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1
Lilja, Niina, and Arja Piirainen-Marsh. "Connecting the Language Classroom and the Wild: Re-enactments of Language Use Experiences." Applied Linguistics 40, no. 4 (January 2, 2018): 594–623. http://dx.doi.org/10.1093/applin/amx045.
Повний текст джерелаАнотація:
Abstract Using multimodal conversation analysis, this article analyses language learning as an in situ process during a teacher-assigned, experientially based pedagogical activity. The activity involved a three-part pedagogical structure, where learners first prepared for and then participated in real-life service encounters, and later reflected on their experiences back in the classroom. The analysis details how the co-constructed telling sequences through which novice second language users re-enact their experiences create an occasion for language-focused activity. We argue that the actions through which the participants display and sustain an orientation to an interactional practice as an object of learning make visible a learning project. The findings illuminate the practices through which language-focused activity is initiated, sustained, and managed to enable in situ learning. They also show how re-enactments function in storytelling and display a novice learner’s interactional competence. Finally, the findings illustrate how experiences gained in everyday social activities can be ‘harvested and reflected upon’ (Wagner 2015: 77) in the classroom and contribute to recent initiatives to develop teaching practices that support learning in-the-wild.
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Russo Cardona, Tommaso. "Metaphors in sign languages and in co-verbal gesturing." Dimensions of gesture 8, no. 1 (May 15, 2008): 62–81. http://dx.doi.org/10.1075/gest.8.1.06rus.
Повний текст джерелаАнотація:
In analyses of the grammatical structure of sign languages (Liddell, 2003), “classifier forms” which play a major role in these spatialised grammars, are looked upon as a “gestural” component of sign language. Kendon (2004) pointed out that some of the organizational principles of co-verbal gesturing can be compared to “classifiers” in sign languages. In this paper drawing on previous analyses of LIS (Italian Sign Language) metaphors in discourse (Russo, 2004a, 2005) the role of “classifier forms” in SL metaphors is examined and compared with some aspects of gestural metaphors produced during academic lectures in Italian. It is shown that similarities and differences between the two communicative devices can be pointed out only if the multimodal organization of both face-to-face speech activity and face-to-face sign language communication is taken into account. The gestural actions produced by speakers and the non-manual gestures produced by signers are interpreted as framing a speech act unit in this way providing a perspective for the interpretation of the lexical items within it. The distinction between langue and parole proposed by Ferdinand de Saussure (1916) is discussed and reframed by this analysis.
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Linuwih, Endar Rachmawaty, and Nopita Trihastutie. "Digital Entertainment to Support Toddlers’ Language and Cognitive Development." TEKNOSASTIK 18, no. 1 (January 30, 2020): 1. http://dx.doi.org/10.33365/ts.v18i1.467.
Повний текст джерелаАнотація:
This current research aimed at seeing how English nursery rhymes and kids’ songs as learning media support toddlers who are not living in an English speaking country (Indonesia) but exposed to the English language media during their normal baby-sitting times to learning English. To observe how two Indonesian toddlers learned English language in their early critical period of language acquisition through co-watching activity, Early Development Instrument which focuses on language and cognitive development domain with reading awareness and reciting memory subdomain was applied to observe two subjects after 15 month treatments (from age 10-24 months). The results show that the media and the co-watching activity are able to support the toddlers’ understanding of the English words spoken and their ability to produce the intelligent pronunciation of those words. The interesting fact reveals that English which is normatively learned merely as a foreign language to most Indonesian people is no longer something far-off to the toddlers who are exposed to it through English nursery rhymes and kids’ songs online since they are at the very young age. They naturally tend to be bilingual since at the same time they learn their mother tongue.
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Early, Jessica Singer, and Tracey T. Flores. "Escribiendo Juntos: Toward a Collaborative Model of Multiliterate Family Literacy in English Only and Anti-immigrant Contexts." Research in the Teaching of English 52, no. 2 (November 1, 2017): 156–80. http://dx.doi.org/10.58680/rte201729378.
Повний текст джерелаАнотація:
This article describes an after-school family literacy program as a model of multiliterate collaboration under and against English Only and anti-immigrant conditions. The model reveals how state politics surrounding language, ethnicity, and citizenship may interact with the activity systems of family literacy programs to redefine what counts as sanctioned language and literacy learning within school spaces. This article details the findings of a qualitative study and includes the goals and curriculum of the program, as well as the recruiting mechanisms, participants, participant feedback, and participant experiences. Findings from the study reveal the role of parental investment in language and literacy learning, language co-construction, and honoring of all languages, cultures, and experiences. This family literacy model contributes to literacy studies by offering possibilities for future school-sponsored, multiliterate family literacy research collaborations to draw from and extend the language and literacy practices and funds of knowledge of ELL students, parents, teachers, and literacy scholars working within English Only and anti-immigrant contexts.
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H. Le, Huong. "English Language University Teachers’ Research Activity: Untold Stories in Vietnam." Global Research in Higher Education 1, no. 1 (May 9, 2018): 45. http://dx.doi.org/10.22158/grhe.v1n1p45.
Повний текст джерелаАнотація:
<em>This qualitative case study explores English language university teachers’ engagement in research including their interests, publications and co-operation, from which the obligation of research activity at universities in Vietnam is revealed. Twenty-one English language university teachers at Hong Duc University were invited to participate in the research. Survey questionnaire and Skype semi-structured interview were employed to collect necessary data to identify teacher participants’ involvement in research. Being seen from socio-cultural perspectives, the findings of the study indicate that how English language university teachers engage in research is inter-twined with the current context where research is done.</em>
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Cotoc, Alexandra, and Ioana Mudure-Iacob. "A #Co-Teaching Story from the Digital Pedagogical Framework." Linguaculture 15, Special Issue (October 30, 2024): 44–63. https://doi.org/10.47743/lincu-2024-si-0386.
Повний текст джерелаАнотація:
The pairing of educational technology and pedagogy within new media in the exploration of foreign language teaching approaches reveals a proximity to genuine interaction among learners through immersion in language education and new media content creation. Shifting from the role of “learning to create” into a more “creating to learn”-focused role, students are empowered to become active media creators while using language and tech savviness, as well as digital apps and tools, as core skills. In doing so, the language class gains the potential to become a microcommunity of practice that encourages critical thinking and collaboration abilities while engaging in complex problem-solving skills, extending its utility into the facilitation of autonomous learning contexts. With language learners stimulated by new media in their communicative practice, it is the role of teachers to find an innovative and digital pedagogical method of matching the students’ Netspeak needs to promote cognitive activation in the EAP class. The purpose of the current study is to showcase a tested example of how educational digital pedagogy within the context of new media can be leveraged to enhance language learning outcomes via a digital escape room learning context for students with various learning backgrounds and in an innovative co-teaching scenario. The collaboratively designed and implemented digital escape room activity challenges language learners to solve language puzzles, create new media content, and use receptive and productive language skills to find clues and passwords, fostering collaboration and communication among learners who are motivated to make use of their transversal skills while breaking out from such a complex language activity.
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Fang, Di. "Collaborative assessments in Mandarin conversation." Chinese Language and Discourse 12, no. 1 (July 8, 2021): 52–83. http://dx.doi.org/10.1075/cld.00037.fan.
Повний текст джерелаАнотація:
Abstract The co-production of a sentence is a phenomenon that is widely observed in talk-in-interaction across languages. However, with a few notable exceptions, there is still much room for the investigation of how the co-production of sentences is put to the service of specific actions and activities in different language communities. This paper, using 10 hours of video-recorded data, examines the co-production of assessments (“collaborative assessments”) in Mandarin conversation. It is found that speakers can use syntactic, prosodic, and bodily-visual devices to realize assessment collaboration, and that the functions of collaborative assessment include (1) helping provide a candidate assessment term and facilitating the assessment; (2) articulating/specifying ‘vague’ assessments; (3) helping complete the foreshadowing of a negative assessment term; and (4) co-participation in the assessment activity. This paper also discusses the design features of co-completion and subsequent responses on the basis of the continuum of speakers’ epistemic authority and agency in collaborative assessment sequences and concludes with some implications of this study for grammar as practice.
