages employees in dialogue, actively shares and seeks feedback, practices participative decision making, and is perceived as open and involved. Practical implications – A theoretical foundation to the practice of analysing and developing leaders' communication competence is provided, which is related to employee engagement and organisational performance. Originality/value – Communicative leadership is a concept emerging from organisational needs, articulated by corporate and public organisation leaders. This article links its core constructs to academic quantitative and qualitative research in an integrated framework, which can guide further research and the development of leaders' communication competence.
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Serdiuk, Liudmyla, Olena Chykhantsova i Ingrida Baranauskienė. "FOREIGN COMMUNICATIVE COMPETENCE AS A FACTOR OF PERSONAL DEVELOPMENT". SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 5 (20.05.2020): 537. http://dx.doi.org/10.17770/sie2020vol5.5096.
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Life in Ukraine has provided people with diversity and possibility in communication with the corresponding increase in intercultural communication. Therefore, foreign language teaching and learning at the universities should not only be instrumental, but it should set a new goal to train students with intercultural communicative competence to meet the needs of our globalized world. The article deals with the role of foreign language communicative competence and the problem of forming foreign language skills in communication that influence on the development of the person in the process of education in higher education institutions. Communicative competence means having ‘a competence to communicate’. The aim of the article is to investigate the level of foreign language communicative competence of the individuals and its impact on personality development. We used such research methods as observation, interview and questionnaire, analysis of the results of communication and teaching of students in a foreign language, the author’s method of determining the level of foreign language mastering, the expert assessments method. The results of our study determined that communicative competence implies the appropriate skills, the formation of which is a prerequisite for learning a foreign language in the educational environment. The results of the experiment allowed us to establish the psychological specificity of the process of mastering a foreign communication. The communicative competence is considered as a factor of personal development in the process of effective mastering of foreign languages. The foreign communicative competence is a recent notion and there is no clear consensus about what it is. Sometimes this term is referred to as global competence, international competence, multicultural competence and so forth.
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Chuyko, Halyna, Yan Chaplak i Mariya Komisaryk. "PECULIARITIES OF MANIFESTATIONS OF COMMUNICATIVE TOLERANCE OF STUDENTS IN THE CONDITIONS OF QUARANTINE INSULATION". PSYCHOLOGICAL JOURNAL 8, nr 3 (30.03.2022): 27–45. http://dx.doi.org/10.31108/1.2022.8.3.3.
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The article deals with the theoretical analysis and empirical research of psychological features of the phenomenon of communicative tolerance in the conditions of quarantine isolation. Different understandings of the concept of tolerance / communicative tolerance and its structure by scientists in the scientific psychological literature are considered. It was found that most scientists, analyzing the meaning of the concept of "communicative tolerance", often describe it as: personal characteristic; attitude to another person and the corresponding behavior of a person in the communication process. And in the structure of communicative tolerance they more often distinguish cognitive, affective and behavioral components, or offer a list of qualities of a tolerant personality. The understanding of communicative tolerance as a sophisticated complex holistic psychological phenomenon based on person’s communicative experience, their morality, inner culture and upbringing, as well as on the development of such personal traits as: benevolence, politeness, sociability, empathy, courtesy, moderation, on tendency to solve existing problems through cooperation, agreements and taking into account the interests of both sides of the communication – is generalized. It is stated that in the attempts of modern scientists to understand and explain the concept of tolerance in communication, we can distinguish two main approaches: linguistic and psychological, – which are partially opposed to each other. The first is by emphasizing that "communicative tolerance" is purely communicative category because it manifests itself in communication, and the second is by arguing that communicative tolerance is a complex and multifaceted mental phenomenon. It is noted that in the word combination "communicative tolerance" the concept of "communicative" – is just an attribute of the main word – "tolerance", emphasizing its psychological understanding. Peculiarities of development and manifestation of communicative tolerance in first- and second-year students, future psychologists, for whom it is a professionally important quality, was studied. It was found that respondents mainly tend to show the competent position in communication and to comprehensive accept other people, but the degree of their tolerance in communication was insufficient, because they could not hide their own negative emotions and communicative experience; may show indisputability, aggression or cruelty to the interlocutor; aspire to change him by fiting to their own image; didn’t want to get closer to another person on an emotional basis for the sake of effective communication. The correlations between the indicators of the techniques of diagnostics of communicative tolerance and other methods, the existence of which confirms the sophisticated, complexity and multifaceted nature of the phenomenon of communicative tolerance; factors that discover the hidden behind the correlation of the reasons for intolerance of respondents in communication and the ineffectiveness of its results are analyzed. It is concluded that tolerant communication is based on the conscious acceptance of another person's individuality; the desire to listen, to understand her, without suppressing the freedom of her expression and without aspire to change in her own way; the wish to communicate sincerely and openly, showing kindness and respect to human dignity and restrain possible negative feelings; on the desire to cooperate in order to avoid conflicts and achieve successful, effective and efficient communication.
