Relevant bibliographies by topics / Communicative aspect

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Communicative aspect'

Author: Grafiati
Published: 28 May 2022
Last updated: 22 June 2025

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Communicative aspect.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Communicative aspect"

1

Volkova, Liudmyla. "COMMUNICATIVE ASPECT OF FOREIGN LANGUAGE LEARNING PROCESS." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 12(80) (2021): 163–65. http://dx.doi.org/10.25264/2519-2558-2021-12(80)-163-165.

Full text
Abstract:
The importance of forming foreign language communicative competence in the context of professional training has been ascertained for efficient usage in learning process of foreign language. The efficiency of communicative aspect in the educational process of higher education is proved, as it provide an opportunity to form professional skills of future professionals, involving them in intensive cognitive, intellectual and creative activity. Communicative activity is considered as a process of solving a number of professional tasks by students. This activity is aimed at achieving a common goal – training, education and personal development of a student. The aim of the communicative activity is the formation of foreign language communicative competence using of the theoretical material in solving professional problems. The importance of understanding the main structural elements of communicative activity have been ascertained for its efficient usage in learning process of foreign language. The article highlights the problems associated with different methods and techniques of communicative-based learning. The communicative activity approach of learning foreign languages is particular important. It is based on the fact that learning is a model of communication. The basic principles of its implementation as a communicative teaching method of speaking are analyzed. It should be noted that communicative and active approach to learning foreign languages is one of the most significant and effective. Through communicative methods, lessons can be more interesting and various. This means that students will have interest in further understanding and learning. Communicative nature of communication is that learning is a model of the communication process. Communicative orientation of learning process is a prerequisite of success in practical learning of a foreign language. Communicative activity approach is based on the fact that learning is a model of communication. The communicative method of teaching activities is based on the main principles which are analyzed below.
APA, Harvard, Vancouver, ISO, and other styles
2

Bezzubova, Olena. "COMMUNICATIVE ASPECT OF GERMAN ELECTRONIC COMMUNICATION." Advanced Linguistics, no. 3 (August 28, 2019): 19–25. http://dx.doi.org/10.20535/2617-5339.2019.3.166232.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Chernov, Gennadiy. "European Populism: A Communicative Aspect." Studies in Media and Communication 7, no. 1 (2019): 89. http://dx.doi.org/10.11114/smc.v7i1.4346.

Full text
Abstract:
This paper deals with the growing populism movement in Europe. This movement is critical of the European Union and its certain economic and immigration policies. The studies dominant in the field look at different communicative aspects of these phenomena. They point at styles and rhetoric related to populism and failures of the pro-EU forces to communicate effectively why these policies are right and populist citizens are wrong.This paper argues that the problem is not in successes or failures of communication per se, but in shutting out many European citizens from the debate in the public sphere. Not finding reflections of the concerns in the media and policies, and having fewer options to relay their messages to elites perceived to be in power in the EU, these citizens become ‘populist citizens’, and they start voting for populist parties in growing numbers.The article concludes that studies of a communicative aspect of populism need not only discuss mediation, but the policies related to this mediation. Policies may be successful only when people accept them after a free debate. That is what was in the heart of the communicative acts in European history.
APA, Harvard, Vancouver, ISO, and other styles
4

Kozak, Alla, and Valentyna Malyk. "STUDENTS COMMUNICATIVE CULTURE IN INTERNATIONAL COMMUNICATION: PEDAGOGICAL ASPECT." Scientific Journal of Polonia University 50, no. 1 (2022): 76–86. http://dx.doi.org/10.23856/5009.

Full text
Abstract:
The pedagogical aspect of students’ communicative culture in the conditions of international communication is investigated in the paper. The interpretation of the essence of the categories “culture”, “language”, “language personality”, “culture in the conditions of international communication” and “pedagogical aspect of communicative culture of students in the conditions of international communication” is analyzed in the paper. It is established that the main task of the lecturer in the organization of communicative culture of students in the conditions of international communication is the formation of communicative-dialogue space. It is determined that the pedagogical aspect of students’ communicative culture in the conditions of international communication distinguishes two interrelated components, such as general and personal principles of communication. The structure and the main functions of the communicative culture of students in the conditions of international communication and the connection of the subjects of communication for the development of the competitiveness of the higher education institution are analyzed in the paper. It is established that the most significant for the pedagogical aspect of communicative culture of students in the conditions of international communication are personal indicators in individual-personal, in communicative, in socio-psychological and in moral-political plans. It is established that scientists distinguish three components of students’ communicative culture in the conditions of international communication that are cognitive, aesthetic and behavioral components. It is determined that for the formation of communicative culture of students in the conditions of international communication it is necessary to form in students: the respect for other peoples and cultures; to teach to respect any person, representative of another socio-cultural group; to stimulate the desire to learn about different cultures; to form tolerance for ethnic cultures. It is determined that in order for the communicative culture of students in the conditions of international communication to be successful, the lecturer must have not only certain personal qualities, but also professionally significant ones. It is established that special exercises for the development of international communication skills should be used in the educational process.
APA, Harvard, Vancouver, ISO, and other styles
5

Klushina, Natalia. "The Intentional Aspect of Modern Stylistics." Respectus Philologicus 24, no. 29 (2013): 50–64. http://dx.doi.org/10.15388/respectus.2013.24.29.4.