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Hellermann, John. "The sequential and prosodic co-construction of a ‘quiz game’ activity in classroom talk." Journal of Pragmatics 37, no. 6 (June 2005): 919–44. http://dx.doi.org/10.1016/j.pragma.2004.09.009.
Повний текст джерела
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Tal-Or, Nurit, and Yariv Tsfati. "Does the Co-Viewing of Sexual Material Affect Rape Myth Acceptance? The Role of the Co-Viewer’s Reactions and Gender." Communication Research 45, no. 4 (July 28, 2015): 577–602. http://dx.doi.org/10.1177/0093650215595073.
Повний текст джерелаАнотація:
While media research has long ago acknowledged that watching TV is a social activity, only a few studies have examined the effects of co-viewing on adult reactions to a televised text. In the current investigation, we used social-cognitive theory combined with previous research on the intra-audience effect, audience identification, transportation, and attitude change to develop hypotheses connecting co-viewers’ reactions, co-viewers’ gender, and viewer’s post-exposure attitudes. Participants watched a movie segment that ended in a rape scene. We manipulated their confederate co-viewers’ displayed reaction (enthusiastic or bored) and gender, and subsequently measured perceived co-viewers’ attributions of responsibility for the rape, the viewers’ transportation, identification with the male protagonist, and acceptance of the rape myth (the tendency to attribute responsibility for sexual violence to the victim). Results demonstrated that for those participants who correctly perceived the engagement manipulation, the effect of the confederate co-viewer’s engagement manipulation on rape myth acceptance was positive and significant. In addition, both manipulations had an indirect effect on rape myth acceptance, sequentially mediated through transportation and identification.
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McDougall, Jill. "Basal Readers In The Language Program." Aboriginal Child at School 22, no. 3 (October 1994): 24–27. http://dx.doi.org/10.1017/s0310582200005290.
Повний текст джерелаАнотація:
Most educationalists now acknowledge the pedagogical power of the Whole Language or Language Experience approach to the teaching of reading and other language skills. This approach is particularly valuable in remote Aboriginal schools where teaching resources can be made culturally relevant by centering learning around local and community driven experiences. Once a theme has been selected (usually around a personal or mediated experience such an excursion or other activity or a Big Book), the children are immersed in the oral and written language that arises from this experience. Activities may include creating a negotiated text, modelled writing, co-operative cloze and formulating a personal response to the experience. A thematic approach seeks to provide sufficient repetition of language structures and vocabulary for children to increase their fluency as readers and to generally expand their skills as language users.
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Herazo Rivera, Jose David, and Anamaría Sagre Barboza. "The Co-Construction of Participation Through Oral Mediation in the EFL Classroom." PROFILE Issues in Teachers' Professional Development 18, no. 1 (January 28, 2016): 149–63. http://dx.doi.org/10.15446/profile.v18n1.49948.
Повний текст джерелаАнотація:
<span>Sociocultural theory argues that an individual’s mental, social, and material activity is mediated by cultural tools. One such tool is the language or discourse teachers use during whole class interaction in the second language classroom. The purpose of this study was to examine how a Colombian se-cond language teacher mediated her ninth-grade students’ participation during classroom interaction. We videotaped and transcribed five lessons and interviewed the teacher after each lesson. Findings revealed that the teacher mainly used questions, elaborations, recasts, and continuatives in patterned combinations to help learners co-construct relevant content and sustained participation. Such mediation provided learners with frequent affordances to engage in meaning-making, a necessary condition for developing a new language.</span>
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Sorvari, Jaana, Satu Rusko, Nina Jackson, and Hanna-Leena Ainonen. "Integrating entrepreneurial working life skills with foreign language teaching – two cases from the University of Oulu." Language Learning in Higher Education 10, no. 2 (December 1, 2020): 521–29. http://dx.doi.org/10.1515/cercles-2020-2033.
Повний текст джерелаАнотація:
Abstract This activity report describes two cases of Language teaching for degree students in the University of Oulu with new pedagogical approaches aiming towards authentic working life skills. Co-creation, collaborative learning and cooperation across borders are the building blocks for these innovative language teaching projects. Case 1 describes Entrepreneurial Language Studies in English and Swedish courses, co-created with the Ministry of Culture and Education Key Projects, which aim for fostering entrepreneurial culture and creating entrepreneurial learning environments at universities. Case 2 is about Teaching English and Course Cooperation in English language between the students of Information Processing Science in Finland and Russia. In both of these cases, students have been challenging themselves with new ways to learn the language and at the same time acquire important skills for working life, virtual learning, presentations, communication, problem solving and business idea creation. What unites these cases is the emphasis on authentic language learning, creativity and self-efficacy. Because career paths today are increasingly complex, multidisciplinary and diverse, the ability to adapt, innovate and be flexible is vital in evolving and collaborative working environments.
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Usacheva, O. V. "Professional Orientation of a Teacher of Foreign Languages Using Reflective Activities." Voprosy sovremennoj nauki i praktiki. Universitet imeni V.I. Vernadskogo, no. 4(78) (2020): 158–62. http://dx.doi.org/10.17277/voprosy.2020.04.pp.158-162.
Повний текст джерелаАнотація:
The problem of the formation of a foreign language communicative competence remains relevant in teaching foreign languages. The relationship between the teacher and the student is of great importance in the educational process, namely, the positions of cooperation, co-creation, and synergy of the result from teamwork. Within the framework of such training, activity tasks are highlighted. To ensure an effective educational process, it is necessary to teach students reflective activities, which leads to a better understanding of problems in the educational process. Therefore, reflective activities that contribute to the analysis of interaction and ensure the design of teamwork have been developed.
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Thompson, Ian. "The Mediation of Learning in the Zone of Proximal Development through a Co-constructed Writing Activity." Research in the Teaching of English 47, no. 3 (February 1, 2013): 247–76. http://dx.doi.org/10.58680/rte201322712.
Повний текст джерелаАнотація:
This article develops a theoretical understanding of the processes involved in the co-construction of a written text by a teacher and student from a Vygotskian perspective. Drawing on cultural-historical and sociocultural theories of writing and Vygotsky’s concept of the Zone of Proximal Development (ZPD), this case study of a student and teacher interaction in a UK secondary school examines the social mediation of collaborative activity in the negotiation of meaning.While expressivist process theories of writing focus on the development of the authentic voice of the writer, this article contends that the development of a student’s writing abilities requires active intervention by a teacher within a constructed zone of development. Writing is viewed as a situated activity system that involves a dialectical tension between thought and the act of composition.Finally, the article will argue that the recursive and complex nature of writing development is an integral tool in the learner’s own agency in creating a social environment for development.
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Gruschko, Svitlana. "TRANSLATION AS MENTAL INTERPRETATION ACTIVITY IN LINGUISTICS AND LITERATURE." Naukovy Visnyk of South Ukrainian National Pedagogical University named after K. D. Ushynsky: Linguistic Sciences 18, no. 28 (July 2019): 43–53. http://dx.doi.org/10.24195/2616-5317-2019-28-4.
Повний текст джерелаАнотація:
In the article the phenomenon of translation is regarded as mental interpretation activity not only in linguistics, but also in literary criticism. The literary work and its translation are most vivid guides to mental and cultural life of people, an example of intercultural communication. An adequate perception of non-native culture depends on communicators’ general fund of knowledge. The essential part of such fund of knowledge is native language, and translation, being a mediator, is a means of cross-language and cross-cultural communication. Mastering another language through literature, a person is mastering new world and its culture. The process of literary texts’ translation requires language creativity of the translator, who becomes so-called “co-author” of the work. Translation activity is a result of the interpreter’s creativity and a sort of language activity: language units are being selected according to language units of the original text. This kind of approach actualizes linguistic researching of real translation facts: balance between language and speech units of the translated work (i.e. translationinterpretation, author’s made-up words, or revised language peculiarities of the characters). The process of literary translation by itself should be considered within the dimension of a dialogue between cultures. Such a dialogue takes place in the frame of different national stereotypes of thinking and communicational behavior, which influences mutual understanding between the communicators with the help of literary work being a mediator. So, modern linguistics actualizes the research of language activities during the process of literary work’s creating. This problem has to be studied furthermore, it can be considered as one of the central ones to be under consideration while dealing with cultural dimension of the translation process, including the process of solving the problems of cross-cultural communication.