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Campbell-Salome, Gemme, Emily A. Rauscher i Jennifer Freytag. "Patterns of Communicating About Family Health History: Exploring Differences in Family Types, Age, and Sex". Health Education & Behavior 46, nr 5 (18.06.2019): 809–17. http://dx.doi.org/10.1177/1090198119853002.
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Family communication environments can be a facilitator or barrier to family cooperation and communication in collecting family health history (FHH) information, which can facilitate disease prevention. This study examined the direct and indirect effects of family communicative environments on whether individuals actively collected FHH information, as well as how age and sex differences complicate this relationship. Participants ( N = 203) completed online surveys, answering close-ended questions about their family’s communication patterns, how open their family is to communicating about FHH, and whether they have actively collected FHH information. Results show there was a direct effect between open family communicative environments and active collection, and found FHH communication openness was a positive partial mediator. Conversely, family environments stressing hierarchy and homogeneity of beliefs inhibit open communication about and collection of a FHH. Analysis of age and sex as moderators in the models showed a significant conditional indirect effects, which grew stronger as participants’ age increased. Furthermore, results showed open family communicative environments lead to active collection of FHH for women, but not for men. Results confirm the importance of family communicative environments in facilitating or inhibiting FHH collection. Findings from the current study provide intervention points for practitioners to advise patients on the importance of collecting a FHH and guide behaviors to collect FHH information based on the family communicative environment.
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KERIMBAYEVA, B. T., Y. R. KERIMBEKOV i D. D. SAPARGALIYEVA. "THE IMPORTANCE OF DEVELOPING A NETWORK COMMUNICATIVE CULTURE OF THE FUTURE TEACHER". Iasaýı ýnıversıtetіnіń habarshysy 126, nr 4 (15.12.2022): 281–93. http://dx.doi.org/10.47526/2022-4/2664-0686.24.
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The article defines the meaning of the concept of transformation in accordance with the characteristics of various fields of science, clarifies the features of digital transformation for educational organizations. The levels of replacement, improvement, change and transformation of changes in pedagogical practice are determined, which are a clear manifestation of digital transformation in education. In addition, the role of communicative revolutions in the history of mankind is determined. The value of communicative culture is determined in the case of interaction between communication and culture. The communicative qualities of the individual, which form the basis of pedagogical relations, are studied. The meaning of the concepts communicative culture of the teacher, pedagogical communication, and intercultural communication is determined. The role of the components of the teacher's communicative culture in professional pedagogical activity is considered. The communicative culture of a teacher is defined as a set of cultural norms, knowledge and values, knowledge and skills used in the course of his personal and pedagogical communication, contributing to its effectiveness. As components of a communicative culture, it is based on the ability for interpersonal relationships, acceptance and respect for opinions, differentiation and presentation of arguments, discussion of problems, readiness to communicate harmoniously and politely with strangers. As a result of the rapid development of information and communication technologies, the Internet has had a positive impact on increasing access to information for education and teachers. The network communication direction of traditional communication theory is often discussed today in the focus of attention of researchers and scientists. The content of the ethical principles of communication on the Internet is specified through psychological, emotional, technical, decorative and administrative categories. In the article, pedagogical communication in the electronic environment is considered as a developing pedagogical scientific direction that studies the effective interaction of participants in the educational process in the electronic educational environment. The actual communication skills of the teacher in the context of digitalization of educational processes are systematized. The effective factors of using network communications in the educational space of higher education organizations are revealed. The effectiveness of the use of training technology in the development of a communicative online culture of future teachers is substantiated.