Full text
Abstract:
There are cognitive, communicative, and pragmatic scientific methods in the modern anthropocentric linguistic paradigm. We have created the intentional method as a new integrative linguistic method for studying modern Russian discourse. The main scientific categories of the intentional method include: intention, intentionality, intentional categories, author, and addressee. The intention of the addressee consists of cognitive, communicative, and pragmatic constituents. We can divide intention into cognitive intention, which helps to understand the world, and communicative intention, which organizes communication between addressee and addresser. The intentional method can help to search out creative and subjective factors of human communication. This method can help to understand the nonlinearity and creativity of the communicative processes. The different types of effects of modern communication are analysed in this article. The effect holds not only a perlocutive quality in integral communication; therefore we announce that there are both positive and negative intentional effects in modern communication. Communicative failures are situations when an addressee refuses to carry on a dialogue or experiences indifference to the interlocutor.
APA, Harvard, Vancouver, ISO, and other styles
6

Krasovskaya, N. A. "Communicative symbols of network communication: a cultural aspect." Gumanitarnyye Vedomosti TGPU im. L. N. Tolstogo, no. 3 (2021): 90–101. http://dx.doi.org/10.22405/2304-4772-2021-1-3-90-101.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Kobyakova, I. "Communicative Behavior: Gender Aspect." Fìlologìčnì traktati 10, no. 3 (2018): 49–52. http://dx.doi.org/10.21272/ftrk.2018.10(3)-08.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Prima, Raisa, Maria Zamelyuk, and Valentina Trindyuk. "COMMUNICATIVE MOBILITY OF FUTURE TEACHERS: THEORETICAL ASPECT." Academic Notes Series Pedagogical Science 1, no. 191 (2020): 24–28. http://dx.doi.org/10.36550/2415-7988-2020-1-191-24-28.

Full text
Abstract:
The article is devoted to the analysis of the content of professional activity of the future educator, the disclosure of the modern idea of ​​communicative mobility of this category of pedagogical workers of preschool education. The article substantiates the importance of communicative mobility in terms of professional orientation in higher education. The proposed approach to the definition of communicative mobility allows to go beyond its narrowly utilitarian understanding. The considered definition is reduced to the level of the principle of the subject of activity. It is substantiated that such interpretation allows to reveal in communicative mobility opportunities for positive development of the future educator. Emphasis is placed on the formation of the worldview of the future teacher-educator, who demonstrates its important qualities as a high level of adaptability to familiar and new situations, allows you to form a mechanism for rapid response to events in various fields, and provides a chance to experience communication in real life. which are the basis for the formation of ideas about human life and for the realization of the needs and interests of the individual in the political, legal, economic, social and cultural life of the state. Particular attention is paid to the issue of substantiation of the mechanism of mobility, both pedagogical and communicative. The universal character of communicative mobility of the future educator is revealed: multifaceted, multifaceted and multi-textured. It was found that the structure of communicative training of this category of teachers of preschool education is the dialectical unity of all its components, which are the most important factor in self-realization of the individual, along with knowledge, skills and abilities. Emphasis is placed on the fact that pedagogical communication in the educational environment of the preschool institution coordinates purposeful, practical actions of its participants, the peculiarity of these interactions between the subjects of the communication process is that this interaction is carried out indirectly through communication. It is noted that the communicative mobility of future educators is an activity and is the ability to adapt to the implementation of communicative activities.
APA, Harvard, Vancouver, ISO, and other styles
9

Michurina, Daria. "Ethics of advertising discourse: communicative aspect." Scientific Research and Development. Modern Communication Studies 13, no. 1 (2024): 72–80. http://dx.doi.org/10.12737/2587-9103-2024-13-1-72-80.

Full text
Abstract:
In the modern information society, the role of various forms of communication is actualized. Advertising, being one of the forms of communication, has a direct impact on the ethical attitudes of society, forming the consciousness of the mass audience. The problem of ethics of advertising messages has been comprehensively studied by the scientific community, but the relationship between ethics and communication as two aspects of the impact of advertising discourse on society is not considered in most works.
 
 The purpose is to analyze the communicative component of the ethics of advertising discourse and to consider the use of ethical concepts in advertising communication.
 
 Methodology. Comparative, comparative, and linguistic scientific methods were used to conduct the analysis. The practical basis of the research is the material of modern advertising discourse.
 
 Outcomes. As a result of the study, the definition of advertising ethics was formulated, taking into account its communicative nature. The scientific novelty of the research lies in the consideration of the ethics of advertising discourse through the prism of communication theory.
 
 The practical significance of the study lies in the consideration of the communicative aspect of advertising communication from the standpoint of ethics, which ensures the formation of a healthy society and reduces the negative impact of the manipulative nature of advertising. The results of the study will be useful both to specialists studying advertising communication and to practitioners of the advertising industry in terms of advertising ethics.
APA, Harvard, Vancouver, ISO, and other styles
10

Kucherenko, Iryna, and Lidiia Mamchur. "FORMATION OF STUDENTS’ COMMUNICATIVE COMPETENCE: PSYCHOLINGUISTIC AND DIDACTIC ASPECT." Educational Analytics of Ukraine, no. 1 (2023): 108–22. http://dx.doi.org/10.32987/2617-8532-2023-1-108-122.

Full text
Abstract:
The article describes the psycholinguistic factors that are important for the formation of students' communicative competence, and substantiates their specific features and the need for implementation in the language education system. The features of the speech activity of a linguistic personality are considered. All types of speech activity form the basis of communication as a psycho-cognitive activity of generating one's own utterance and perceiving someone else's speech (text/discourse) in a particular communicative situation. The process of creating one's own utterance is analyzed, and the main stages of its generation are determined (pre-communicative, communicative, and post-communicative). The features of speech creation as an individual communicative act are explained, and models of speech activity related to the phased process of speech generation are analyzed. The article considers an analytical model of communication, consisting of three interconnected sides: communicative, interactive and perceptual. The substantiated process of communicative interaction occurs gradually and includes important stages of communication, which are realized in stages. Communicative skills are characterized as skills aimed at producing one's own speech and perceiving other people's speech within specific communicative situations; they are specified in accordance with the stages of speech generation. The process of speech perception by a communicator is described, which takes place in two phases (actual perception and understanding) by moving from a surface analysis to a deep one. It is found that various barriers (logical, linguistic, stylistic, phonetic) arise in the process of communication, and their features are determined. On the basis of the conceptual provisions of psycholinguistics, the methodological emphasis is determined, which will contribute to the improvement of language teaching in order to form a high level of communicative competence of the individual. The results of experimental studies are presented.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Communicative aspect"

1

Gauthier, Isabelle. "Persuader avant trois ans : étude longitudinale des moyens employés par la dyade mère-enfant et de leurs effets en situation communicative de requête." Nancy 2, 2001. http://docnum.univ-lorraine.fr/public/NANCY2/doc206/2001NAN21013_1.pdf.