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Shaw, Emily. "Gesture at the crossroads." Semiotic Diversity of Language 36 (December 31, 2022): 179–211. http://dx.doi.org/10.1075/bjl.00075.sha.
Повний текст джерелаАнотація:
Abstract Task-based exchanges are known to have multiple co-occurring interactive structures that prompt interlocutors to integrate various semiotic fields (Goodwin 2000). In addition to underlying norms of cooperative interaction, task-based exchanges include joint accomplishment of some activity. In this study, a group of co-workers (two hearing and one deaf) engaged in a team-building exercise where they jointly constructed a container fit for protecting an egg. They communicated, in part, via a sign language interpreter. Clark’s (2016) methods of communication were applied to the interpreter-mediated interaction (IMI) to determine whether certain semiotic modes were more (or less) accessible to the respective linguistic groups. Micro-analysis of three activity phases revealed moments when the participants responded to and integrated semiotic fields displayed in front of them. While not all content was accessible, like the complex depictive structures produced by the deaf person, some instances of mutual understanding without interpretation were achieved via integration of meaningful components of visibly accessible semiotic fields. Results challenge traditional views of IMIs where interpreters are positioned as channelling communicative content exclusively through them.
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Baker, Michael J. "Collaboration in collaborative learning." Coordination, Collaboration and Cooperation 16, no. 3 (December 30, 2015): 451–73. http://dx.doi.org/10.1075/is.16.3.05bak.
Повний текст джерелаАнотація:
This paper presents a theorisation of collaborative activity that was developed in the research field known as “collaborative learning”, in order to understand the processes of co-elaboration of meaning and knowledge. Collaboration, as distinguished from cooperation, coordination and collective activity, is defined as a continued and conjoined effort towards elaborating a “joint problem space” of shared representations of the problem to be solved. An approach to analysing the processes of co-construction of a joint problem space is outlined, in terms of inter-discursive operations, together with approaches to defining different forms of cooperative activity. In conclusion, the specificity of this approach to defining collaboration is discussed in relation to other fields of research.
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Isakov, Vladimir. "Graphic Language in Law." Legal Issues in the Digital Age 3, no. 3 (November 7, 2022): 47–67. https://doi.org/10.17323/2713-2749.2022.3.47.67.
Повний текст джерелаАнотація:
Language in this paper is understood as a system of signs of various physical nature, which serves cognitive and communicative functions in human thinking. Languages are formed naturally or created by man artificially for certain purposes. The graphic language as a class belongs to artificial language systems. Graphic language in law is not a unique phenomenon. The system of state symbols studied by heraldry is a variety of the graphical language, just as traffic signs and other signs in transport — water, sea, air, rail, pipeline. The military have a system of symbols of their own such as grade and branch insignia. Industrial signs and designs (for radiation, high tension, magnetic fields) is another example. This paper will attempt to disclose the concept of graphic language and to justify its role in law. The functions of the graphics language and the main types of schemes are considered. The main stages of the schematization process are shown. The author's point of view on the ratio of schematization and visualization, graphic concept and grapheme is expressed. Specific examples are used to demonstrate the possibilities of multi-layered visuals as one of the most promising contemporary varieties of schematization. According to the author, artificial intelligence and natural intelligence are complementary and should interact and mutually develop — co-develop. It means that not only machines should master various functions of human thinking but man equally needs to learn from machines in certain cases — in order to be able to form ontologies, synthesize algorithms, understand the language and operational logic of artificial intelligence. The graphic language, the one of drawings, schemes, graphs, which is quite abstract and formalized but at the same time understandable and proportionate to ordinaryhuman thinking, could thus become a "bridge" between artificial and natural intelligence. From this point of view, there is obvious promise in the development and use of different types of graphic languages in law, as well as in other humanitarian areas of human activity.
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Moraes, Rozania Maria Alves de, and Wescley Batista Lopes. "Instrumentos mediadores na atividade linguageira de professores iniciantes de francês (Mediating instruments in the linguistic activity of beginning teachers of French)." Estudos da Língua(gem) 17, no. 3 (September 30, 2019): 117. http://dx.doi.org/10.22481/el.v17i3.5943.
Повний текст джерелаАнотація:
O presente artigo analisa o discurso de dois professores estagiários de Francês como língua estrangeira (FLE), que participaram de um processo dialógico de (co)análise da atividade, denominado autoconfrontação. Objetivamos investigar o uso de instrumentos mediadores na atividade destes sujeitos. Empregamos a teoria sócio-histórico-cultural, de Vigotski, a teoria da gênese instrumental, os estudos da Clínica da Atividade e da Ergonomia da Atividade e os aportes da filosofia bakhtiniana da linguagem. Em nossos resultados, evidenciamos, a partir de marcas linguístico-discursivas dos estagiários, o uso de instrumentos empregados com o fito de mediar e auxiliar na realização de prescrições que abrangem aspectos civilizacionais no ensino de FLE.PALAVRAS-CHAVE: Instrumentos; Atividade mediada; Professor iniciante; Análise da atividade; Autoconfrontação.
This article analizes the discourse of two French foreign language trainees (FLE), who participated in a dialogical process of (co)analysis of the activity, called self-confrontation. We aim to investigate the use of mediating instruments in the activity of these subjects. We used the socio-historical-cultural theory of Vygotsky, the theory of instrumental genesis, the studies of the Clinic of Activity and Ergonomics of Activity and the contributions of Bakhtin’s language. In our results, we show the use of instruments used for the purpose of mediating and assisting in the accomplishement of prescriptions that cover civilizational aspects in the teaching of FLE. KEYWORDS: Instruments; Mediated activity; Beginning teacher; Activity analysis; Self-Confrontation.
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Li, Cheng-Tuan, Yong-Ping Ran, and Daniel Kádár. "Constructing self-expert identity via other-identity negation in Chinese televised debating discourse." Text & Talk 38, no. 4 (June 26, 2018): 435–55. http://dx.doi.org/10.1515/text-2018-0009.
Повний текст джерелаАнотація:
Abstract This article investigates the conflictive construction of identities in Chinese interactions. We examine the way in which people build up their own identities as “experts” and negate others’ similar identities in Chinese televised debates with complex participation structure. Our datasets are collected from 120 Chinese televised debates. Using indexicality (Bucholtz, Mary & Kira Hall. 2005. Identity and interaction: a socio-cultural linguistic approach. Discourse Studies 7[4/5]. 585–614) and Membership Categorization (Sacks, Harvey. 1992. Lectures on conversation, vols I and II, edited by G. Jefferson. Oxford: Blackwell) as analytic notions to capture the interactional co-construction of identities, we examine the ways in which identity co-construction in such conflict scenarios takes place, as interactants attempt to construct their own identities as experts, and negate the expert identities of others. This exploration fills an important knowledge gap: little research has been done on Chinese conflict talk, in particular from the perspective of the co-construction of identities. Our research models identity construction in conflict by identifying various routes or “strategies” through which identities can be worked out in conflict scenarios. Our focus is on revealing how interlocutors construct or promote their identity by making their membership category conform to their category-bound activity/attribute, and negate others’ identity by revealing others’ violation of category-bound activity/attribute.
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Ou, Wanyu Amy, Mingyue Michelle Gu, and Francis M. Hult. "Discursive ripple effects in language policy and practice." Australian Review of Applied Linguistics 44, no. 2 (July 7, 2021): 154–79. http://dx.doi.org/10.1075/aral.20096.ou.
Повний текст джерелаАнотація:
Abstract The advancement of English as an instrument for the internationalization of higher education has foregrounded English as an academic lingua franca (EALF), and the case of China is no exception. This study focuses on the process by which EALF has been interpreted and negotiated across university policies and local practices in China’s internationalized higher education. Drawing upon nexus analysis and multisource data, the study traced the discursive (re)location of EALF across different scales of social activity related to multilingualism at an English-medium transnational university in China. Our analysis illustrates the tension between English and other co-existing languages, as presented in educational language policies and as perceived and practiced by multilingual students in the local communicative context. The findings also show an interactive policymaking process through which students and university administrators opened ideological and implementational spaces that linguistically and semiotically pluralized communicative scenarios at the internationalized university in focus.