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McEwen, Rhonda, Asiya Atcha, Michelle Lui, Roula Shimaly, Amrita Maharaj, Syed Ali i Stacie Carroll. "Interlocutors and Interactions: Examining the Interactions Between Students With Complex Communication Needs, Teachers, and Eye-Gaze Technology". Human-Machine Communication 1 (1.02.2020): 113–31. http://dx.doi.org/10.30658/hmc.1.7.
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This study analyzes the role of the machine as a communicative partner for children with complex communication needs as they use eye-tracking technology to communicate. We ask: to what extent do eye-tracking devices serve as functional communications systems for children with complex communication needs? We followed 12 children with profound physical disabilities in a special education classroom over 3 months. An eye-tracking system was used to collect data from software that assisted the children in facial recognition, task identification, and vocabulary building. Results show that eye gaze served as a functional communication system for the majority of the children. We found voice affect to be a strong determinant of communicative success between students and both of their communicative partners: the teachers (humans) and the technologies (machines).
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Zhang, Yuxuan, Jiao Chen i Hongning Tian. "Misunderstandings of Communicative Approach in College English Teaching". BCP Education & Psychology 7 (7.11.2022): 43–45. http://dx.doi.org/10.54691/bcpep.v7i.2605.
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The Communicative Approach, started in the 70s, focus on real communication and interaction. This approach is prevalent in English teaching as it proposed an alternative to the then ubiquitous systems-oriented approaches. In the Communicative Approach, instead of focusing on the acquisition of vocabulary and grammar, it emphasizes the development of learner’s competence to communicate in real-life situations. In other words, it aims at cultivating communicative competence rather than the grammatical or linguistic competence. Although the Communicative Approach is an effective method to teach English, it is often misunderstood and misused by many English teachers, especially college English teachers. This thesis explains what the essence of communicative teaching method is, what are its characteristics, and what misunderstandings teachers usually have about it, in the hope that the Communicative Approach can be used correctly and effectively in college English teaching and students can actually increase their English competence from this approach.
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Bartelmeß, Tina, i Jasmin Godemann. "Corporate Perspectives on Responsibility and Sustainability in the Food System: A (Food) Communicative-Constructivist Viewpoint". Sustainability 12, nr 5 (6.03.2020): 2024. http://dx.doi.org/10.3390/su12052024.
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This study examines how corporations in the German food industry understand and perceive communication as a corporate social responsibility (CSR) dimension, how they communicate about food-related sustainability, and how this corporate food communication can lead to sustainability-oriented change in action-guiding institutions. This study takes a communicative-constructivist viewpoint that does not focus on the extent to which the communicated corresponds to the actual action but rather on how communication and communicatively constructed institutions can shape, influence, or constitute the action. A comparative qualitative case study approach reveals how two deviant cases within the producing and processing food industry assume responsibility through food communication and identifies five underlying roles of communication that, in their case-specific variations yield in two different conceptualizations of perceiving responsibility through communication. The analysis and interpretation of data, in the reference frame of communicative institutionalism, outline promising prospects on how corporate food communication can contribute to institutional changes that guide decisions and actions for sustainable development of the food system. Furthermore, the findings highlight food quality as a relevant communication resource for food-related discussions about sustainability that cross systems in the context of the food system and transforms an institution in such a way that it now also refers to aspects of sustainability.
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Dharma, Ferry Adhi. "DIALEKTIKA KOMUNIKASI INTRAPERSONAL: MENGKAJI PESONA KOMUNIKASI DENGAN DIRI SENDIRI". al-Balagh : Jurnal Dakwah dan Komunikasi 2, nr 1 (30.06.2017): 25. http://dx.doi.org/10.22515/balagh.v2i1.483.