Full text
Abstract:
Cette recherche a pour objectif d'apprécier le développement et l'étendue des compétences persuasives précoces, plus spécifiquement langagières, mises en œuvre par l'enfant en situation communicative de requête. Ces épisodes sont analysés lorsque la mère et l'enfant sont tour à tour initiateur et adresse, permettant à la fois des comparaisons interindividuelles (mére/enfant) et intra-individuelles (statut initiateur/adresse) des moyens utilisés par chacun et de leurs effets sur le déroulement de l'interaction conversationnelle. L'analyse de base sur deux corpora d'interaction naturelle mère-enfant recueillis de manière longitudinale alors que les enfants étaient âgés de 1 ; 6 à 3 ; 0. Les deux enfants, issus de classes moyennes et enfants uniques sont en train d'acquérir le français. En dehors des formulations classiques de la requête et du refus, les résultats soulignent la part importante accordée par les dyades aux conduites justificatives. Par ailleurs, ils révèlent une utilisation différenciée de la justification en fonction de la conduite à laquelle elle se rapporte (requête/refus), montrant une intégration précoce par l'enfant des règles pragmatiques liées à sa production. De plus, nous avons montré qu'en cas de conflit, les enfants recourent principalement à la conduite justificative afin de surpasser les refus justifiés des mères. Cette utilisation contre-argumentative précoce de la justification permet alors à l'enfant d'augmenter ses chances d'obtenir satisfaction. Enfin, nous avons relevé une évolution de la nature des différents contenus justificatifs avancés par l'enfant en appui de ses requêtes et de ses refus pouvant être reliée avec leur implication sur la résolution des épisodes de requête. Ces résultats seront discutés en relation avec la capacité socio-cognitive croissant de l'enfant à prendre en compte et à s'adapter au point de vue de son interlocuteur<br>This research estimates the child's early persuasive skills, especially speech means, and their developments in the communicative situation or request. These sequences are analysed when child and mother in both turn initiate and are directed to, which allows interpersonal (mother/child) and intrapersonal (initiate/directed) comparisons of the use and effect of each mean on the unfolding of the conversationnal interaction. The analyse is based on two longitudinal studies of mother-child natural interaction which occured between the ages of 1;6 and 3;0. Children are both only-child, from the middle-classe and french is their native language. Apart from classical forms of requesting and refusing, results underline that dyades give an important share to justificative behaviours. Besides, they reveal a distinguished use of the justification relative to the behaviour it refeers to (request/refusal), showing the child's early understanding of the pragmatic rules of its production. Moreover, we pointed out that in conflicting situations, children mostly jusitfy their requests when mothers have already justified their refusals. Then, this early contra-argumentative use of the justification increases the child's probability of being satisfied. Finaly, we found an evolution in the nature (kind) of different justificatory contents given by the child as a support of her/his request and refusal, that can be linked with their effect on the sorting of the exchange. Those results will be discussed regarding the child's growing socio-cognitive hability to take into account and fit with her/his interlocutor's point of view
APA, Harvard, Vancouver, ISO, and other styles
2

Krishna, Sooraj. "Modelling communicative behaviours for different roles of pedagogical agents." Electronic Thesis or Diss., Sorbonne université, 2021. http://www.theses.fr/2021SORUS286.

Full text
Abstract:
Les agents dans un environnement d'apprentissage peuvent avoir divers rôles et comportements sociaux qui peuvent influencer les objectifs et la motivation des apprenants de différentes manières. L'apprentissage autorégulé (SRL) est un cadre conceptuel complet qui englobe les aspects cognitifs, métacognitifs, comportementaux, motivationnels et affectifs de l'apprentissage et implique les processus de définition d'objectifs, de suivi des progrès, d'analyse des commentaires, d'ajustement des objectifs et des actions de l'apprenant. Dans cette thèse, nous présentons une interaction d'apprentissage multi-agent impliquant divers rôles d'agent pédagogique visant à améliorer l'autorégulation de l'apprenant tout en s'engageant dans une activité d'apprentissage socialement partagée. Nous avons utilisé des rôles distincts d'agents, définis par leurs attitudes sociales et leurs compétences, pour proposer des stratégies d'échafaudage de régulation spécifiques à l'apprenant. La méthodologie suivie dans cette thèse a commencé par la définition de rôles d'agent pédagogique dans un contexte de régulation socialement partagé et le développement d'une tâche d'apprentissage collaboratif pour faciliter l'autorégulation. Une série d'études d'utilisateurs a été menée pour comprendre les perceptions des apprenants sur les rôles des agents, les comportements associés et la tâche d'apprentissage. Dans l'ensemble, les travaux présentés dans cette thèse explorent comment divers rôles d'agents peuvent être utilisés pour fournir un échafaudage de régulation aux apprenants dans un contexte d'apprentissage socialement partagé<br>Agents in a learning environment can have various roles and social behaviours that can influence the goals and motivation of the learners in distinct ways. Self-regulated learning (SRL) is a comprehensive conceptual framework that encapsulates the cognitive, metacognitive, behavioural, motivational and affective aspects of learning and entails the processes of goal setting, monitoring progress, analyzing feedback, adjustment of goals and actions by the learner. In this thesis, we present a multi-agent learning interaction involving various pedagogical agent roles aiming to improve the self-regulation of the learner while engaging in a socially shared learning activity. We used distinct roles of agents, defined by their social attitudes and competence characteristics, to deliver specific regulation scaffolding strategies for the learner. The methodology followed in this Thesis started with the definition of pedagogical agent roles in a socially shared regulation context and the development of a collaborative learning task to facilitate self-regulation. Based on the learning task framework, we proposed a shared learning interaction consisting of a tutor agent providing external regulation support focusing on the performance of the learner and a peer agent demonstrating co-regulation strategies to promote self-regulation in the learner. A series of user studies have been conducted to understand the learner perceptions about the agent roles, related behaviours and the learning task. Altogether, the work presented in this thesis explores how various roles of agents can be utilised in providing regulation scaffolding to the learners in a socially shared learning context
APA, Harvard, Vancouver, ISO, and other styles
3

Ziegler, Gudrun. "Les stéréotypisations ou la mise en oeuvre des catégorisations dans la communication en cours de langue." Paris 3, 2005. http://www.theses.fr/2005PA030145.