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Leonteva, A. V., O. V. Agafonova, and A. A. Petrov. "DISFLUENCIES AND THEIR GESTURE PROFILES: THE ANALYSIS OF SIMULTANEOUS INTERPRETING FROM L1 TO L2." Voprosy Kognitivnoy Lingvistiki, no. 2 (2023): 5–14. http://dx.doi.org/10.20916/1812-3228-2022-2-5-14.
Повний текст джерелаАнотація:
The article elaborates on the specifics of simultaneous interpreting as a highly demanding cognitive task which is reflected in the presence of speech disfluencies and co-occurring gestures. The analysis of simultaneous interpreting showed the differences in the distribution of speech disfluencies and demonstrated some correlations between these disfluencies and gestures. The data was obtained from 24 simultaneous interpreters, 12 per each group (Russian-English and Russian-German). The corpus was annotated in ELAN program and analyzed using quantitative and statistical methods. The results suggest that in simultaneous interpreting there are certain differences in the distribution of disfluencies, and in the ways they are accompanied by gestures. Such differences are related to the target language, namely, whether it is English or German. Thus, Russian-English interpreting demonstrated a higher variety of disfluencies accompanied by gestures in comparison to Russian-German interpreting as was shown in the results of the qualitative analysis. For adapters and pragmatic gestures significant statistical co-dependences were found between types of disfluencies and gestures both in Russian-English and Russian-German corpora, however these correlations played out differently for the two target languages. Almost no significant differences were found for the representational and deictic gestures: they did not frequently co-occur with the speech disfluencies in our data base - probably, due to their higher conceptual purport and to the increase of cognitive load during this type of activity.
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Pritzker, Sonya E. "Living translation in US Chinese medicine." Language in Society 41, no. 3 (May 23, 2012): 343–63. http://dx.doi.org/10.1017/s0047404512000280.
Повний текст джерелаАнотація:
AbstractThis article demonstrates the ongoing, culturally situated and co-constructed nature of the translation of Chinese medicine from Chinese into English. Building upon scholarship in anthropology, sociolinguistics, and translation studies, this article contributes to the building of an anthropologically grounded theory of translation as an ongoing lived event, with implications far beyond the simple transfer of meaning from “source” to “target” languages. Through the examination of video and audio data collected over two years, I show how participants in classroom interactions at a southern California school of Chinese medicine not only interactively accomplish the work of translating specific Chinese terms, but also accomplish a great deal socially with such translation activity. Participants are thus shown to use translation as a platform for social positioning as well as a tool for socializing interlocutors into various notions of evidence and ideologies of language, both of which have implications for clinical decision-making in practice. (Translation, language ideologies, classroom interaction, Chinese medicine)*
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Nilsson, Elin, Anna Ekström, and Ali Reza Majlesi. "Speaking for and about a spouse with dementia: A matter of inclusion or exclusion?" Discourse Studies 20, no. 6 (May 9, 2018): 770–91. http://dx.doi.org/10.1177/1461445618770482.
Повний текст джерелаАнотація:
This study analyses sequences where people with dementia are positioned as third parties in stories about their own lives. Previous research emphasises how people with dementia are frequently excluded from social encounters, and how others tend to speak for or about them in their co-presence. Drawing on conversation analytic methods when analysing 15 video recorded interviews with Swedish couples living with dementia, we argue that telling stories in which a spouse with dementia is positioned as a third party in his or her co-presence does not have to be an activity of exclusion. Rather, among couples, third-party positioning is a multifaceted activity where couples employ different practices to organise participation frameworks and manage both inclusion and exclusion in talk-in-interaction. Furthermore, we show how participants display joint speakership and counteract actions of exclusion by making use of various communicative resources such as gaze, touch and bodily orientation.
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Pramono, Diah Atika, Hasyim Asy’ari, Afif Zamroni, and M. Ali Haidar. "Program Pembelajaran dalam Pembentukan Kompetensi Bahasa Asing dan Teknologi Informasi Siswa." Chalim Journal of Teaching and Learning 2, no. 2 (February 5, 2023): 96–107. http://dx.doi.org/10.31538/cjotl.v2i2.359.
Повний текст джерелаАнотація:
Based on the results of data source analysis, it is known that the foreign language competency establishment program focuses on the English and Arabic learning programs. The program is divided into co-curricular, intra-curricular, and extracurricular. Co-curricular activities stand in the form of habituation, which is the English morning program for Class X, also Muhadatsah Lughatil Arabiya and Shobahul Lughah for Class XI. Intra-curricular is filled with English and Arabic language subjects. Meanwhile, extracurricular activities include English Specialization Class and Arabic Specialization Class. The IT competency establishment program is also divided into three types of activities. Co-curricular for Class X in the form of Microsoft Office Training and 2D & 3D Design Training for Class XI. Intra-curricular is filled with learning Multimedia: Graphic Design & Video Editing for Class X and Mobile Programming learning for Class XI. IT Specialization Class is an extracurricular activity in the field of Information Technology. In addition, students also take part in workshops and competitions according to their interests. Students have mastered each competency as evidenced by portfolio results in the form of pamphlet designs, photography results, short video editing and foreign language learning videos, and also participated in a speech contest
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Aamodt, Caitlin M., Madza Farias-Virgens, and Stephanie A. White. "Birdsong as a window into language origins and evolutionary neuroscience." Philosophical Transactions of the Royal Society B: Biological Sciences 375, no. 1789 (November 18, 2019): 20190060. http://dx.doi.org/10.1098/rstb.2019.0060.
Повний текст джерелаАнотація:
Humans and songbirds share the key trait of vocal learning, manifested in speech and song, respectively. Striking analogies between these behaviours include that both are acquired during developmental critical periods when the brain's ability for vocal learning peaks. Both behaviours show similarities in the overall architecture of their underlying brain areas, characterized by cortico-striato-thalamic loops and direct projections from cortical neurons onto brainstem motor neurons that control the vocal organs. These neural analogies extend to the molecular level, with certain song control regions sharing convergent transcriptional profiles with speech-related regions in the human brain. This evolutionary convergence offers an unprecedented opportunity to decipher the shared neurogenetic underpinnings of vocal learning. A key strength of the songbird model is that it allows for the delineation of activity-dependent transcriptional changes in the brain that are driven by learned vocal behaviour. To capitalize on this advantage, we used previously published datasets from our laboratory that correlate gene co-expression networks to features of learned vocalization within and after critical period closure to probe the functional relevance of genes implicated in language. We interrogate specific genes and cellular processes through converging lines of evidence: human-specific evolutionary changes, intelligence-related phenotypes and relevance to vocal learning gene co-expression in songbirds. This article is part of the theme issue ‘What can animal communication teach us about human language?’
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Iturrioz Leza, José Luis, and Ana Line Martínez Sixto. "Articulación de semántica y pragmática. Los dos principios subyacentes a todas las operaciones lingüísticas." Anuario de Letras. Lingüística y Filología 9, no. 1 (January 13, 2021): 43–73. http://dx.doi.org/10.19130/iifl.adel.2021.1.00282.
Повний текст джерелаАнотація:
Semantics and pragmatics are two equally necessary operational components that act in a circular and complementary way at all levels of language organization. Languages function as dynamic systems because they are constituted not only by formal and abstract semantic rules, but also by pragmatic rules that co-articulate in verbal activity inherent meaning with practical knowledge and communicative situations. Languages use different techniques for the same function, for example for the apprehension of colors, sounds, smells and tastes. In some techniques such as specific labeling, predominant in wixárika, Spanish and German, the semantic component prevails, organizing in the lexicon extensive paradigms of specific terms that are loaded in memory, while other languages such as miˀphaa give preference to other techniques such as generic labeling based on inferential rules that act according to context. This implies strong consequences for lexicology, typology as well as for translation.
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Shestopalova, I., and K. Potapenko. "SOCIALIZING ASPECTS OF DISCIPLINE "FOREIGN LANGUAGE"." Bulletin of Taras Shevchenko National University of Kyiv. Social work, no. 4 (2018): 34–37. http://dx.doi.org/10.17721/2616-7786.2018/4-1/8.