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The dialectic of intrapersonal communication help us to understand several sides of metaphysics in the science of communication. At this level of communication, communication activities can be analyzed from the dialectic and the dialogue which is in monologue concept. Objectivity of communicative action will be traced from intersubjectivity of each individual. In this article, the communicative action will be reviewed by a phenomenal figure of Dimas Kanjeng Taat Pribadi. By reviewing and studying at this level of communication, we will try to understand the construction of knowledge, attitudes, and the subjective actions of individuals that necessitate a distinctive or enchanting communication style when they communicate with others.
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Honcharuk, O. M. "COMMUNICATION AS A COMMUNICATIVE ACTIVITY AND THE PHENOMENON OF THE CHILD’S COMMUNICATIVE SKILLS". Innovate Pedagogy 1, nr 22 (2020): 178–81. http://dx.doi.org/10.32843/2663-6085/2020/22-1.39.
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Nolfi, Stefano. "Emergence of communication in embodied agents: co-adapting communicative and non-communicative behaviours". Connection Science 17, nr 3-4 (wrzesień 2005): 231–48. http://dx.doi.org/10.1080/09540090500177554.
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Artemenko, A. I. "COMMUNICATIVE ECHO QUESTIONS IN UKRAINIAN DISCOURSE". Linguistic and Conceptual Views of the World, nr 67 (1) (2020): 9–17. http://dx.doi.org/10.17721/2520-6397.2020.1.01.
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This article researches communicative echo-questions in Ukrainian discourse. A communicative echo-question is a unique linguistic phenomenon which is used in the dialogue speech and has different pragmatic meanings and gives the speech communicative features. Communicative echo-questions are classified according to the pragmatic, structural and semantic aspects. They need the future research in Ukrainian discourse. Communicative echo-questions are a specific type of interrogative sentences, which repeat the previous phrase in the interrogative form and can follow different intentions. The research shows that communicative echo-questions can express indirect meanings of the communication and help resolve a conflict situation between speakers. In the research communicative echo-questions are identified on the basis of communicative relations between speakers. They can be used in different communicative situations of microdialogues. Communicative echoquestions can express politeness, rudeness, surprise and etc. The are divided into the following types, such as mental echo-questions, echo-questions which express surprise and echo-questions which are used for communicative pause. Echo-questions can be used by different groups of people, i.e. by men and women, old and young people, polite and rude persons etc. Echo-questions can be used in their speech to show their different inner state. It helps them to communicate positively avoiding conflict situations. Echo-questions are very interesting phenomenon which helps speakers to be polite with each other and communicate deeply. Social characteristics of echo-questions are also very important because they show different social features of situations and speakers with various status roles. Echo-questions help speakers to understand each other better and makes Ukrainian discourse more diplomatic. Pragmatic characteristics of communicative echo-questions show their functional role in Ukrainian discourse.
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Messerli, Thomas C. "Subtitles and cinematic meaning-making: Interlingual subtitles as textual agents". Multilingua 38, nr 5 (25.09.2019): 529–46. http://dx.doi.org/10.1515/multi-2018-0119.
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Abstract This theoretical paper adopts the point of view of the audience of subtitled films and outlines a theory of subtitles as communicative agents within the participation structures of film reception. Based on examples from three Swiss fiction films – Heidi (2015), Heimatland (2015) and Der Goalie bin ig (2014) – the following communicative effects are found and illustrated: uniformity, authorisation, foregrounding, aestheticisation, foreignisation. These effects are conceptualised in terms of Constitutive Communication theory and textual agency (Cooren. 2004. Textual agency: How texts do things in organizational settings. Organization 11(3). 373–393. doi:10.1177/1350508404041998), which describe that by communicating with audiences, subtitles animate into being other participants in film discourse and contribute to what viewers take away in terms of characters, stories, the cultural aspects they represent and the source culture(s) from which the text is perceived to communicate.