Full text
Abstract:
Quel rôle jouent les " stéréotypes " dans le processus d'acquisition et de transmission d'une langue étrangère ? Quelle place leur est accordée en cours de langue ? Dans quel cadre théorique les " stéréotypes " s'emploient-ils en cours de langue et quelle justification empirique leur est-elle apportée ? En partant des différents concepts du " stéréotype " mobilisés dans le cadre de la controverse autour de la notion de " stéréotype " dans le domaine de l'enseignement et de l'acquisition des langues, ces questions sont étayées par des analyses de cas qui – sous l'angle des conditions d'interaction propres au cours de langue en tant que structure sociale complexe – mettent en évidence les processus de catégorisation, c'est-à-dire de " stéréotypisation " à l'œuvre dans l'interaction communicationnelle en cours de langue étrangère. L'analyse des données relevées dans les cours de langue démontrent à la lumière des rétrospections subjectives des interactants, apprenants et enseignants, les fonctions qui incombent aux " stéréotypisations " lors de la gestion de l'interaction en langue étrangère ainsi que leurs enjeux dans la co-constitution des catégorisations et la construction des savoirs. Ainsi, il est possible d'établir les prémisses didactiques telles qu'elles résultent des analyses de cas et d'apporter des preuves empiriques quant au rôle des stéréotypisations en cours de langue<br>Do " stereotypes " play a significant role in the processes of foreign language teaching and learning ? How does stereotyping appear within the foreign language class ? What kind of theoretical or empirical explanations are given in order to legitimize categorizations which occur during the interaction between teachers and learners of a foreign language within the class ? Considering different concepts of " stereotypes " which are brought along within the field of foreign language teaching and learning, these questions are discussed in the light of case studies showing the ongoing process of categorization in the foreign language classroom. Interactionnal data of foreign language classroom communication as well as individual reconstructions of categorizations which occurred within the language classroom bring to light the importance of categorizing and stereotyping not only as an effective means of interaction management and control but also as an important stage of knowledge construction. Considering these empirical findings further conclusions concerning the didactic implications of categorizations in the process of foreign language teaching and learning can be drawn
APA, Harvard, Vancouver, ISO, and other styles
4

Zhang, Qiaochao. "Developing a pedagogical framework for teaching Chinese aspect markers le, guo, zai and zhe : a comparative study of the Grammar-Translation approach and a communicative approach." Thesis, Aston University, 2016. http://publications.aston.ac.uk/30377/.

Full text
Abstract:
The L2 acquisition of Chinese aspect markers has been investigated by many researchers (Sun, D. 1993; Zhao, L. 1996; Wen, X. 1997; Teng, S. 1999; Li, D. and Duff 1998, Duff and Li, D. 2002; Jin, L. and Hendriks 2005; Ma, L. 2006). Their studies show two main findings, one is the acquisition order of the aspect markers, and the other is the accuracy in using the aspect markers. Among those, only Duff and Li, D. (2002) mentioned the effect of teaching on the accuracy of using Chinese aspect. However, it is unknown what impacts teaching methods/approaches could have on learners’ use of the aspect markers. This thesis aims to contribute to filling that gap. It explores whether a specific teaching framework assists the learning of Chinese aspect markers by L2 learners. We designed a session of Chinese aspect following the acquisition order of the Chinese aspect markers suggested by previous studies. The session was delivered to two groups of beginner level learners in a UK university using different teaching approaches. One is the Grammar-Translation approach, which focuses on learning of aspectual forms, and the other is a communicative approach, which focuses on comprehension. The learners took a pre-test assessing their general knowledge of Chinese, an immediate test after the teaching session on aspect to compare the immediate impact of teaching approaches, and a post-test after two months to trace the lasting effect the teaching approaches. The results show that the Grammar-Translation approach leads to better accuracy levels than communicative approach in using aspects in grammatical tasks, whereas the communicative approach does not necessarily lead to learners’ better use of aspect than the grammar-translation approach in comprehension tasks.
APA, Harvard, Vancouver, ISO, and other styles
5

Михайлова, О. В. "Комунікативно-функціональні характеристики давньоанглійського простого речення та особливості його перекладу". Thesis, Видавництво СумДУ, 2009. http://essuir.sumdu.edu.ua/handle/123456789/17434.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Ronsse, Jean-Michel. "Média société et communication." Doctoral thesis, Universite Libre de Bruxelles, 1988. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/213308.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

McKee, Erin Leigh. "Conflict-Conditioned Communication: A Case Study of Communicative Relations between the United States and Iran from 2005-2008." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/264.

Full text
Abstract:
In protracted international conflicts, truth is often sacrificed in the name of victory. Political realists see international politics as a competition to win power, retain power, and demonstrate power; misleading the enemy in the name of strategy and misleading the public in the name of security are necessary elements of the game. A less obvious condition is that those caught in the cycle of intergroup conflict also withhold truths from themselves. This denial of truth and reality--to the Other, to the public, and to the self--is especially prevalent in the communicative relationship between the United States and the Islamic Republic of Iran. This study explores the communicative relationship between the United States and Iran via mass media with a particular focus on propaganda as "natural." The literature review explains how conflict-conditioned communication grows and operates within the context of intergroup conflict, including the significance of globalization and information technology. The communicative relationship between the United States and Iran is used as a case study to explore conflict-conditioned communication. A snapshot of the U.S.-Iran communicative relationship was taken from May 1, 2005 - May 1, 2008. Articles from three print and online media sources were combed and analyzed for examples and patterns of conflict-conditioned communication. The method is based on an approach to understanding conflict-conditioned communication that was developed by Dr. Harry Anastasiou, a conflict resolution professional and educator. The method additionally utilizes the work of Dr. William O. Beeman, an expert on misperceptions between the United States and Iran. The conflict-conditioned communicative relationship between the United States and Iran shows how legitimate concerns and human needs are filtered through collective psychology, history, and national identity and absorbed into misperceptions. These misperceptions are perpetuated through propaganda and lead to unyielding political positions. The dual phenomena of globalization and advanced information technology amplify these unyielding political positions by spreading propagandized misperceptions faster and farther than ever before. As the United States and Iran become more entrenched in unyielding political positions, communication reduces to competing systems of propaganda, thus making peaceful conflict resolution less likely.
APA, Harvard, Vancouver, ISO, and other styles
8