Повний текст джерелаАнотація:
The article is devoted to the problem of socialization of an individual in the process of foreign language learning, which is a part of multicultural education and is considered as an important tool for a person's adaptation in a multicultural society. The leading idea of the article is the assertion that foreign language as a discipline has a huge socializing potential, as in the process of a foreign language learning, not only the active development of natural resources, abilities, initiative, independence, take place, but also, assimilation of generally accepted in a society socio- cultural rules and moral norms, which plays a crucial role in the process of socialization is activated. Since the main goal of the educational process in foreign languages is the formation of the very communicative skills, its contribution to the process of socialization of a man is indisputable. In this sense, the following characteristics of the learning process in a foreign language are important: the focus on communication, respect for the identity and culture of other peoples, the focus on social activities, the acquisition of social experience in solving life and social problems, and the creation of its own system of life priorities. The communicative method of teaching foreign languages is based on the fact that the learning process is a model of communication. The learning process in foreign languages is based on the linguistic partnership, creative collaboration, constant motivation of communication, based on a combination of such interconnected factors as activity, creativity, autonomy, individualization, which contribute to the intensification of cognitive and educational processes. That is, organization of training in the form of communication is the main methodological task of a modern teacher of foreign languages. It is this specificity of the discipline "foreign language" that is capable of effective implementing educational socialization, helping to complete the formation of the students' ability to communicate, co- exist and cooperate in the professional activities of people of different ethnic groups, the formation of a rich experience of social and cultural communication, which is a solid base for the involvement of learners to the global values of civilization.
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Paskevych, O., and O. Zubchenko. "LEARNING THE GERMAN LANGUAGE AS A METHOD FOR SOCIAL ADAPTATION OF UKRAINIAN REFUGEES ABROAD." Bulletin of Mariupol State University Series Philosophy culture studies sociology 13, no. 25 (2023): 116–25. http://dx.doi.org/10.34079/2226-2830-2023-13-25-116-125.
Повний текст джерелаАнотація:
The article is devoted to the problems of social adaptation of Ukrainian refugees in Germany, which have theoretical and practical significance in the context of large-scale Russian aggression against Ukraine. The co-authors aim to determine to what extent the successful mastery of the German language contributes to the settlement of our compatriots, to discuss the difficulties and problems that arise. Social adaptation is defined as the process and result of active adaptation of an individual or social group to the requirements and expectations of the participants of a new social community. The important role of free integration courses, which allow to form business and conversational language skills for full-fledged social and labor interactions, is emphasized separately. Cognitive activity of the individual was chosen as the subject of empirical research, and its methods included observation (with the participation of the co-author of the article) and a questionnaire survey among a group of cadets from the city of Falkenze. During the analysis of the collected information, high indicators of group activity and conscientiousness of the respondents were determined, which indicates good motivation and interest in learning. Also, almost all respondents received high points on the scale of adaptability, since they already have permanent (rented or provided for free) housing, can arrange their lives and look to the future more confidently. At the same time, an obstacle to successful social adaptation is the absence of work for the absolute majority of respondents. At the same time, conditionally high knowledge of the language was recorded only in a quarter, and unsatisfactory - in almost a third of the cadets, because before the forced migration, only 2 out of 16 group members knew German at least somehow. This has a rather ambiguous effect on the degree of inclusion in the German-speaking environment. On the one hand, Ukrainians confidently communicate in the simplest social situations and navigate in space, but on the other hand, they rarely come into contact with German speakers and cannot yet participate in the symbolic consumption of cultural heritage. The co-authors conclude that involvement in the language space allows our fellow citizens to mitigate the consequences of «culture shock», increase stress resistance, and better understand how the society in which they find themselves is organized. It is also noted that against the background of the protracted war, it is important to prevent the social isolation of Ukrainians in Germany. For this purpose, it is advisable to supplement the educational programs of integration courses with historical and cultural components. Key words: social adaptation, Ukrainian refugees, integration courses, German language, cognitive activity.
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Kunitz, Silvia, Jessica Berggren, Malin Haglind, and Anna Löfquist. "Getting Students to Talk: A Practice-Based Study on the Design and Implementation of Problem-Solving Tasks in the EFL Classroom." Languages 7, no. 2 (March 24, 2022): 75. http://dx.doi.org/10.3390/languages7020075.
Повний текст джерелаАнотація:
This study addresses a pedagogical practice-based issue, that is, difficulties with eliciting student–student co-constructed oral interaction in the EFL classroom. The study was conducted with a bottom-up approach to pedagogical research through the close collaboration of teachers and researchers who were equal partners in the research team. It was observed that students often engage in parallel monologues or unauthentic question–response sequences when accomplishing oral activities; thus, the research team aimed to design tasks providing opportunities for meaningful, co-constructed talk. The research design involved an iteration of task design and classroom testing in three cycles, and the student–student interaction was analyzed using conversation analysis. Findings show that the divergent problem-based task designed in this process did elicit purposeful and collaborative oral interaction, as the students engaged in co-constructed talk by visibly attending to each other’s turns-at-talk and by formulating fitting turns that fostered the progressivity of the activity. The task also included artifacts (i.e., material objects), the manipulation of which played an important role in the emerging collaborative interaction. These findings suggest that the implementation of open-ended problem-based tasks can develop students’ interactional competence, while the use of artifacts can help students make their reasoning tangible and visually accessible.
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Zghibi, Makrem, Hajer Sahli, Wissam Ben Khalifa, Hatem Ghouili, Maher Gharbi, and Monoem Haddad. "Modalities of Student Responses in Football Games According to Players’ Cognitive Structures." Sustainability 13, no. 18 (September 13, 2021): 10193. http://dx.doi.org/10.3390/su131810193.
Повний текст джерелаАнотація:
This work is part of a semio-constructivist conception of learning sport and physical education that emphasizes the primary role of language action in the co-construction of knowledge in/through action. The aim is to study the decision-making methods of three groups of students in a verbal football cycle. A total of 48 pupils participates voluntarily in our study, in mixed teams, with/without a teacher (Time = 2 × 4 mn) before/after small sided games (2 × 10 mn). The language activity of students is dependent on the development of cognitive structures identified from the classes to which they belong.
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Chen, Yujie, Matthew Tom Anderson, Nathaniel Payne, Fabio R. Santori, and Natalia B. Ivanova. "Nuclear Receptors and the Hidden Language of the Metabolome." Cells 13, no. 15 (July 31, 2024): 1284. http://dx.doi.org/10.3390/cells13151284.
Повний текст джерелаАнотація:
Nuclear hormone receptors (NHRs) are a family of ligand-regulated transcription factors that control key aspects of development and physiology. The regulation of NHRs by ligands derived from metabolism or diet makes them excellent pharmacological targets, and the mechanistic understanding of how NHRs interact with their ligands to regulate downstream gene networks, along with the identification of ligands for orphan NHRs, could enable innovative approaches for cellular engineering, disease modeling and regenerative medicine. We review recent discoveries in the identification of physiologic ligands for NHRs. We propose new models of ligand-receptor co-evolution, the emergence of hormonal function and models of regulation of NHR specificity and activity via one-ligand and two-ligand models as well as feedback loops. Lastly, we discuss limitations on the processes for the identification of physiologic NHR ligands and emerging new methodologies that could be used to identify the natural ligands for the remaining 17 orphan NHRs in the human genome.
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Shestopalova, I. "THE ENGLISH LANGUAGE LEARNING AS A PROCESS OF SOCIALISATION." Visnyk Taras Shevchenko National University of Kyiv. Military-Special Sciences, no. 1 (2019): 56–59. http://dx.doi.org/10.17721/1728-2217.2019.41.56-59.
Повний текст джерелаАнотація:
The article is devoted to the problem of socialization of an individual in the process of studying a foreign language, which is a part of multicultural education and is considered as an important tool for a person’s adaptation in a multicultural society. The leading idea of the article is the assertion that foreign language as a discipline has a huge socializing potential, as in the process of studying a foreign language, not only in terms of the active development of inherent capabilities, abilities, initiative, independence, take place, but also, in terms of assimilating and activating the generally accepted in a society socio-cultural rules and moral norms, which play a crucial role in the process of socialization. Since the main goal of the educational process in foreign languages is the formation of high communicative skills, its contribution to the process of socialization of a person is indisputable. In this sense, the following characteristics of the learning process in a foreign language are important: the focus on communication, respect for the identity and culture of other people, the focus on social activities, the acquisition of social experience in solving life and social problems, and the creation of its own system of life priorities. The communicative method of teaching foreign languages is based on the fact that the learning process is a model of communication. The learning process in foreign languages is based on the linguistic partnership, creative collaboration, constant motivation of communication, based on a combination of such interconnected factors as activity, creativity, autonomy, individualization, which contribute to the intensification of cognitive and educational processes. That is, organization of training in the form of communication is the main methodological task of a modern teacher of foreign languages. It is this specificity of the discipline "foreign language" that is capable of effective implementing educational socialization, helping to complete the formation of the students' ability to communicate, co-exist and cooperate in the professional activities of people of different ethnic groups, the formation of a rich experience of social and cultural communication, which is a solid base for the involvement of learners to the global values of civilization.Key words: socialization; foreign language; multicultural education; polycultural person; professional socialization
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Cuffari, Elena Clare, Ezequiel A. Di Paolo, and Hanne De Jaegher. "Letting language be: reflections on enactive method." Filosofia Unisinos 22, no. 1 (March 15, 2021): 117–24. http://dx.doi.org/10.4013/fsu.2021.221.14.
Повний текст джерелаАнотація:
Prompted by our commentators, we take this response as an opportunity to clarify the premises, attitudes, and methods of our enactive approach to human languaging. We high-light the need to recognize that any investigation, particularly one into language, is always a concretely situated and self-grounding activity; our attitude as researchers is one of knowing as engagement with our subject matter. Our task, formulating the missing categories that can bridge embodied cognitive science with language research, requires avoiding premature abstractions and clarifying the multiple circularities at play. Our chosen method is dialectical, which has prompted several interesting observations that we respond to, particularly with respect to what this method means for enactive epistemology and ontology. We also clarify the important question of how best to conceive of the variety of social skills we progressively identify with our method and are at play in human languaging. Are these skills socially constituted or just socially learned? The difference, again, leads to a clarification that acts, skills, actors, and interactions are to be conceived as co-emerging categories. We illustrate some of these points with a discussion of an example of aspects of the model at play in a study of gift giving in China.Keywords: Enactive epistemology, Enactive ontology, Dialectics, languaging, Shared know-how.
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Rybalko, Svetlana Aleksandrovna. "Educational and pedagogical discourse and its axiological component in the framework of the third generation cognitive research." Филология: научные исследования, no. 8 (August 2023): 44–50. http://dx.doi.org/10.7256/2454-0749.2023.8.43774.
Повний текст джерелаАнотація:
In this review, we intend to consider the possibility of analyzing the pedagogical discourse and its axiological component within the framework of the traditions of the third generation cognitive approach. The study of educational and pedagogical discourse is of interdisciplinary nature. Researchers from various areas of social sciences explore categorical, genre, social, linguistic, and other features of educational and pedagogical discourse. We propose to look at axiological component of educational and pedagogical discourse from the perspective of third-generation cognitive linguistics, in which the main function of language is the orientation of individual members of a particular social group. Within the biocognitive perspective, educational discourse is perceived as a part of linguistic interactions in the public sphere. It is suggested that the domain of written texts have a primary position in the public linguistic domains compared to natural language in the consensual domain of personal and family linguistics domains. In the center of this approach lies the understanding of language as a cognitive activity specific to humans as biological species. Both community and its individuals are co-determined in language and through language, and language is viewed as an interpersonal activity far from a stable system of symbols. In the relational domain of linguistic interactions between individual and society social values have a potential to exert an orientational influence on individuals.
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Pinto, Derrin, and Donny Vigil. "Searches and clicks in Peninsular Spanish." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 29, no. 1 (March 7, 2019): 83–106. http://dx.doi.org/10.1075/prag.18020.pin.
Повний текст джерелаАнотація:
AbstractThe current study analyzes the use of click sounds in Peninsular Spanish with a focus on those that occur when speakers are searching for what to say and signaling a particular stance. The data corpus consists of interviews with 18 speakers from Spain who produce a total of 281 clicks. We consider clicks to be a non-lexical discourse marker that conveys information to the listener regarding how an utterance should be interpreted. By applying a discourse-pragmatic approach from both quantitative and qualitative perspectives, we examine contextual and co-textual factors that co-occur with the click and contribute to a multimodal display consisting of pauses, fillers, repetitions, prolongations, gestures and object of search. The quantitative results indicate some statistically significant differences with regard to how clicks interact with the linguistic and extralinguistic environments. Qualitatively, we show evidence supporting the idea that clicks are part of a larger multimodal communicative activity.
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Startseva, Natalya, Valeriia Ilchenko, and Olena Karpenko. "Learner agency and its types; application in the language learning environment." Journal of V.N. Karazin Kharkiv National University. Series: Foreign Philology. Methods of Foreign Language Teaching, no. 99 (June 30, 2024): 133–40. http://dx.doi.org/10.26565/2786-5312-2024-99-17.
Повний текст джерелаАнотація:
The article examines student agency as the student’s resource or asset that influences the formation of an individual learning path in foreign language acquisition. Two types of resources are identified: personal – individual characteristics of the student’s intellectual cognitive development, acquired skills, knowledge – and external, economic and social resource, – social, family and educational environment as well as networks. The influence of changes taking place in the learning environment, in particular in language acquisition, and the impact of transformational competencies on the formation and development of agency, student agency, and co-agency are highlighted. Sociological and socio-psychological approaches to defining the concept of agency and the different contexts in which student agency is formed and developed – moral, social, economic, and creative – are outlined. Student agency is defined as an initiative, conscious, self-regulated activity of students aimed at choosing their own learning path in order to achieve personal goals. The types of co-agency within the educational ecosystem are considered; four levels of systemic interaction of educational process stakeholders are distinguished: student-teacher, student-peer, student-family, and student- wider community, and their influence on the formation and development of student agency is emphasized. Based on the theory of structuration and metacognitive strategies that learners favour in the process of organizing language acquisition, the types of student agency used in the language learning environment are differentiated: collaborative, technological, culture-oriented, research, reflexive, self-directed, and action-oriented. The prospect for further research consists in establishing a correlation between the types of student agency and learning tasks in the language classroom
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Loginova, E. G. "THE COGNITIVE-COMMUNICATIVE PERSPECTIVE OF EVENT CONSTRUAL IN PUBLIC PLAY-READING." Voprosy Kognitivnoy Lingvistiki, no. 4 (2023): 47–56. http://dx.doi.org/10.20916/1812-3228-2023-4-47-56.
Повний текст джерелаАнотація:
The paper presents a study of the interplay of speech and co-speech gestures which emerges during the public play-reading. The research issue is to identify the specific features and functions of gestures in co-occurring verbal and gestural conceptualizations exemplified by a public reading of D. Danilov’s “A Man from Podolsk”. We assume that gestural features and functions are related to the peculiarities of the public play-reading as a separate type of theatrical discourse. The data obtained were annotated in ELAN program followed by functional annotation with the help of functional annotation of the Russian Emotion Corpus (REC). The results of the quantitative and qualitative analyses prove the hypothesis stated and as such reveal the specificity of meaning construal process. It is demonstrated that the functions exhibit certain correlations between the types of gestures; the activity indicators are the highest for referent construal; then come state construal and salient effect. The most frequent are pragmatic gestures (56%) followed by representative and deictic gestures (18% and 12% respectively). Therefore, the data provide evidence to support the role of gestures accompanying speech under the guidance of a single communicative intention in the process of event construal.
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Swann, Joan, and Daniel Allington. "Reading groups and the language of literary texts: a case study in social reading." Language and Literature: International Journal of Stylistics 18, no. 3 (August 2009): 247–64. http://dx.doi.org/10.1177/0963947009105852.
Повний текст джерелаАнотація:
This article analyses discourse arising in reading group discussions as an instance of a real-world literary reading practice; it arises from and reports on the AHRC-funded Discourse of Reading Groups project. This naturalistic, observational approach to literary reading is contrasted with experimental approaches. Excerpts from the total dataset in which the language of literary texts is discussed are here subjected to two forms of analysis: software-assisted qualitative analysis suggests that where participants appear to make reference to their subjective responses to texts, this often has the function of presenting evaluations of those texts in mitigated form; interactional sociolinguistic analysis shows the sequential emergence of ‘language’ as a discussion topic, how discussion of language is co-constructed between participants and how such literary activity is culturally, interactionally and interpersonally contingent. ‘Face’ emerges as a key explanatory concept in both analyses.