Ronsse, Jean-Michel. "Le transfert d'image ou l'appréhension de l'effet de la communication publicitaire sur les comportements." Doctoral thesis, Universite Libre de Bruxelles, 1989. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/213231.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Body, Olivier. "Essays on costly and truthful communication." Doctoral thesis, Universite Libre de Bruxelles, 2014. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/209351.

Full text
Abstract:
Based on three essays, this Ph.D. thesis studies costly and truthful communication in the following situation: a sender (S) tries to convince a receiver (R) to accept a project.<p>Before communication, both agents do not know the project quality. On the one hand, they believe with probability α that the project is of high quality and will raise R’s payoff by r_H, and otherwise that it is of low quality and will decrease R’s payoff by<br>Doctorat en Sciences économiques et de gestion<br>info:eu-repo/semantics/nonPublished
APA, Harvard, Vancouver, ISO, and other styles
10

Maciejewski, Robert. "Privacy aspects of digital communication." St. Gallen, 2007. http://www.biblio.unisg.ch/org/biblio/edoc.nsf/wwwDisplayIdentifier/01665892002/$FILE/01665892002.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Communicative aspect"

1

Habermas, Jürgen. Moral consciousness and communicative action. MIT Press, 1990.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Habermas, Jürgen. Moral consciousness and communicative action. Polity, 1992.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Habermas, Jürgen. Moral consciousness and communicative action. MIT Press, 1990.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Habermas, Jürgen. Moral consciousness and communicative action. Polity, 1990.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Kuszak, Kinga. Kompetencje komunikacyjne dzieci w okresie późnego dzieciństwa w aspekcie rozwojowym: Communication competence of children in their period of late childhood in developmental aspect. Wydawnictwo Naukowe UAM, 2011.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

1952-, Jung Jack H., and Gagne J. -P, eds. Genetic syndromes in communication disorders. College-Hill Press, 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Jean-Luc, Nespoulous, Perron Paul, Lecours André Roch, Toronto Semiotic Circle, and International Summer Institute for Semiotic and Structural Studies (3rd : 1982 : Victory College, University of Toronto), eds. The Biological foundations of gestures: Motor and semiotic aspects. L. Erlbaum Associates, 1986.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Mosco, Vincent. The political economy of communication: Rethinking and renewal. Sage Publications, 1996.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Quasthoff, Uta M., ed. Aspects of Oral Communication. DE GRUYTER, 1995. http://dx.doi.org/10.1515/9783110879032.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

National Seminar on Human Communication (1985 Indian Institute of Technology (Kānpur, India)). Aspects of human communication. Mittal Publications, 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Communicative aspect"

1

Friedrich, Patricia. "3. ELF, Intercultural Communication and the Strategic Aspect of Communicative Competence." In Principles and Practices of Teaching English as an International Language, edited by Aya Matsuda. Multilingual Matters, 2012. http://dx.doi.org/10.21832/9781847697042-005.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Sjölander-Lindqvist, Annelie. "Introduction." In Palgrave Studies in Anthropology of Sustainability. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-78040-1_1.

Full text
Abstract:
AbstractAnthropology’s focus on the holistic dimensions of the human condition, its interest in understanding humankind’s cultural variation wherever it occurs, and its sensitivity to both similarities and differences, while never losing sight of the powers of politics, ideologies, economies, and ecologies, provide a solid foundation for the exploration and understanding of environmental communication. This book tries to make sense of how an anthropological perspective can further our understanding of the diversity of environmental communication and the different ways people—verbally and non-verbally—communicate about and with their surrounding environments. An important aspect lies in the discussion of the communicative prospects for sustainability, seeking to bring anthropology into more theoretically and empirically productive engagement with the study of environmental communication.
APA, Harvard, Vancouver, ISO, and other styles
3

Voronova, N., and A. Nikiforova. "Contemporary architecture and historical landscape: Philosophical and communicative aspect of form formation." In Reconstruction and Restoration of Architectural Heritage 2021. CRC Press, 2021. http://dx.doi.org/10.1201/9781003136804-60.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Bucchetti, Valeria. "Pharmaceutical Packaging According to the “Packaging Ethics Charter”." In Research for Development. Springer Nature Switzerland, 2024. https://doi.org/10.1007/978-3-031-53294-8_20.

Full text
Abstract:
AbstractThe chapter analyses the role that packaging plays in pharmacological products, starting with the communicative and instrumental aspects. Like and arguably more than other products, the medicine needs the prosthetic, synthetic and directing mediation aspect of packaging; the medicine is one of those types of things which, through packaging, take on a form, become products and usable content. The observations developed in the chapter take their cue from those in the Ethical Packaging Charter, a document for the study and analysis of packaging concerning the needs of the consumer, the user, the environment, and society.
APA, Harvard, Vancouver, ISO, and other styles
5

Pokazannik, Elena V., and Anna G. Alyabieva. "The Issue of Borrowing in Science and Art of the Digital Era: Communicative Aspect." In Business 4.0 as a Subject of the Digital Economy. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-90324-4_33.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Andreallo, Fiona. "Key Takeaways and Prospective Research." In Mapping selfies and memes as Touch. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-94316-5_6.