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Denisenkova, N. S., P. I. Taruntaev, and V. V. Fyodorov. "Adaptation of the Questionnaire Parental Mediation Of Children's Media Activity by G. Nimrod, D. Lemish, N. Elias on a Russian Sample of Parents of Older Preschoolers." Psychological-Educational Studies 15, no. 3 (September 27, 2023): 96–114. http://dx.doi.org/10.17759/psyedu.2023150307.
Повний текст джерелаАнотація:
<p>The issue of digitization of modern childhood is attracting increasing attention from researchers. In most cases, we obtain information about how preschoolers use various gadgets from parents. Literature analysis has shown that many authors consider the strategies through which adults regulate and mediate the influence of digital devices and various media products on children as the most adequate parameter for studying parental mediation of children's media activity. However, there are not many tools available for studying this phenomenon. Such questionnaires are more common in English-language literature. The task was to adapt the questionnaire "Parental Mediation of Children's Media Activity" by G. Nimrod, D. Lemish, and N. Elias, which has proven itself well, for the Russian-speaking sample. The study involved 322 parents of children in the upper preschool age group attending kindergartens in large and small cities (average age of parents was 28.5 years, including 237 women and 85 men). The study showed that the adapted Russian-language questionnaire differs from the original in its factor structure and consists of 12 statements and three scales: restrictive mediation strategy, instructive mediation strategy, and co-use. The Russian-language questionnaire demonstrates test-retest reliability, internal consistency, construct, and convergent validity, and can be used to study parental mediation and assess children's media activity for the Russian-speaking sample.</p>
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Scharber, Cassandra, Kris Isaacson, Tracey Pyscher, and Cynthia Lewis. "Participatory culture meets critical practice." English Teaching: Practice & Critique 15, no. 3 (December 5, 2016): 355–74. http://dx.doi.org/10.1108/etpc-01-2016-0021.
Повний текст джерелаАнотація:
Purpose This paper aims to closely examine the features of an urban community-based learning program to highlight the synergy between its educational technology, literate practices and social justice ethos that impact youths’ learning and documentary filmmaking. This examination of a learning setting illuminates the “what is possible” and “how it comes to be possible” (Gomez et al., 2014, p. 10), illustrating possibilities for youths’ tech-mediated literacies to facilitate, support and extend engagement in social justice. Design/methodology/approach Grounded in the theoretical and analytical concept of activity theory, this study uses qualitative methods and activity systems analysis. Observations are the primary data source coupled with a detailed activity analysis supported by artifacts, images and interviews. Program participants included 12 youth, 2 youth mentors, 1 adult coordinator and 1 adult facilitator. Findings Findings illustrate that all subjects (participants) in the program co-created and shaped the activity system’s object (or purpose). Analyses also reveal the ways in which the program enables and empowers youth through its development of participatory literacy practices that “can facilitate learning, empowerment, and civic action” (Jenkins et al., 2016). Originality/value Overall, this study is a contribution to the field as it responds to the need for close examinations of complex technology-mediated learning settings “through the lens of equity and opportunity” (Ito et al., 2013).
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Bolden, Galina B., and Jenny Mandelbaum. "The use of conversational co-remembering to corroborate contentious claims." Discourse Studies 19, no. 1 (January 6, 2017): 3–29. http://dx.doi.org/10.1177/1461445616683593.
Повний текст джерелаАнотація:
Memory is a central epistemic resource, yet the interactional organization of shared remembering is largely unexplored. Drawing on a large corpus of video- and audio-recorded interactions in English and Russian, we examine a collection of over 50 cases in which participants are engaged in the activity of co-remembering. We show that memory formulations are commonly used as an evidential method to legitimize or support a claim or point of view in contexts of challenges, objections, disagreements, skepticism, resistance and when alternative positions are on the floor. Our study indicates that in deploying memory formulations, interactants rely on the robust character of excavatable shared past experiences to provide an upgraded epistemic claim to support a contentious stance toward an alternative position.
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Feller, Sebastian. "The good, the bad, and the ugly." Language and Dialogue 4, no. 3 (November 24, 2014): 341–56. http://dx.doi.org/10.1075/ld.4.3.01fel.
Повний текст джерелаАнотація:
In this paper, I will present a dialogic view of identity. I argue that identity is not a static description of who or what a person or thing is rather than the outcome of, what I call, a dialog of cultures. In a broad sense, identities are negotiated or, co-constructed, against the background of different perspectives between the dialog partners. From this point of view, identity construction is a joint activity with no one having full control over its outcome. In contrast, identities rather “happen” in dialog. The analysis of selected dialogs from a German talk show will illustrate how the co-construction of different identities works, giving rise to a re-definition of identity in genuinely dialogic terms.
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Keisanen, Tiina, and Elise Kärkkäinen. "A multimodal analysis of compliment sequences in everyday English interactions." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 24, no. 3 (September 1, 2014): 649–72. http://dx.doi.org/10.1075/prag.24.3.09kei.
Повний текст джерелаАнотація:
This study offers a multimodal analysis of turns in everyday English interactions that are used for making compliments, i.e. for positively evaluating the appearance, personal qualities or actions of (a) co-present participant(s) in the present situation. We first identify the most frequent linguistic formats recurrently occurring in compliments in our data. We then focus on the sequential interactional analysis of compliment sequences, i.e. the production of the compliment and the response it receives. While a range of bodily-visual displays and prosodic features can be identified as co-constructing compliment activity, we argue that gaze direction has a specific role in the production of both compliments and their responses. The data come from a database of approximately 8 hours of video–recorded casual face-to-face conversations in English. The study employs the methodology of conversation analysis, maintaining that social interaction in face-to-face conversations is a multimodal achievement, where participants’ use of language, embodied actions and material objects are variously combined to build coherent courses of action (Goodwin 2000). The aim of the study is to provide a description of how embodied actions enter into the design of social action formats for compliments.
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Морквина, Елена Александровна, and Елена Александровна Логинова. "MICROSOFT TEAMS AS A TOOL FOR FOREIGN LANGUAGE STUDY AT UNIVERSITY." Pedagogical Review, no. 4(38) (August 9, 2021): 108–16. http://dx.doi.org/10.23951/2307-6127-2021-4-108-116.
Повний текст джерелаАнотація:
Рассматривается понятие и принципы дистанционного обучения. Определяется значение интернет-технологий для изучения иностранного языка. Характеризуются функциональные возможности онлайн-платформы Microsoft Teams. На основе анкетных данных анализируется опыт дистанционного обучения в Тюменском государственном университете в рамках дисциплины «Иностранный язык» на базе MS Teams. Проводится соотношение между инструментами MS Teams и параметрами занятия по иностранному языку. Определяются значимые для изучения иностранного языка функции платформы, а также возникающие трудности. This paper presents the concept, principles of distance education and its relationship with the terms online-learning and e-learning. The author determines the importance of Internet technologies for foreign language learning and the formation of foreign language communicative (often professionally oriented) competence as the main task of this subject. The article gives the reflections of the functionality of the Microsoft Teams online platform to create a unique online learning environment. The issue is addressed by analyzing the survey data on learning foreign languages online via the MS Teams at the University of Tyumen. The specific objective of the study is to juxtapose the MS Teams tools with the parameters of organizing classes in foreign languages such as interactivity, multimedia, the implementation of the learner-centered approach, the teaching and learning materials used, teaching methods and forms, the creation of an authentic environment and the formation of various types of speech activity. In addition, the study defines the most significant MS Teams functions, in particular, storing educational materials, having feedback, video communication (online-meetings), working in teams and channels, MS Teams tests, working with co-editing files etc. The author identifies the difficulties that arise (namely technical, psychological, physiological, methodological difficulties and problems in perceiving information), their possible causes and ways to overcome them. The article ends with conclusions on how MS Teams integrates into the foreign languages learning process.