Full text
Abstract:
AbstractThis chapter outlines the book’s key takeaways and future research trajectories, emphasising that Touch is a key cultural communicative aspect of social media relationships, and more broadly of digitally networked relationships. I summarise the key argument of each chapter, then drawing these arguments together, I locate and define the key aspects of “semeful sociabilities” as a means to map Touch of digitally networked social relationships and to describe the technological self as meaningful (semeful) and part of meaning-making processes. Mapping Touch is a means through which selfies and memes (as fundamental elements of everyday cultural communication and embodied networked practices) can be explored as meaningful cultural relationships, exposing the social, cultural and political realities of everyday socialities. Future trajectories for semeful sociabilities include application to a range of other memes and selfies, and to networked social relationships beyond visual. Furthermore, I propose that mapping Touch (to identify semeful social relationships) can provide insight into investigations and mapping of automated systems. Semeful sociabilities has the potential to identify and expose the semefulness (meanings) and impact of seamless systems and gain a better understanding of ourselves as humans as we design our technological futures.
APA, Harvard, Vancouver, ISO, and other styles
7

Beetz, Michael, Uwe Engel, and Hagen Langer. "Cognition-Enabled Robots Assist in Care and Everyday Life: Perspectives, Challenges, and Current Views and Insights." In Robots in Care and Everyday Life. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-11447-2_6.

Full text
Abstract:
AbstractThe chapter focuses on research on robotic assistants and the involved challenge of their manipulating the physical world. It describes the state of the art in this regard and outlines directions for future research. Furthermore, it reports how the Delphi respondents assess various facets of human–robot communication and how specifically the group of scientists from engineering and natural sciences assesses the further technical development of 13 robotic skills. For this aspect, we asked for the experts’ assessment of the points in time when robots will presumably be capable of demonstrating such skills. The list of examples includes cognitive and communicative skills and skills that relate to motion, autonomous navigation, and the performance of everyday activities at home/in elderly care. In addition, the chapter reports on findings from the population survey. It particularly reveals the relative importance that people allocate to the skills of care robots. It underlines the importance of considering the impact of the physical design of a robot on its social perception and acceptance.
APA, Harvard, Vancouver, ISO, and other styles
8

Uppstad, Per Henning, Oddny Judith Solheim, and Atle Skaftun. "The Reading – Writing Connection in Assessment of Reading Comprehension. Exploring the Role of a Communicative Aspect of Writing." In Literacy Studies. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38811-9_16.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Udvardi, Anna. "Chapter 11. Whose common ground?" In A Pragmatic Agenda for Healthcare. John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/pbns.338.11udv.

Full text
Abstract:
The chapter examines 76 audio-recorded first encounters between physiotherapists (PT) and patients. It argues that the knowledge translation during a medical visit starts by fully understanding the patient’s agenda. There are four main foci of the analysis: (1) the classification of PTs’ opening questions, which initiate the problem presentation phase of the visit, (2) the classification of patients’ answers given to those questions, (3) analyzing the relations between these question-answer pairs, and (4) the identification of dialogical mechanisms that may help or hinder the creation of common ground. Within the last aspect, the analysis demonstrates three main communicative practices: meaning negotiation and summary, question-answer style, and redirection. The first one is argued to best enhance the co-construction of common ground.
APA, Harvard, Vancouver, ISO, and other styles
10

Kecskes, Istvan. "Chapter 4. Face-to-face intercultural communication and mediated intercultural communication as related to health communication." In A Pragmatic Agenda for Healthcare. John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/pbns.338.04kec.

Full text
Abstract:
The chapter argues that any communication happens in a specific context composed of three aspects: individual experience-based sociocultural aspect (CA), actual situational aspect (SA), and aspect of language as a tool of communication (LA). CA refers to the attitudinal frame of reference a person develops throughout his/her life and brings into the interaction through intersubjectivity. SA includes the psychological, social and physical variables affecting common ground building. LA means the language repertoire of the individual with its conceptual knowledge. These aspects are always present but affect interaction in different degrees depending on whether it happens face-to-face or through a medium and it is situated closer to the intracultural or intercultural end of the continuum. The chapter discusses the substantiations of these aspects.
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Communicative aspect"

1

Gotea, Mihaela, Ion Negrila, and Angelica Banca. "AGGRESSION AND COMMUNICATION IN THE ONLINE ENVIROMENT." In 11th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2024. SGEM WORLD SCIENCE, 2024. https://doi.org/10.35603/sws.iscss.2024/s07/38.

Full text
Abstract:
As the saying goes, it is difficult to live in a community without being influenced by it. Daily interaction with others is inevitable. Communicating with different people can be pleasant or it can lead to conflicts and tensions. In this text, we will address one aspect of communication - aggressive behavior. Do we often experience aggression from others or do we show it ourselves? How can we manage harmful behavior that can have negative and even destructive consequences? Aggression is an essential component of human nature. It plays an important role in the formation of personality, being as crucial as love. Self-control, which sometimes requires some form of internal confrontation, can become a source of energy and motivate important skills such as determination, self-education, and discipline. Aggressiveness in a positive form can contribute to success in various aspects of life, as long as it is managed responsibly. It is important not to eliminate this aspect of the personality, but to learn how to channel it constructively, both for our benefit and for the benefit of those around us.
APA, Harvard, Vancouver, ISO, and other styles
2

Raj, Aditya, Anand Jha, Om Dabral, Abhinav Upadhyay, Shivanshu Sahu, and Bagesh Kumar. "Aspect-Based Opinion Mining of Patient Experiences in Indian Hospitals: Impact of Healthcare Aspects on Ratings and Customer Experience." In 2024 IEEE 8th International Conference on Information and Communication Technology (CICT). IEEE, 2024. https://doi.org/10.1109/cict64037.2024.10899631.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Drachuk, N. V., and T. V. Chernitsina. "TESTIMONIALS IN THE COMMUNICATIVE-PRAGMATIC ASPECT." In 6th Conference "Advanced Studies in Science: Theory and Practice". Global Partnership on Development of Scientific Cooperation LLC., 2015. http://dx.doi.org/10.17809/25(2015)-08.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Domashevska, Katherine. "TRUST IN PUBLIC AUTHORITIES: THE COMMUNICATIVE ASPECT." In THEORETICAL AND EMPIRICAL SCIENTIFIC RESEARCH: CONCEPT AND TRENDS. European Scientific Platform, 2024. http://dx.doi.org/10.36074/logos-02.02.2024.017.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Knyazeva, Natalya Vladimirovna. "Subject nomination in Russian language: communicative aspect." In VIII International applied research conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-80087.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Yelnikova, N. I. "Sociolinguistic aspect of studying the communicative situation." In THE IMPORTANCE OF PHILOLOGICAL SCIENCES IN THE MODERN WORLD. Baltija Publishing, 2024. http://dx.doi.org/10.30525/978-9934-26-485-6-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Itskovich, Tatiana. "Muslim Sermons In Russian: Communicative And Pragmatic Aspect." In SCTCMG 2019 - Social and Cultural Transformations in the Context of Modern Globalism. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.12.04.188.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Bulavina, Marina A. "Developing Foreign Medical Students’ Communicative Competence: Rhetorical Aspect." In icCSBs 2019 - 8th Annual International Conference on Cognitive - Social, and Behavioural Sciences. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.12.02.7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

ABDUKADYROVA, T. T., and T. A. TSUTSASHVILI. "THE ROLE OF LINGUISTIC ASPECT IN THE IMPLEMENTATION OF INTERCULTURAL COMMUNICATION." In The main issues of linguistics, lingvodidactics and intercultural communications. Astrakhan State University, 2020. http://dx.doi.org/10.21672/978-5-9926-1237-0-009-014.

Full text
Abstract:
The purpose of this article is a scientific understanding of the methodological and theoretical problems of the linguistic aspect in intercultural communication. The importance of this article is due to the fact that the focus is on the study of linguistic aspects that can affect communication between native speakers of different languages. The linguistic aspect is not limited to identifying semantic features of words in different languages. It also covers the comparison of various communicative situations, ways of dividing the world by language means, and the comparison of speech behavior of representatives of different cultures. The result of the research is the conclusion that the language aspect of intercultural communication should focus not on finding "equivalents", but on studying extralinguistic differences, taking into account that concepts in two different languages may differ. The "meaning" of a word is the thread that connects the language world with the world of reality for the speaker.
APA, Harvard, Vancouver, ISO, and other styles
10

Ageeva, Julia. "COMMUNICATIVE TACTICS OF PERSUASION IN SALES (LEXICAL-SEMANTIC ASPECT)." In 4th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS Proceedings. STEF92 Technology, 2017. http://dx.doi.org/10.5593/sgemsocial2017/32/s14.081.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Communicative aspect"

1

Faktorngpan, Piyanart. An investigation of successful argumentative strategies in debating. Language Institute, Chulalongkorn University, 2012. https://doi.org/10.58837/chula.res.2012.76.

Full text
Abstract:
This study operates from the foundation that some arguments are more successful than others; some being more persuasive and convincing. Arguments adjudged successful by experts in the field of argumentation were examined, with specific interest in the evaluation of the rhetoric employed. This corpus of material was formed from speeches, interviews and other data previously recorded from the final rounds of competitive and prestigious international debates. The debate aspect was primarily composed of championship-winning speeches, judged by experienced grand final adjudicators on three constitutionally-specified categories: matter, manner and method. The research questions fundamental to this study are centered on different aspects of reasoning for this possible success. While no study might be exhaustive at this stage of examination, given the dearth of previous research findings related to debate tactics, the research parameters were thus: strategies and style for making and delivering arguments; the four types of argument patterns; the A-R-E Model (Assertion-Reasoning-Evidence making a complete argument) in terms of their frequency and common moves; and the use of particular language communicative functions, speech patterns and vocabulary. Together, these provide a very useful insight into how successful arguments are formed and what makes them such. The paper ends with findings and implications for English language teaching, argumentation and negotiation, and for debate training and coaching as well as suggested further studies to enhance effective cooperative and competitive English communication to prepare young Thai people for their role in the forthcoming ASEAN Economic Community.
APA, Harvard, Vancouver, ISO, and other styles
2

Onufriv, Solomiya. PECULIARITY OF JOURNALISTIC COMMUNICATION WITH PEOPLE WHO HAVE EXPERIENCED TRAUMATIC EVENTS. Ivan Franko National University of Lviv, 2025. https://doi.org/10.30970/vjo.2025.57.13310.

Full text
Abstract:
The article analyses the peculiarities of journalistic communication with people who have experienced traumatic events, in particular with the military and veterans of the Russian-Ukrainian war, as well as with representatives of other focus groups: internally displaced persons, volunteers, journalists, and representatives of the public sector. The author examines the phenomenon of trauma journalism as a new approach to communicating with survivors of traumatic events, particularly in the context of russian aggression. The author focuses on the ethical and professional aspects of interaction between journalists and respondents, in particular, how journalists should communicate competently with the military, how not to retraumatise the subjects of the material and the audience. The article presents the key principles of sensitive interviewing and typical mistakes journalists make when dealing with traumatic topics. Key words: journalism, Ukrainian media, journalistic communication, mediadiscourse, trauma, retraumatization, post-traumatic stress disorder (PTSD), trauma journalism sensitive interview, psychological resilience, russian aggression.
APA, Harvard, Vancouver, ISO, and other styles
3

Fortuna, Casoria, Riedl Arno, and Werner Peter. Behavioral aspects of communication in organizations. Maastricht University, Graduate School of Business and Economics, 2020. http://dx.doi.org/10.26481/umagsb.2020010.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Scoular, Claire, Jonathan Heard, and Adam Wardell. Communication: Skill development framework. Australian Council for Educational Research, 2025. https://doi.org/10.37517/978-1-74286-749-6.