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Lassell, Rebecca, Valeria Tamayo, Triana Pena, Carlos Tejeda, Anderson Torres, Jessica Zwerling, Laura Gitlin, and Abraham Brody. "CO-DESIGNING A GREEN ACTIVITY PRESCRIPTION PROGRAM WITH HISPANIC/LATINO PERSONS LIVING WITH MEMORY CHALLENGES." Innovation in Aging 7, Supplement_1 (December 1, 2023): 1005. http://dx.doi.org/10.1093/geroni/igad104.3230.
Повний текст джерелаАнотація:
Abstract Nature activities can improve well-being and may modify risk factors for cognitive decline. There is a gap between nature activities offered within a person’s community and their ability to participate in them, including Hispanic/Latino persons living with memory challenges (MCI and mild dementia) in urban lower-resourced areas. An occupational therapist can bridge this gap by tailoring nature activities available in a person’s home, neighborhood, and community to their interests and needs. Utilizing a participatory approach, we sought to co-design a 12-week Green Activity Prescription (GAP-H) with Hispanic/Latino individuals living with memory challenges and their care partners. Participants were recruited via convenience and snowball sampling in the Bronx, NY with outdoor activity professionals (n=7), Hispanic/Latino persons living with memory challenges and care partners (n=5), and interdisciplinary healthcare providers/dementia experts (n=7). Co-design occurred iteratively with 5 focus groups and 2 individual interviews lasting 30-90 minutes and focused on intervention and research design. Sessions were recorded and transcribed. Utilizing directed content analysis data was coded using a priori codes intervention design and research design. Participant preferences for intervention design were captured by subcodes session duration (30-90 minutes), frequency (4-8 sessions), and delivery modes (in-person and phone). Participants’ preferred nature activities included group exercise and outdoor crafts [crocheting], outcomes of well-being, social participation, decreased loneliness, and stewardship were identified. Preferred language for recruitment materials were memory challenges, Hispanic/Latino, and well-being. Referral pathways were identified including community-based organizations and primary care. Findings can inform the co-design process of other interventions for this population.
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Porshneva, Elena R., and Elena O. Leshkanova. "The conditions of forming coordinative trilingualism basics when teaching two foreign languages." Vestnik Tomskogo gosudarstvennogo universiteta, no. 499 (2024): 166–75. http://dx.doi.org/10.17223/15617793/499/18.
Повний текст джерелаАнотація:
The article discusses the problem of the formation of coordinate trilingualism basics – the type of proficiency in three languages (native and two foreign ones), when their systems coexist in the individual’s mind in parallel, and interlanguage mixing is minimized, and, as a result, the speech in three languages is correct. Based on the research of Russian and foreign scientists on the peculiarities of trilingualism thinking, the authors confirm that the formation of artificial (educational) trilingualism when teaching two foreign languages in educational institutions, in particular at universities, requires a special approach. Considering that the native language has a significant impact on the process of learning foreign languages, and the study of a second foreign language proceeds under the influence of the previously studied first foreign language, the authors focus on a consciously comparative method of co-learning languages, which minimizes negative interlanguage interference that causes errors in speech and strengthens positive interlanguage interference that simplifies language acquisition based on the constant comparison of the phenomena of the native and studied foreign languages on the lexical, morphological, and syntactic levels. According to the authors, a special role in the formation of the foundations of coordinate trilingualism is played by the development of such mechanisms of students’ speech activity as the mechanism of installation, the mechanism of interlanguage comparison, the mechanism of association, and the mechanism of interlanguage transfer. The installation mechanism allows one to rely on information already existing in the individual’s mind about the subject and transfer this experience to the development of new material. Constant comparison of the phenomena of native and studied foreign languages at the lexical, morphological, syntactic levels allows one to see the similarities and differences between the phenomena of the native and studied foreign languages. Association, in turn, helps to create connections between phenomena and see analogies with what is already known when learning something new. Interlingual transfer promotes the use of skills developed in the native language when mastering other languages. The theoretical understanding of the problem and the analysis of the results of the experimental training made it possible to determine the necessary conditions for the formation of coordinate trilingualism basics in the process of mastering foreign languages. This is, first of all, a constant comparison of phenomena of native and studied foreign cultures at various levels, comparison of concepts (meanings) of native and foreign languages, systematic work on interlingual interference through special exercises aimed at developing the above-mentioned speech mechanisms, in practical classes in foreign languages.
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Cowley, Stephen J., and Marie-Theres Fester-Seeger. "Re-evoking absent people: what languaging implies for radical embodiment." Linguistic Frontiers 6, no. 2 (September 1, 2023): 64–77. http://dx.doi.org/10.2478/lf-2023-0012.
Повний текст джерелаАнотація:
Abstract Re-evoking examines how languaging enacts human social intelligence. Turning from linguistic tradition, we reduce language to neither abstracta nor form. Rather, as human activity, languaging enables people to co-act as they direct attention within what Margolis (2010b; 2016) calls an enlanguaged world. Given their embodiment, people use languaging to evoke absent others in a flow of action, feeling, judgment, and attitudes. Although based on organism-environment coupling, languaging is also activity that re-evokes the absent. In an enlanguaged world, people use emplaced activity as part of practices, events, situations, artifacts, and so on. Hence, people reach beyond the body as they re-evoke the absent by languaging or, by definition, “activity in which wordings play a part.” As we suggest, absent people are evoked by othering. In common domains (e.g. a school), social habits give rise to dispositions during a history of co-acting that, later, can re-evoke absent others and past selves. Having begun with a literary example, we later turn to a detailed case study to show how a narrator brings feeling to languaging (in this case, frustration) as she re-evokes other people as they are for her. In conclusion, we suggest that radical embodiment needs to be extended to include how human practices link coupling with social intelligence as people channel what they do with the help of languaging.
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Bekomson, Achi N., Melvina N. Amalu, Anthony N. Mgban, and Kingsley B. Abang. "Interest in Extra Curricular Activities and Self Efficacy of Senior Secondary School Students in Cross River State, Nigeria." International Education Studies 13, no. 8 (July 23, 2020): 79. http://dx.doi.org/10.5539/ies.v13n8p79.
Повний текст джерелаАнотація:
The main purpose of the study was to find out if interest in extra-curricular activities has any influence on self-efficacy with reference to social self-efficacy, academic self-efficacy, language self-efficacy and moral self-efficacy. The ex-post facto design was adopted for the study. A sample of 1,586 students was randomly selected from the public secondary schools in Cross River State for the study. A questionnaire titled “Interest in Extra Curricular Activity and Self-Efficacy (IECASEQ) was the instrument used for data collection. The face validity of the instrument was determined by two experts in test and measurement and two in educational psychology. The reliability of the instrument was determined using Cronbach Alpha reliability method. The data collected were analysed using descriptive statistics. The results revealed that interest in co-curricular activities significantly influenced social self-efficacy, academic self-efficacy, language self-efficacy, moral self-efficacy and overall self-efficacy. Based on the findings of this study, it was recommended among others that teacher and school administrators should create opportunities for students to travel for excursions, and not see involvement in co-curricular activities as a distraction to students.
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Emiliasari, Raynesa Noor, Eka Prasetyo, and Eva Fitriani Syarifah. "Problem-based Learning: Developing Students' Critical Thinking." Linguists: Journal of Linguistics and Language Teaching 5, no. 1 (July 22, 2019): 56. http://dx.doi.org/10.29300/ling.v5i1.1962.
Повний текст джерелаАнотація:
The Problem-based Learning model is one of the learning models that can develop students’ critical thinking because it uses real-life problems foundation of learning activity. This research aims to describe the implementation of PBL in English language learning in developing students’ critical thinking, teacher’s role in PBL, teacher’s barriers and the impact of PBL toward students’ critical thinking. This research took place in one of the senior high school in Majalengka. The observation was conducted three times in the class of eleventh grade and then the interview was delivered to one English teacher. The result of the research reveals 1) PBL in English language learning begins with the teacher delivered the problem to the students as the foundation of learning activity and the problem was ill-structured and need deep analysis to formulate the solution; 2) teacher’s role is only as facilitator and co-investigator by providing situation to the students and help them in analysis; 3) time allocation, teacher’s capability and students’ speaking ability are the barriers in implementing PBL in English language learning; and 4) PBL develops students’ critical thinking skill, it can be seen through students characteristic which are elementary clarification, basic support, inference, advanced clarification and strategy and tactic.