Full text
Abstract:
This communication skill development framework was developed to address the challenges associated with teaching and assessing communication. It provides a general definition of communication and describes this construct as it applies in classroom-based learning. This framework synthesises and harmonises existing theory and research on communication. It outlines communication processes along prescribed strands and aspects that are informed by evidence. The strands contained within the framework are 1. Strategising an approach; 2. Conveying information; and 3. Receiving communication. The strands are further broken down into aspects to inform teaching and assessment.
APA, Harvard, Vancouver, ISO, and other styles
5

Pinchuk, Olga P., Oleksandra M. Sokolyuk, Oleksandr Yu Burov, and Mariya P. Shyshkina. Digital transformation of learning environment: aspect of cognitive activity of students. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3243.

Full text
Abstract:
Peculiar features of digital environment include: integration of ICTs; use of local and global networks and resources; support and development of qualitatively new technologies of information processing; active use of modern means, methods and forms of teaching in the educational process. The organization of activities in terms of digital learning environment provides appropriate changes in the interaction between subjects of the educational process. Today, means and technologies of the information and communication networks (ICNs), in particular the Internet, which custom and operational-procedural properties were changed at the initial stage from closed local to open ones at present, become widespread. The development of ICNs (from closed local to open ones) changes the typology of learning environments. The following models of learning environments, which widely use ICT and ICN tools (with basic features that characterize them) are distinguished: using the local communication network for presentation of educational information; using the local communication network and open network resources; using open network resources; for independent use of open network resources directly in the classroom by a student; for use of open network resources by a student in the process of independent learning activity; for use by a student educational resources, specially created by a teacher, as well as resources of an open networks in his independent learning activity.
APA, Harvard, Vancouver, ISO, and other styles
6

Pinchuk, O. P., O. M. Sokolyuk, O. Yu Burov, and M. P. Shyshkina. Digital transformation of learning environment: aspect of cognitive activity of students. CEUR Workshop Proceedings, 2019. http://dx.doi.org/10.33407/lib.naes.717007.

Full text
Abstract:
Peculiar features of digital environment include: integration of ICTs; use of local and global networks and resources; support and development of qualitatively new technologies of information processing; active use of modern means, methods and forms of teaching in the educational process. The organization of activities in terms of digital learning environment provides appropriate changes in the interaction between subjects of the educational process. Today, means and technologies of the information and communication networks (ICNs), in particular the Internet, which custom and operational-procedural properties were changed at the initial stage from closed local to open ones at present, become widespread. The development of ICNs (from closed local to open ones) changes the typology of learning environments. The following models of learning environments, which widely use ICT and ICN tools (with basic features that characterize them) are distinguished: using the local communication network for presentation of educational information; using the local communication network and open network resources; using open network resources; for independent use of open network resources directly in the classroom by a student; for use of open network resources by a student in the process of independent learning activity; for use by a student educational resources, specially created by a teacher, as well as resources of an open networks in his independent learning activity.
APA, Harvard, Vancouver, ISO, and other styles
7

Gadzaova, L. P., and S. K. Kargieva. Semiotic and Cultural Aspects in Solving Communicative Tasks by Students of Non-linguistic Specialties. DOI CODE, 2022. http://dx.doi.org/10.18411/doicode-2023.182.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Lamontagne, M., and R. Du Berger. Communication aspects after an unexpected major event: experience with the M6 Saguenay earthquake. Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 1994. http://dx.doi.org/10.4095/193903.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Shkurov, Yevhen. MEDIA COMMUNICATIONS IN THE SOCIAL DIMENSION OF THE CITY. Ivan Franko National University of Lviv, 2025. https://doi.org/10.30970/vjo.2025.57.13294.

Full text
Abstract:
This article explores the media-communication aspect of the social dimension of the contemporary city, conceptualised as a communication hub within global information networks. The analysis is grounded in the theoretical frameworks of structural functionalism, the network society, and systems communication theory. The study reveals that media not only reflect urban processes but also actively shape urban space, influencing identity, social integration, and public discourse. Keywords: media communications, city, network society, social media, urban space, digitalisation.
APA, Harvard, Vancouver, ISO, and other styles
10

Vaskivskyj, Yurij. STATE AND PROSPECTS OF THE DEVELOPMENT OF RUSSIAN-UKRAINIAN WAR: PERSONNEL ASPECT. Ivan Franko National University of Lviv, 2024. http://dx.doi.org/10.30970/vjo.2024.54-55.12144.

Full text
Abstract:
The article analyzes the state of development of Ukrainian advertising in the conditions of the Russian-Ukrainian war. Studying the work of Ukrainian advertising agencies during the war is a unique experience of Ukrainian specialists during the war. The article emphasizes that Ukrainian advertising agencies have become an example for global corporations with their resilience and courage. The study of the place of Ukrainian advertising agencies in the world system made it possible to state that the domestic industry is developing in step with the world one. This was facilitated by the fact that Ukrainians quickly adapt to modern technologies and catch global trends. In some areas of advertising, Ukrainian agencies are one step ahead of European and American ones. Communication with Ukrainian heads of advertising campaigns, marketers and target specialists, who were directly involved in the “rescue” of companies at the beginning of the war, made it possible to find out how the business development strategy changed, what tactical solutions they used at the beginning of the war, and how they optimized the work of the team. The results of the research give grounds for asserting that in the conditions of the Russian-Ukrainian war, many brands have developed new rules for content and communication in social networks. The content strategy of brands needs maximum adaptation to new realities. The traditional division of content into branded, selling, fan and interactive content is losing its relevance. This market niche is occupied by social, supportive and useful content. In particular, as an example of social brand content, we can name: the national position of an advertising agency, support of the Armed Forces of Ukraine, assistance to consumers, new adapted services, HR information about agency support, assistance to temporarily displaced persons, volunteering. Ukrainian advertising agencies were able to quickly adapt to the conditions of the war, entered international markets, took care of their employees and continue their work. Keywords: advertising, agencies, Russian-Ukrainian war, social networks, work with clients, personnel problems.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Communicative aspect' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography