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Journal articles on the topic 'Communicative Output'
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1
Atajanova, Nazokat Mansur qizi. "The role of input and output in teaching English." Multidisciplinary Journal of Science and Technology 4, no. 5 (2024): 338–40. https://doi.org/10.5281/zenodo.11218650.
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The article discusses the importance of input and output in Teaching English to Speakers of Other Languages (TESOL). Input refers to the language that students are exposed to, while output refers to the language they use to communicate. The article highlights the role of input and output in language acquisition, emphasizing the need for a balance between the two. It also discusses the significance of communicative language teaching strategies and providing opportunities for students to practice speaking in real-world settings. Ultimately, the article concludes that effective language instruction involves both input and output, and that teachers should foster an environment that encourages students to engage in communicative activities.
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Sato, Rintaro. "Self-initiated Modified Output on the Road to Comprehensibility." JALT Journal 30, no. 2 (2008): 223. http://dx.doi.org/10.37546/jaltjj30.2-4.
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As the importance of developing students’ communicative competence has been emphasized, activities in which students can have opportunities for speaking and communication have been widely employed in the Japanese English class. For learning or language acquisition to occur during communicative activities, students have to self-initiate their utterances (Shehadeh, 2001). This study, with Japanese high school students, examines whether self-initiation would occur effectively in three communicative activities involving only students. The results of this descriptive study revealed that successful self-initiated modified output did not occur frequently. Possible reasons for the findings, pedagogical implications and suggestions are proposed. 本研究では、高校生英語学習者がコミュニケーション活動において、自分の発話の中にtrouble source を見いだし、自分で修正使用しようとするself-initiated modified output をいかに効果的に行ったかが検証され、それらは期待されたほどの頻度では発生しなかったことが確認された。本論ではその原因、また、生徒のself-initiated modified outputの特徴について考察された。
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Sher, Muhammed Khan. "DEVELOPING SPEAKING SKILLS OF UNDERGRADUATES THROUGH COMMUNICATIVE OUTPUT ACTIVITIES." International Journal of Marketing & Financial Management Volume 5, Issue 4, Apr-2017 (2017): pp 37–41. https://doi.org/10.5281/zenodo.805383.
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The IT revolution and globalization of business have brought communication skills to the forefront of academia and industry. With the whole world becoming a global market and business becoming diverse and result-oriented, professionals are facing newer challenges in English proficiency every day. Moreover, English is also considered a bridge to make them employable soon after completing their graduation. In this backdrop, Indian students have become more conscious about good speaking skills besides acquiring technical knowledge. This global status of English has also led to significant changes in English Language Teaching and Learning. There is now a greater awareness among teachers of concepts, such as learner-centeredness and task-based learning. Learner-centered approach to language learning is considered effective by many ELT practitioners and teachers as compared to traditional approach. In this paper, an attempt is made to find ways to successfully teach speaking skills to undergraduates, which will in turn, cater to the insatiable demand for English proficiency in the global market. In this context, the problems of undergraduate learners with regard to their background and speaking apprehensions are analysed and then an attempt is made to find suitable ways for developing speaking skills. Pair work and group work which is of central importance to successful teaching and learning of speaking skills is discussed in particular. Certain communicative output activities such as role plays, discussions, information gap exercise etc. with regard to developing speaking skills are discussed as effective strategies. The paper concludes with suggestions as to how teachers through well–prepared sessions can encourage learners to experiment and innovate with the language, and create a supportive atmosphere that allows learners to make mistakes without fear of embarrassment in the process of developing their proficiency. This will contribute to their self-confidence as speakers and to their motivation to learn more.
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Durst-Andersen, Per, and Paul Cobley. "The communicative wheel: Symptom, signal, and model in multimodal communication." Semiotica 2018, no. 225 (2018): 77–102. http://dx.doi.org/10.1515/sem-2016-0228.
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AbstractThis paper addresses the need for a model of communication with a new, holistic conception of language within it. The resultant process model is called the Communicative Wheel. It consists of three communicative products: the sender’s input corresponding to his/her experience of a situation (symptom), an output corresponding to a piece of information to the receiver (signal), and the receiver’s intake corresponding to a description of the situation referred to (model). What the model of the wheel suggests, is that the understanding of “utterance” as symbolic needs to be replaced by an understanding of it as indexical.
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Narayan, Ravnil, and Vikrant Krishan Nair. "The Roles of Communicative Language Mechanisms in Occupational Health and Safety Milieu in Reducing Workplace Hazards." Journal of Language Teaching and Research 12, no. 2 (2021): 264. http://dx.doi.org/10.17507/jltr.1202.07.
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Workplace safety communication plays an integral role in the day to day running of any organisation. The policies and procedures tend to provide a worker with the highest level of performance that is expected in terms of the output. Effective communication mechanisms are highly critical to ascertain the level of safety measures in order to achieve support and cooperation in maintaining an injury-free working milieu. Hence, communicative language mechanisms are needed to complement the technical and practical safety of all the workers. Unambiguous constructive safety communication mechanisms will lead to an improvement towards knowledge and fathoming of preventative measures that would enhance workplace safety practices. Thus, this study sought to highlight the occupational health and safety communicative language mechanisms, whereby the examples to illustrate the variety of safety communication has been analysed from a case study. The output of the research states that communicative language mechanisms in occupational health and safety (OHS), health and safety environment (HSE) tend to provide a better working environment, which can be considered as a conducive tool to avoid unwanted injuries and also to comprehend complicated occupational health and safety technical jargons.
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Tórrez, Nahúm Misael. "A framework for characterizing communication-oriented ELT textbooks." Nordic Journal of Language Teaching and Learning 9, no. 2 (2022): 66–88. http://dx.doi.org/10.46364/njltl.v9i2.903.
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Textbooks hold a fundamental position in English Language Teaching (ELT). Today, their main aim is to contribute to the development of the learner’s communicative competence. This paper sets out to set the basis for constructing a framework for characterizing ELT textbooks, in terms of their opportunities to promote communicative competence. In order to provide a theoretical foundation for the framework, it first introduces the notions of input (Krashen, 1989) and output (Swain & Lapkin, 1995). Then, it presents two influential models of communicative competence, i.e., those of Canale and Swain (1980), and the Common European Framework for Reference of Languages (Council of Europe, 2001, 2018). Following that, it presents two significantly quoted sets of principles for the study of learning materials in Communicative Language Teaching (CLT), i.e., the principles of Richards and Rodgers (2014) and Nation (2007). Building on the models and principles, the paper suggests eleven criteria for characterizing communication-oriented ELT textbooks, covering input in the form of topics and texts, and output in the form of activities. A short discussion of the main affordances of the suggested framework is provided at the end of the article.
 
 Keywords: Communicative Competence, ELT Textbooks, Textbook Analysis, Communicative Language Teaching (CLT).
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Liming, Yu. "The Comprehensible Output Hypothesis and Self-directed Learning: A Learner's Perspective." TESL Canada Journal 8, no. 1 (1990): 09. http://dx.doi.org/10.18806/tesl.v8i1.575.
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In the course of his diary study dealing with communication strategies, the writer of this paper has found that the way of acquiring a language is not merely as simple as "understanding the message" as Krashen's Input Hypothesis (1985) claims. Swain's Comprehensible Output Hypothesis (1985) maintains that the development of a learner's communicative competence does not merely depend on comprehensible input: the learner's output has an independent and indispensible role to play. Swain's thesis has proved to be of relevance to the writer's experience as a self-directed learner. This paper discusses in detail the significance to language acquisition of pushing for comprehensible output. Three issues are discussed: (I) comprehensible output and negative input; (2) comprehensible output and incomprehensible output; (3) comprehensible output and comprehensible input.
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Byiers, Breanne J., Adele Dimian, and Frank J. Symons. "Functional Communication Training in Rett Syndrome: A Preliminary Study." American Journal on Intellectual and Developmental Disabilities 119, no. 4 (2014): 340–50. http://dx.doi.org/10.1352/1944-7558-119.4.340.
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Abstract Rett syndrome (RTT) is associated with a range of serious neurodevelopmental consequences including severe communicative impairments. Currently, no evidence-based communication interventions exist for the population (Sigafoos et al., 2009). The purpose of the current study was to examine the effectiveness of functional assessment (FA) and functional communication training (FCT) methods for teaching 3 individuals (ages 15–47 years) with classic RTT novel communicative behaviors. Using single-case experimental designs, functional reinforcers were identified (FA) and each participant quickly learned to activate a voice-output switch to obtain a reinforcer (FCT). These results suggest that individuals with classic RTT can learn novel communicative responses, which has important implications for future intervention research.
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Liu, Xinchen. "The Impact of Recitation Approaches on the English Majors' Communication Proficiency." Journal of Education, Humanities and Social Sciences 28 (April 1, 2024): 873–85. http://dx.doi.org/10.54097/p654sw73.
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English majors, despite years of language study, often demonstrate a significant disparity between their language proficiency and communication skills. To tackle this issue, this study, based on the Input Hypothesis and the Output Hypothesis, explores the correlation between recitation input and communication output among 60 bilingual English major students. Using questionnaires and interviews as the main research methods, the study focuses on their current communication abilities and recitation input practices, with the aim of providing practical recommendations for enhancing communication skills through effective recitation input. The study reveals a positive correlation between recitation input and communication output. Students recognize the beneficial impact of recitation on their communicative proficiency. However, several challenges persist, including students' lack of motivation for recitation input and limited opportunities for communication practice. Consequently, their communication skills remain suboptimal. In response to these challenges, the author suggests diversifying recitation methods, selecting suitable recitation materials, and closely integrating recitation input with communication output.
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Gîfu, Daniela, and Mirela Teodorescu. "Communication Concepts vs. Sciences Concepts." International Letters of Social and Humanistic Sciences 29 (June 2014): 48–57. http://dx.doi.org/10.18052/www.scipress.com/ilshs.29.48.
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The scientists as Bateson, Watzlawick expresses the determining role of interaction in the axiom of the “impossibility of not communicating”. All behavior (verbal and nonverbal) occurring between persons who are conscious of each other's presence has behavioural effects, whether intended or not. Such effects have interpersonal message value, and thus are communicative in nature. Since it is impossible for humans not to behave in one way or another, it follows that in interaction it is impossible not to communicate (Bateson, 1963; Watzlawick et al., 1967). Communication theory is relatively new as science and interacts with the other disciplines of sciences. During its development some of the notions were used that were already committed and comprehensive. This article aims to present some of them. Terms as system, input, output, feedback, entropy specific to scientific disciplines as systems theory, cybernetics, information theory, physics, are especially used in communication theory.
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Dahniar, Nur. "Developing of English Teaching Materials for the Communication Study Program." ELS Journal on Interdisciplinary Studies in Humanities 6, no. 1 (2023): 102–7. http://dx.doi.org/10.34050/elsjish.v6i1.26178.
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The objective of this study is to construct a communicative language that may be used to preserve the existence and to measure the quality of English for communication science students. The preparation of this design is intended so that learning English in communication sciences can run according to the initial goals and objectives. Data collection was carried out in three ways, namely: observation, questionnaires and focus group discussions (FGD). From the data obtained, there is a fact that 100% have never attended English training in communication sciences, 80% have difficulty applying communicative English, and 100% very often find things difficult in finding English vocabulary in communication sciences. The design of learning English in communication science is as follows: looking at factual conditions, learning by analysis, design, development, implementation, and evaluation, or ADDIE and the output is the implementation of communicative English in communication science for students.
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Annisa, Fila Intana Zahro. "تطبيق المدخل الإتصالي في تعليم المحادثة لطلبة الفصل الحادي عشر". Al-Lahjah : Jurnal Pendidikan, Bahasa Arab, dan Kajian Linguistik Arab 4, № 2 (2023): 538–46. http://dx.doi.org/10.32764/allahjah.v4i2.3368.
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Language studying approach that emphasizes domination of language skills more than language structure well known by the communicative approach. Purpose of this research is to describe the application of a communicative approach in Arabic learning to improve muhadatsah competence. This method chosen to be used in this research is sighting and interviewing method of whose data comes from various sources involved to this study research. The great output of this study represent that the communicative approach emphasizes listening and speaking skills. Objectivity of learning to be achieved through these various sources are to be connected to communicate with the second language being studied anytime and anywhere, which is in approval with the nature of language studying
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Annisa, Fila Intana Zahro, та M. Arif Setyabudi. "تطبيق المدخل الاتصالي في تعليم المحادثة لطلبة الفصل الحادي عشر بالمدرسة العالية الإسلامية “الخيرية” بالين بوجونيجورو". EL-FUSHA: Jurnal Bahasa Arab dan Pendidikan 4, № 1 (2023): 15–23. https://doi.org/10.33752/el-fusha.v4i1.4486.
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Language studying approach that emphasizes domination of language skills more than language structure well known by the communicative approach. Purpose of this research is to describe the application of a communicative approach in Arabic learning to improve muhadatsah competence. This method chosen to be used in this research is sighting and interviewing method of whose data comes from various sources involved to this study research. The great output of this study represent that the communicative approach emphasizes listening and speaking skills. Objectivity of learning to be achieved through these various sources are to be connected to communicate with the second language being studied anytime and anywhere, which is in approval with the nature of language studying.
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Habibullahi, Abdul-Hamid. "LANGUAGE TESTING FOR SUSTAINABLE DEVELOPMENT OF COMMUNICATIVE COMPETENCE: AN INPUT-PROCESS-OUTPUT (IPO) FRAMEWORK." Lagos Journal of Contemporary Studies in Education 2, no. 02 (2024): 125–32. https://doi.org/10.36349/lajocse.2024.v02i02.009.
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The notion of communicative competence emphasises the teaching and testing of every aspect of language to ensure the use of language appropriately by the learners. For sustaining the development of communicative competence in the learners, this paper suggested an Input-ProcessOutput (IPO) language testing/assessment framework formulated from the existing communicative/pragmatic competence models. The language components in the form of skills such as grammatical, discourse, strategic, and sociolinguistic competencies received by the learners are regarded as the Input; learners are placed as a feature in the heart of the process; and learners’ production/communicative performance is referred to as Output. The learners’ level of competence may be high, intermediate, or low. Therefore, this framework seems to be applicable in the classroom language test/assessment and research activities.
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Hoag, Linda A., and Jan L. Bedrosian. "Effects of Speech Output Type, Message Length, and Reauditorization on Perceptions of the Communicative Competence of an Adult AAC User." Journal of Speech, Language, and Hearing Research 35, no. 6 (1992): 1363–66. http://dx.doi.org/10.1044/jshr.3506.1363.
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The effects of speech output type, aided message length, and partner reauditorization on naive observers’ perceptions of the communicative competence of an adult augmentative and alternative communication (AAC) system user were examined. Subjects consisted of 48 naive adults with minimal exposure to nonspeaking persons. Eight scripted videotaped conversational conditions involving an AAC user and a normal-speaking partner were employed in the manipulation of the three independent variables. A balanced incomplete block design was used. Following each viewing, subjects completed a questionnaire designed to assess the communicative competence of the AAC user. Results indicated a significant main effect for aided message length only. Ratings of the AAC user were higher in conditions with phrases than in conditions with single-word messages. Of interest was the finding that the use of digitized versus synthesized speech output had no effect on observer ratings. Clinical implications are discussed.
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Voniati, Louiza, Angelos Papadopoulos, Nafsika Ziavra, and Dionysios Tafiadis. "Communication Abilities, Assessment Procedures, and Intervention Approaches in Rett Syndrome: A Narrative Review." Brain Sciences 15, no. 7 (2025): 753. https://doi.org/10.3390/brainsci15070753.
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Background/Objectives: Rett syndrome (RTT) is a rare neurodevelopmental disorder that affects movement and communication skills primarily in females. This study aimed to synthesize the research from the last two decades regarding the verbal and nonverbal communication abilities, assessment procedures, and intervention approaches for individuals with RTT. Methods: A structured literature search was conducted using the Embase, Scopus, and PubMed databases. Fifty-seven studies were selected and analyzed based on inclusion criteria. The data were categorized into four domains (verbal communication skills, nonverbal communication skills, assessment procedures, and intervention approaches). Results: The findings indicated a wide variety of communicative behaviors across the RTT population, including prelinguistic signals, regression in verbal output, and preserved nonverbal communicative intent. Moreover, the results highlighted the importance of tailored assessments (Inventory of Potential Communicative Acts, eye tracking tools, and Augmentative and Alternative Communication) to facilitate functional communication. The individualized intervention approaches were found to be the most effective in improving communicative participation. Conclusions: The current review provides an overview of the current evidence with an emphasis on the need for personalized and evidence-based clinical practices. Additionally, it provided guidance for professionals, clinicians, and researchers seeking to improve the quality of life for individuals with RTT.
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Saito, Kazuya, and Xianghua Wu. "COMMUNICATIVE FOCUS ON FORM AND SECOND LANGUAGE SUPRASEGMENTAL LEARNING." Studies in Second Language Acquisition 36, no. 4 (2014): 647–80. http://dx.doi.org/10.1017/s0272263114000114.
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The current study examined how form-focused instruction (FFI) with and without corrective feedback (CF) as output enhancement facilitated second language (L2) perception of Mandarin tones at both the phonetic and phonological levels by 41 Cantonese learners of Mandarin. Two experimental groups, FFI only and FFI-CF, received a 90-min FFI treatment designed to encourage them to notice and practice the categorical distinctions of Mandarin tones through a range of communicative input and output activities. During these activities, the instructors provided CF only to students in the FFI-CF group by recasting and pushing them to repair their mispronunciations of the target features (i.e., output enhancement). The control group received comparable meaning-oriented instruction without any FFI. The effectiveness of FFI was assessed via a forced-choice identification task with both trained and untrained items for a variety of tonal contrasts in Mandarin (high-level Tone 1 vs. mid-rising Tone 2 vs. high-falling Tone 4). According to statistical comparisons, the FFI-only group attained significant improvement in all lexical and tonal contexts, and such effectiveness was evident particularly in the acquisition of Tone 1 and Tone 4—supposedly the most difficult instances due to their identical phonological status in the learners’ first language, Cantonese. The FFI-CF group, however, demonstrated marginally significant gains only under the trained lexical conditions. The results suggest that FFI promotes learners’ attentional shift from vocabulary to sound learning (generalizable gains in trained and untrained items) and facilitates their access to new phonetic and phonological categories. Yet the relative advantage of adding CF to FFI as output enhancement remains unclear, especially with respect to the less experienced L2 learners in the current study.
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qizi, Saxiyeva Nodira Bahtiyor. "Enhancing Students’ Speaking Competence Through Balanced Language Activities andSmall-Group Discussion Techniques." Current Research Journal of Pedagogics 6, no. 6 (2025): 24–27. https://doi.org/10.37547/pedagogics-crjp-06-06-06.
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Developing speaking competence is a central objective in language education. Burkart (1998) advocates for a pedagogical approach combining language input, structured output, and communicative output. This article explores these dimensions in detail and emphasizes small-group discussion as an effective instructional technique. Drawing from established educational theorists and practical implementations, the article demonstrates how structured and communicative group discussions enhance linguistic, strategic,and sociolinguistic competencies among learners. It also outlines the key benefits of small-group work in improving speaking proficiency, critical thinking, collaboration, and learner autonomy.
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Glimois, Laurene. "From Structured Input to Purposeful Output." Babylonia Journal of Language Education 3 (September 9, 2023): 84–89. http://dx.doi.org/10.55393/babylonia.v3i.291.
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This Finestra presents a pedagogical technique called Structured Input, which is designed to help second language learners make form-meaning connections from grammatical forms in the input they are exposed to. In this article, I will first outline the major theoretical principles that informed the development of Structured Input as an instructional technique. I will then demonstrate how to design Structured Input activities for the communicative language classroom, thereby providing ready-to-use activities for a grammar unit on the imparfait/passé composé distinction meant to enable learners to talk about past professional experiences as they prepare for a job interview in French.
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Wang, Yixuan, Qinren Zhu, Zhan Zhao, and Min Zhu. "The Influence of Curriculum of English Major on Oral Communicative Competence: A Case Study of Zhejiang University of Science and Technology." English Linguistics Research 13, no. 2 (2024): 34. http://dx.doi.org/10.5430/elr.v13n2p34.
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With China’s integration into the global economy, there is a growing demand of college English major students qualified for oral communicative proficiency. Speaking is the most direct and efficient way of communication. Therefore, oral communicative competence is the top priority for cultivating English major students. However, at present, most of the English major students are facing a hard dilemma that their overall English oral communicative ability is weak, their output ability is incompetent and their accuracy is not acceptable. Moreover, the oral English teaching in large-scale classes for English major is far from satisfactory. Utilizing curriculum settings in an effective way to help English major students increase the fluency of the language output. Oral English classroom plays an important role in guiding students. The survey found that the majority of students believe that current oral curriculum settings has some problems and does not work well. What pedagogical goals should be achieved and what kinds of lessons should be presented in the English major oral classrooms also provoked our thinking. To alleviate students’ oral anxiety, refining the curriculum with an emphasis on oral instruction, clarifying the goals of such teaching, and enhancing assessment techniques might be effective measures to improve students’ oral competence.
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Fante, Dario Del, and Eleonora Federici. "Open to Meraviglia? Can Automated Translation Change Tourism Promotional Campaigns?" International Journal of English Linguistics 15, no. 4 (2025): 89. https://doi.org/10.5539/ijel.v15n4p89.
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This work examines the translation of institutional digital communication for the “Open to Meraviglia” campaign to determine whether—and how—automated translation has been employed. We compare machine-generated outputs (from NMT and GenAI tools) with what are presumed to be human translations. Our analysis reveals that the presumed human translation closely mirrors the original Italian, without being adapted to the specific cultural or communicative context, or accounting for the promotional intent of the text. On both the website and Instagram, translation errors are present, suggesting that either no post-editing or proofreading was conducted, or that the use of fully automated machine translation—given the quality of the GenAI output—was inadequate.
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Konovalova, Nadiia. "The language environment as a means of developing foreign language communicative competence in middle preschool children." International Science Journal of Education & Linguistics 4, no. 1 (2025): 30–39. https://doi.org/10.46299/j.isjel.20250401.03.
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The article is devoted to revealing the content of the concept of the language environment as a means of forming foreign language communicative competence in middle preschool children. Existing interpretations of the term "environment" in scientific literature are provided. The terms used by specialists in relation to the environment as a means of forming communicative competence are defined, including: "language environment," "speech environment," and "communication environment." The semantic content of these terms is analyzed, and it is concluded that each corresponds to the thematic direction of the research within which it is proposed. It is substantiated that in the context of mastering a foreign language, the term "language environment" should be used concerning the environment as a means of forming foreign language communicative competence, as such an environment does not always imply communication or interaction. It is determined that the environment as a means of forming foreign language communicative competence is a set of conditions representing the features of real reality under which the formation of foreign language communicative competence occurs and which serve as a means of such formation. The set of conditions that constitute the language environment is grouped as follows: spatial conditions (micro- and macro-space, individual space), subjective conditions (the number and characteristics of individuals who are transmitters of the foreign language), conditions of the material world (features of the physical environment), speech-communicative conditions (features of input, output, and feedback), and motivational conditions (a set of external and internal factors that motivate the acquisition of foreign language communicative competence). The author proposes a definition of the language environment as a means of forming foreign language communicative competence in middle preschool children as a set of spatial, subjective, speech-communicative, motivational, and material world conditions, under which the formation of foreign language communicative competence occurs and which, in their totality and interaction, ensure and determine such formation.
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Schepis, Maureen M., Dennis H. Reid, Michael M. Behrmann, and Kelly A. Sutton. "INCREASING COMMUNICATIVE INTERACTIONS OF YOUNG CHILDREN WITH AUTISM USING A VOICE OUTPUT COMMUNICATION AID AND NATURALISTIC TEACHING." Journal of Applied Behavior Analysis 31, no. 4 (1998): 561–78. http://dx.doi.org/10.1901/jaba.1998.31-561.
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Jones, Francis R. "A language-teaching machine: Input, uptake and output in the communicative classroom." System 20, no. 2 (1992): 133–50. http://dx.doi.org/10.1016/0346-251x(92)90020-4.
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Fernández-Rodicio, Enrique, Álvaro Castro-González, Fernando Alonso-Martín, Marcos Maroto-Gómez, and Miguel Á. Salichs. "Modelling Multimodal Dialogues for Social Robots Using Communicative Acts." Sensors 20, no. 12 (2020): 3440. http://dx.doi.org/10.3390/s20123440.
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Social Robots need to communicate in a way that feels natural to humans if they are to effectively bond with the users and provide an engaging interaction. Inline with this natural, effective communication, robots need to perceive and manage multimodal information, both as input and output, and respond accordingly. Consequently, dialogue design is a key factor in creating an engaging multimodal interaction. These dialogues need to be flexible enough to adapt to unforeseen circumstances that arise during the conversation but should also be easy to create, so the development of new applications gets simpler. In this work, we present our approach to dialogue modelling based on basic atomic interaction units called Communicative Acts. They manage basic interactions considering who has the initiative (the robot or the user), and what is his/her intention. The two possible intentions are either ask for information or give information. In addition, because we focus on one-to-one interactions, the initiative can only be taken by the robot or the user. Communicative Acts can be parametrised and combined in a hierarchical manner to fulfil the needs of the robot’s applications, and they have been equipped with built-in functionalities that are in charge of low-level communication tasks. These tasks include communication error handling, turn-taking or user disengagement. This system has been integrated in Mini, a social robot that has been created to assist older adults with cognitive impairment. In a case of use, we demonstrate the operation of our system as well as its performance in real human–robot interactions.
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MCCOY, KATHLEEN F., CHRISTOPHER A. PENNINGTON, and ARLENE LUBEROFF BADMAN. "Compansion: From research prototype to practical integration." Natural Language Engineering 4, no. 1 (1998): 73–95. http://dx.doi.org/10.1017/s1351324998001843.
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Augmentative and Alternative Communication (AAC) is the field of study concerned with providing devices and techniques to augment the communicative ability of a person whose disability makes it difficult to speak or otherwise communicate in an understandable fashion. For several years, we have been applying natural language processing techniques to the field of AAC to develop intelligent communication aids that attempt to provide linguistically correct output while increasing communication rate. Previous effort has resulted in a research prototype called Compansion that expands telegraphic input. In this paper we describe that research prototype and introduce the Intelligent Parser Generator (IPG). IPG is intended to be a practical embodiment of the research prototype aimed at a group of users who have cognitive impairments that affect their linguistic ability. We describe both the theoretical underpinnings of Compansion and the practical considerations in developing a usable system for this population of users.
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M S, Preethi. "The Communicative Assistance System for Deaf and Dum." International Journal for Research in Applied Science and Engineering Technology 12, no. 4 (2024): 5777–83. http://dx.doi.org/10.22214/ijraset.2024.61201.
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Abstract: Communication is essential for all human lives to explore their requirements and interactions with other people. The communication gap between those signing and those who don't can be bridged by creating software that acts as a real-time translator, deciphering sign language and making it accessible to everyone. This project creates a smart system that understands sign language gestures and turns them into textual output and it also create videos of sign language gestures for a given sentence in real time. It's like a bridge between sign language users and others, making communication easy and natural. The system learns different signs and expressions, ensuring it works well for various cultures. With a user-friendly design, it helps people with hearing impairments communicate effortlessly.
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Otajonova, Mukhlisa. "THE EFFECTIVENESS AND PRACTICE OF TASK-BASED LANGUAGE TEACHING (TBLT)." Journal of Science-Innovative Research in Uzbekistan 3, no. 4 (2025): 35–39. https://doi.org/10.5281/zenodo.15176404.
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Task-Based Language Teaching (TBLT) is a communicative approach that emphasizes language acquisition through meaningful task completion rather than explicit grammar instruction. This paper explores the theoretical foundations, benefits, challenges, and practical applications of TBLT in language learning. Rooted in Communicative Language Teaching (CLT), TBLT draws from theories such as Vygotsky’s Sociocultural Theory, Krashen’s Input Hypothesis, and Swain’s Output Hypothesis. Research suggests that TBLT enhances fluency, fosters motivation, and facilitates retention by providing learners with real-world communication experiences. Practical classroom applications, including role-plays, debates, and project-based activities, demonstrate the effectiveness of this approach. Despite challenges such as time constraints, assessment difficulties, and classroom management issues, TBLT remains a powerful methodology for developing language proficiency. The study concludes that with careful task design and implementation, TBLT can significantly improve learners’ communicative competence, preparing them for real-world language use in academic and professional settings.
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Pradina, Fathia Anggriani. "CODE-SWITCHING AS MEDIA SPEECH: AN EVIDENCE IN INDONESIAN PODCAST." Haluan Sastra Budaya 5, no. 1 (2021): 1. http://dx.doi.org/10.20961/hsb.v5i1.44701.
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<p class="Keywords">A communicative code plays a main role in every conversation. The aim is to make a communicative goal in every situation. In this digital era, people tend to make something interesting to attract people’s attention. Namely Podcast, is one of the programs in digital platform that been used as the media to share everything in audio output. In Podcast, the host uses code-switching to make the communication livelier and sometimes to emphasize the statements or questions. Therefore, the host and the guest will have a very communicative interaction along the interview. This study aims to analysed the situational goal in a Podcast which host uses English as his switching code. The situational goal can be seen from the type of code-switching that the host used connected to the type of illocutionary forces at the speech act level. The data are recorded and transcribed from several episodes of the Podcast. The result shows that code-switching as the media speech is deliberately use as a very functional code to reach the situational goal.</p>
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Shelginskaya, Viktoriya. "Social Communication in Event Management: Concept and Implementation." Bulletin of Kemerovo State University. Series: Political, Sociological and Economic sciences 9, no. 2 (2024): 273–83. http://dx.doi.org/10.21603/2500-3372-2024-9-2-273-283.
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Special events provide organizations with an opportunity to communicate with their prospective customers: private businesses increase brand awareness and loyalty while state socio-cultural institutions pursue various social goals. However, event management as a research subject is shared by many sciences, from sociology to marketing. As a result, no separate science can offer a comprehensive understanding of processes and tools that allow organizations to impact their event visitors. The research objective was to conceptualize the social and communicative tools of event management from digital perspectives. The unified system reflects the multi-channel and time-consuming nature of event management as a total of interrelated impact tools and processes. The author used a systematic and structural-functional approach to conceptualize the social and communicative mechanism in event management. The result was verified against practical approaches specified by the local expert community of event managers. The paper describes the structure of the event-communicative mechanism, including influencing, input-conditioning, and output-correction. The research revealed an additional socio-communicative component, which is based on the properties of reference influence. The goal-setting tools proved to depend on the process in particular or their sets. Instrumental material / information technologies were classified in accordance with the social or communicative components and stages. The concept verification revealed a lack of actual managerial control and coordination of social and self-management processes.
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Gao, Dan, and Regina B. Nacional. "Students’ Interactions and Communication Skills Towards Their Maximum Learning." International Journal of Education and Humanities 16, no. 3 (2024): 305–9. http://dx.doi.org/10.54097/t68pye09.
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This paper explores the critical role of interaction and communication skills in educational Settings, especially in the context of higher education in China, and analyzes the impact of these skills on maximizing student learning outcomes. The paper emphasizes the importance of effective interaction and communication as core elements in the process of language learning, because language acquisition and ability development depend on the effective combination of input and output. The paper proposes that a comprehensive educational reform is necessary to address the identified communication barriers of students, aiming at promoting the improvement of students' interaction and communication skills. Such reforms are essential to achieve the goal of high-quality undergraduate education and to develop innovative and communicative skills.
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Postigo Fuentes, Ana Yara, and Manuel Fernández Navas. "Factores que Influyen el Aprendizaje de Lengua Extranjera en los eSports. Un Estudio de Caso." Qualitative Research in Education 9, no. 2 (2020): 128. http://dx.doi.org/10.17583/qre.2020.4997.
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The overwhelming growth of the eSport industry in different countries and the possibility of playing online these videogames have allowed Spanish players to communicate with players from other countries that speak a different language, creating a new learning context. In this case study, we wanted to analyse how the process of language learning occurs in the eSport context through a qualitative research design. For that purpose, we used observations, analysis of the oral output during gaming, interviews with players and organization team in an amateur league and assessment of their communicative skills. The results show the importance of the communication in the interaction with the community and the team, the influence of the social context and inside the game and the intrinsic motivation due to the use value of learning in a pluricultural and competitive context.
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Meline, Timothy J. "Referential communication skills of learning disabled/language impaired children." Applied Psycholinguistics 7, no. 2 (1986): 129–39. http://dx.doi.org/10.1017/s0142716400007359.
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ABSTRACTCommunicative behaviors used in encoding new information were examined. Eighteen learning disabled/language impaired (LD/LI) children were compared with two matched groups of normally developing children: age-mates and language-mates. Behaviors studied included measures of communicative effectiveness, communicative efficiency, verbal output, and referential strategies. LD/LI children did not differ significantly from age-mates. However, they did significantly outperform language-mates. Deficient lexicon and deficient comparison activity hypotheses are discussed in light of the results.
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Pérez-Hernández, Lorena, and Karine Duvignau. "A cognitive approach to semantic approximations in monolingual English-speaking children." Poznan Studies in Contemporary Linguistics 56, no. 2 (2020): 277–313. http://dx.doi.org/10.1515/psicl-2020-0008.
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AbstractThis paper represents a foray into the largely unexplored territory of the cognition of semantic approximations in first language acquisition. Current advances on cognitive modelling are applied to a corpus of 500 semantic approximations produced by 20 children between 1;06 and 5;00 years old. The results reveal that a large number of those semantic approximations are the output of a set of cognitive operations including those of comparison and correlation (i.e. metaphorical projections), domain expansion and reduction (i.e. metonymic mappings), and mitigation and strengthening (i.e. scalar operations). Far for being an impediment to communication, most semantic approximations in our data are found to help children capitalize on their incomplete lexical pool, maximizing its communicative potential. The set of cognitive strategies involved is available from an early age, underlying the use of language throughout our lifespan, and adapting its functions to diverse communicative needs in different stages of our lives.
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Minh-Thanh, Nguyen Tan Nguyen Minh Tam Phuong Pham Tran-Binh Duong Thi Hoa Nguyen Duc Huu Nguyen Thi Minh Trinh Ngo Duc-Binh Nguyen. "A Communicative Competence Model in English Language Undergraduate Program in Cantho University." Multicultural Education 7, no. 12 (2021): 155. https://doi.org/10.5281/zenodo.5771248.
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<em>It is necessary for higher education institutions to equip and train English language students to have the ability to use the language flexibly and effectively in real life and various social situations. The requirement in the current period is that it is necessary to have an appropriate communication competency model so that it can be implemented in the above training programs. In this article, with refenrece to various communication competency models that have been studied and applied in the world as well as in the context and practical conditions of Vietnam, a model of communication competency in a Vietnamese context was proposed. The communicative competence model consists of four main components which are grammar competence, discourse competence, socio-cultural competence and information and communication technology competence. Hopefully, with the model proposed by the authors, it will make an important contribution to the formation and improvement of communication capacity for English language students, and at the same time meet the output standards of the professional training program. university degree in the current period.</em>
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Sulistyani, Sulistyani, and Khoiriyah Khoiriyah. "Proposing Structured Input Activities for Communicative Grammar Teaching." English Teaching Journal : A Journal of English Literature, Language and Education 4, no. 1 (2019): 33. http://dx.doi.org/10.25273/etj.v4i1.4358.
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<p>Current views of language teaching suggest that grammar is included in communicative activities. The reason is that discrete grammar teaching fails to produce fluent speakers while pure communicative classroom fails to produce accurate speakers. This article aims to share a way of teaching grammar in meaning-focused instruction namely structured input activities consisting of referential activities and affective activities. The activities not only affect learners’ input processing strategies but also affect their underlying system in such a way to be able to incorporate the target forms in their output. Besides containing input that facilitates form meaning connections they also force learners to focus on the target structure and to process it for meaning. This practice is expected to provide EFL teachers with useful practical insight to enhance their teaching practices.</p>
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Tislenkova, I. A. "Typological Analysis of Demonstrative Tonality." NSU Vestnik. Series: Linguistics and Intercultural Communication 22, no. 1 (2024): 17–26. http://dx.doi.org/10.25205/1818-7935-2024-22-1-17-26.
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The advent of the digital society has led to a change in many ways of interaction. People’s communication has become more demonstrative, since technology allows them to easily and instantly present themselves and their lives to a wide audience. The information age encourages people to demonstrate their individuality and express themselves, with social media becoming a platform for expressing personal beliefs, interests, creating and maintaining an attractive image. The article studies demonstrative tonality of communication. The scientific novelty of the research is that demonstrative tonality has not been studied before. The purpose of the paper is to identify and describe the main types of demonstrative tonality in communication. The research methods are an interdisciplinary approach and a psycholinguistic analysis of the communicants’ speech output. The material for the analysis was drawn from television interviews of 2012-2023. The study shows that at the present stage in the digital era demonstrative communication is a common way of interaction and a mechanism of self-presentation and self-identification. Demonstrative communication is defined as a structurally forming communicative category of spectral type – tonality, which determines the process of speech communication and performs the function of self-manifestation and means of emotional impact on the recipient. It is emphasized that demonstrative tonality manifests itself in various social and communicative spheres: official, unofficial, administratively or legally regulated, unregulated and dominant, causing a positive or negative response from the addressee. As a result of the research, it has been established that demonstrative communicative tonality is actualized at all language levels and is implemented in speech products through the use of various linguistic and non-linguistic means. The basis for constructing a typology of demonstrative tonality is proposed; it consists of such criteria as the method of presentation to the recipient and the addressee’s reaction. Based on the communicative approach, four main types of demonstrative tonality are put forward: explicit, hidden, positive, and negative. The results obtained can be used in the course on semiotics and psycholinguistics
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Hughes, Leander. "The relationship between interaction moves during text-based SCMC and L2 vocabulary learning efficiency." Technology in Language Teaching & Learning 5, no. 1 (2023): 1–22. http://dx.doi.org/10.29140/tltl.v5n1.1045.
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Previous research comparing communicative to non-communicative computer-mediated tasks requiring output production found an advantage in L2 vocabulary learning efficiency in favor of the communicative task (Hughes, 2023). The present study analyzes the chat data from Hughes (2023) to determine what features of interaction may have contributed to the advantage in L2 learning efficiency. Notable features included the negotiation of meaning, paraphrasing keywords, and context-elaborative question formulation. Of these, elaborative question formulation was found to correlate most strongly with L2 learning efficiency. Furthermore, a significant difference in L2 learning efficiency was found between participants who had engaged in elaborative question formulation and those who had not in favor of those who had. Learners who had engaged in elaborative question formulation also demonstrated a marginally significant advantage in L2 learning efficiency over participants who completed the non-communicative task. The implications of these results are discussed from a cognitivist perspective.
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Hien, Le Thi Ngoc. "Communicative Language Teaching in Teaching ESL for University Students." Journal of English Language Teaching and Applied Linguistics 3, no. 6 (2021): 49–57. http://dx.doi.org/10.32996/jeltal.2021.3.6.7.
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Although teaching and learning language is not a new topic for researchers, it always inspires educators and linguists. Among new teaching approaches, Communicative Language Teaching (CLT) is a teaching method that emphasizes communicative output. This approach has been widely known worldwide since it was first introduced in the 1970s because of the demand for communication skills of language learners. However, there are still many issues raised because teachers are not similar to this method. In terms of language competence, Chomsky (1957) mentions linguistic aspects like lexis, syntax, phonology and morphology as the central part of learning language, while Hymes (1971) concludes grammatic, semantic, sociolinguistic and pragmatic aspects. Hymes’ (1971) theory and other authors' theories lead to a new breakthrough in developing communicative language teaching in teaching and learning a second language. Compared with the Grammar-Translation method, CLT provides learners with more opportunities to develop their communicative ability and increase the role of learners in teaching and learning second language classroom activities, which is hard to find in other old teaching methods. This paper focuses on the overview of CLT in teaching English as a second language. In particular, it summarises the advantages and disadvantages of CLT comparing with old teaching methods, current trends of CLT, obstacles in applying CLT in the university context. Since then, it helps teachers have a better understanding of CLT and the article also suggests implications of teaching English with CLT in the university context, including designing classroom activities and motivating students.
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Saputra, Heru. "Desain Pembelajaran Bahasa Inggris Hukum Melalui Metode Communicative Language Teaching." Jurnal Health Sains 3, no. 3 (2022): 626–23. http://dx.doi.org/10.46799/jsa.v3i3.413.
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Pembelajaran bahasa Inggris Hukum harus dilakukan dengan bahasa yang komunikatif untuk menjaga eksistensi dan kualitasnya. Penyusunan Desain ini dimaksudkan agar pembelajaran Bahasa Inggris Hukum dapat berjalan sesuai dengan sasaran dan tujuan awal. Pengumpulan data dilakukan dengan tiga cara, yaitu: observasi, kuesioner dan Focus Group Discussion (FGD). Dari data yang diperoleh, terdapat fakta bahwa 100% tidak pernah mengikuti pelatihan bahasa Inggris Hukum, 80% mengalami kesulitan dalam mengaplikasikan bahasa Inggris yang komunikatif, dan 100% sangat sering menemukan hal-hal kesulitan dalam menumakn vocabulary hukum. Rancangan pembelajaran Bahasa inggris hukum dalah sebagai berikut: melihat kondisi faktual, pembelajaran dengan pendekatan Communicative Language Teaching (CLT), dan output (implementasi bahasa Inggris hukum yang komunikatif
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Wouters, Isabelle, Nina Woll, and Pierre-Luc Paquet. "Modelling plurilingual instruction through a crosslinguistic-communicative task sequence." TASK / Journal on Task-Based Language Teaching and Learning 3, no. 1 (2023): 28–73. http://dx.doi.org/10.1075/task.22013.wou.
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Abstract This study aims to bridge the gap between ‘communicative’ and ‘plurilingual’ approaches, by providing a means for teachers to integrate learners’ plurilingual repertoires when teaching an additional language (Lx). We developed a model of crosslinguistic instruction embedded within the task-based language teaching approach. It consists of a 4 stages task sequence: input-based task, crosslinguistic consciousness-raising task, output-based task, and recap of the sequence. An iterative process of field testing and analysis (Harvey & Loiselle, 2009) allowed us to refine the model: researchers in-depth analysis (functional field test), implementation of the model in Lx classrooms (empirical field test) and experts assessment (second functional field test). Participant perceptions and evaluations provide an overview of their appreciation of different aspects, which lead to the current version of the model.
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López, Kevin. "Impact of Pushed Output on Students' Oral Production." GIST – Education and Learning Research Journal 20 (June 11, 2020): 85–108. http://dx.doi.org/10.26817/16925777.773.
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With the advent of communicative methodologies, the promise to develop both fluency and accuracy was made as a goal for teaching and learning English as an international language. However, it did not happen (Richards, 2008). In an attempt to equalize students’ both semantic and syntactic competence, this study investigates the impact of Swain’s (1985) oral pushed output hypothesis on EFL intermediate students’ L2 oral production under a mixed method approach. The participants were 16 seventh grade EFL students from a private school in Ibagué, Colombia that were randomly assigned to an output and a non-output group. For five weeks, the output group underwent oral pushed output activities while the non-output group was merely exposed to comprehension activities. Quantitative and qualitative instruments to collect the data included pretest and posttest, audiorecordings, stimulated recalls, and interviews. Results revealed that although pushing students to produce meaningful oral output does not promote significant noticing of their linguistic problems in past narrative forms, students can modify more oral output through one-way pushed output activities than two-way activities and equalize their semantic and syntactic competence since they can engage in both processsings. Additionally, students perceived oral pushed output as an affectivity regulator in L2 oral production and as a trigger of exposure to L2 vocabulary, grammar, and pronunciation.
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Tislenkova, I. A. "Discursive characteristics of negative manipulative communicative demonstrativeness." Vestnik of Samara University. History, pedagogics, philology 30, no. 1 (2024): 167–74. http://dx.doi.org/10.18287/2542-0445-2024-30-1-167-174.
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The article is devoted to the concept definition of negative manipulative communicative demonstrativeness and the identification its implementation means in speech. In the course of the work, the interdisciplinary approach and the method of psycholinguistic analysis of the communicants’ speech output were used. The material for the analysis was the characters’ statements from Russian literature of the XIX century. It is established that the negative manipulative communicative demonstrativeness is a tonality of communication characterized by exaggerated negative self-presentation in the process of self-explanation, accentuation of the dominant destructive emotion, implemented to benefit from the recipient expressed by means of semiotic polymodality. The study shows that the negative manipulative communicative demonstrativeness performs attractive, expressive, influencing, entertaining, pragmatic and conative functions, implements communicative strategies of self-pity, outrage, foolishness, buffoonery, self-abasement and self-flagellation. Linguistic means of expressing this tonality are revealed: metaphorical litota, synecdoche with negative connotation, increasing negative gradation, intensifying particles-phraseological units of religious content, negative adjectives in a diminutive form, emotive interjections with the component «God», prayerful ritual utterances, rhetorical questions, antithesis (self-pity); paradox with negative connotative meaning, enhanced antithesis (shocking); negative hyperbolic tropes, reiteration, exclamation sentences (foolishness); hyperbolic comparison (buffoonery); negative epithets and prosodic units, including a quiet voice, speech with pressure, an elevated tone and frequent pausing (self-abasement); negative nouns, imperative sentences and cliched phrases with negative connotation (self-flagellation). The paralinguistic means of actualizing this tonality are indicated: phonational and kinetic demonstratives. The scientific novelty of the research is determined by the unexplored nature of the phenomenon under consideration.
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Wang, Xinmei. "Research on Construction of Advanced English Teaching Based on Production-Oriented Approach." Theory and Practice in Language Studies 12, no. 2 (2022): 337–41. http://dx.doi.org/10.17507/tpls.1202.15.
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In view of the separation of learning and application in foreign language teaching in China, a Production-Oriented Approach theory (POA theory) of integrating learning and application in foreign language teaching is proposed. The theory takes unit tasks with potential communicative value as the teaching target, and students selectively learn input materials under the guidance of teachers, and finally achieve effective output and complete communicative tasks. This paper tries to apply POA theory to Advanced English Teaching by decomposing the overall goal to sub-goals within a unit task, so as to stimulate students’ enthusiasm for learning and willingness to produce.
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Llopis-García, Reyes. "Why cognitive grammar works in the L2 classroom." AILA Review 23 (December 9, 2010): 72–94. http://dx.doi.org/10.1075/aila.23.05llo.
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This paper presents a series of experiments that tested the usefulness of teaching Spanish mood using an approach to Cognitive Grammar specifically developed for the foreign language classroom: Operational Grammar. Mood selection is one of the most difficult aspects of learning Spanish as a FL, and it is one of the last features acquired. It is unquestionably complex, involving issues of subordination, alternation, and speaker’s communicative intent. This complexity has been amplified by the traditional approach to mood, which has changed little over the last 50 years. The alternative presented here sees language as a symbolic representation of the speaker’s mental model of the world. Grammar is closely linked to this model as the tool used in class to help learners communicate meaning through form. This enables them to understand how native speakers choose to communicate. Language, then, portrays an outcome of the speaker’s own selection, guided by communicative intent and not as part of a taxonomic set of rules. The empirical study showed that the combination of a cognitive approach to mood with a Processing Instruction methodology had positive effects on how the students identified mood selection in both input and output learning situations.
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RAINEY, STEPHEN, HANNAH MASLEN, PIERRE MÉGEVAND, LUC H. ARNAL, ERIC FOURNERET, and BLAISE YVERT. "Neuroprosthetic Speech: The Ethical Significance of Accuracy, Control and Pragmatics." Cambridge Quarterly of Healthcare Ethics 28, no. 04 (2019): 657–70. http://dx.doi.org/10.1017/s0963180119000604.
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Abstract:Neuroprosthetic speech devices are an emerging technology that can offer the possibility of communication to those who are unable to speak. Patients with ‘locked in syndrome,’ aphasia, or other such pathologies can use covert speech—vividly imagining saying something without actual vocalization—to trigger neural controlled systems capable of synthesizing the speech they would have spoken, but for their impairment.We provide an analysis of the mechanisms and outputs involved in speech mediated by neuroprosthetic devices. This analysis provides a framework for accounting for the ethical significance of accuracy, control, and pragmatic dimensions of prosthesis-mediated speech. We first examine what it means for the output of the device to be accurate, drawing a distinction between technical accuracy on the one hand and semantic accuracy on the other. These are conceptual notions of accuracy.Both technical and semantic accuracy of the device will be necessary (but not yet sufficient) for the user to have sufficient control over the device. Sufficient control is an ethical consideration: we place high value on being able to express ourselves when we want and how we want. Sufficient control of a neural speech prosthesis requires that a speaker can reliably use their speech apparatus as they want to, and can expect their speech to authentically represent them. We draw a distinction between two relevant features which bear on the question of whether the user has sufficient control: voluntariness of the speech and the authenticity of the speech. These can come apart: the user might involuntarily produce an authentic output (perhaps revealing private thoughts) or might voluntarily produce an inauthentic output (e.g., when the output is not semantically accurate). Finally, we consider the role of the interlocutor in interpreting the content and purpose of the communication.These three ethical dimensions raise philosophical questions about the nature of speech, the level of control required for communicative accuracy, and the nature of ‘accuracy’ with respect to both natural and prosthesis-mediated speech.
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Nærland, Torgeir Uberg. "Rhythm, rhyme and reason: hip hop expressivity as political discourse." Popular Music 33, no. 3 (2014): 473–91. http://dx.doi.org/10.1017/s0261143014000361.
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AbstractUsing Norwegian hip hop as an example, this article argues that public sphere theory offers a fruitful theoretical framework in which to understand the political significance of music. Based on a musical and lyrical analysis of Lars Vaular's ‘Kem Skjøt Siv Jensen’ (Who Shot Siv Jensen) – a song that recently became the subject of extensive public political discourse in Norway – this article first highlights how the aesthetic language specific to hip hop music constitutes a form of political discourse that may be particularly effective in addressing and engaging publics. Further, the analysis brings attention to how hip hop music is characterised by phatic, rhetoric, affective and dramatic modes of communication that may be of value to democratic public discourse. Lastly, this article examines the expressive output of ‘Kem Skjøt Siv Jensen’ in light of Habermas' concept of communicative rationality. In conclusion, the article contends that the dichotomy between (‘rational’) verbal argument and (‘irrational’) musical expressivity constructed within public sphere theory is contrived and, moreover, that hip hop expressivity under certain conditions does conform to the standards of communicative rationality.
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NIKA, Oksana, and Yaroslava SAZONOVA. "SCIENTIFIC DISCOURSES OF PROFESSOR FLORIJ BATSEVYCH." Linguistic and Conceptual Views of the World, no. 76 (2) (2024): 23–40. http://dx.doi.org/10.17721/2520-6397.2024.2.02.
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The article outlines the main research ideas of Professor Florij Batsevych, which have become relevant in modern communicative studies, linguistic pragmatics, and linguistic narratology. The analysis is made in accord with the main spheres of Professor’s studies: the research of estranged artistic texts, literary prosaic texts of Ukrainian and foreign authors, oral speech and memorata, research on text theory and textdiscursive categories, and discursive markers. The authors of the article focus on the integrity of the linguist’s scientific conception, which is manifested in the interrelationships of the multifaceted research on text, discourse, speech genre, in the development of new scientific directions in linguistics, and the search for scientific perspectives. Prospective innovations in Florij Batsevych’s scientific output, which represent the study of language/speech in the communicative-cognitive paradigm, are analyzed and reveal the linguist’s own theoretical views and their practical implementation on various language material. Among other Professor’s ideas, it is worth mentioning the development of deviatology as a linguistic-pragmatic sub-discipline, keen interest to texts created in altered states of consciousness, absurd texts, texts as the reflection of some traumatic experience, family communication, etc.; particular attention is paid to minor but important elements of discursive-pragmatic speech organization (e.g., particles, which he classifies as discourse markers) because classical structuralist approach to their investigation, in F. Batsevych’s point of view, does not reveal all the value of these components in the creation of new senses. The authors conclude that the specificity of Professor’s scientific output lies in the nature of his view on language and its research – anthropocentricity and humanism.
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Split, Molly, Jessica L. Saurman, Amy Rodriguez, Felicia C. Goldstein, and Kayci L. Vickers. "43 Evaluating the Relationship Between Social Support, Executive Function, and Communicative Effectiveness." Journal of the International Neuropsychological Society 29, s1 (2023): 251–52. http://dx.doi.org/10.1017/s1355617723003612.
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Objective:Research suggests greater perceived social support is associated with better general cognitive function in community-dwelling older adults. While these findings expand our understanding of the role of social support in healthy aging, further work is needed to investigate the role of social support in mild cognitive impairment (MCI). Of particular interest is the relationship between executive function (EF), communicative effectiveness, and social support, as these are common areas of decline and are likely to impact one’s ability to meaningfully interact with others. The present study aimed to evaluate the association between perceived social support, EF, and communicative effectiveness. We hypothesize better EF performance and communicative effectiveness would be associated with higher levels of perceived social support in older adults with MCI.Participants and Methods:One hundred and twenty-one older adults with MCI were included in the current study. All participants were enrolled in Charles and Harriett Schaffer Cognitive Empowerment Program (CEP) at Emory University, a comprehensive lifestyle program for individuals diagnosed with MCI and their care partners. Upon CEP enrollment, participants completed self-report questionnaires, including the Multidimensional Scale of Perceived Social Support (MSPSS), the Communicative Effectiveness Index (CETI), and EF assessments including Letter Fluency (phonemic fluency), Digit Span Backward (working memory), and the Test of Practical Judgment (decision making). Additionally, a subset of participants completed the written Trail Making Test - Part B (set-shifting; n = 63). Pearson bivariate correlations were utilized to explore the relationship between MSPSS, CETI, and EF performance.Results:Higher levels of perceived social support were significantly associated with communicative effectiveness (r = .210, p = .021), such that participants who endorsed having more social support also reported greater confidence in their communicative effectiveness. Perceived social support was associated with better working memory performance (r = .342, p < .001), phonemic fluency output (r = .261, p = .041), and shorter time to complete TMT-B (r = -.244, p = .052), indicating individuals with higher perceived social support demonstrated better EF abilities. Finally, greater confidence in communicative effectiveness was associated with better performances in working memory (r = .274; p = .008), phonemic fluency output (r = .213; p = .020) and decision making (r =.192; p = .044), suggesting stronger working memory, phonemic fluency, and practical decision-making abilities support better communicative effectiveness. There was no association between social support and practical decision-making abilities (r = .146, p = .129).Conclusions:The current findings demonstrate a link between higher levels of social support, communicative effectiveness, and EF abilities, particularly in the subdomains of working memory, phonemic fluency, and set-shifting. This link suggests individuals with stronger EF abilities may have greater communicative effectiveness and, in turn, may be better able to maintain social relationships and garner social support. Future research is needed to evaluate the causality in this relationship, as it remains possible those with stronger social support networks maintain communicative effectiveness and EF for longer. Thus, further evaluation of the mechanism(s) underlying the relationships between social support, EF, and communicative effectiveness is needed.
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VOVK, Olena, and Larysa PASHIS. "TEACHING STYLISTIC GRAMMAR AS A METHODOLOGICAL ISSUE." Cherkasy University Bulletin: Pedagogical Sciences, no. 2 (2022): 91–101. http://dx.doi.org/10.31651/2524-2660-2022-2-91-101.
Full textAbstract:
Introduction. This study explores the issue of stylistic grammar and the methodology of teaching it to University students – teacher-trainees. The purpose of this article is to analyze registers and styles of foreign language communication, specify their discriminative features, and devise a relevant methodology incorporating the stages of instruction and a corresponding system of stylistically oriented activities. Results. In the article, fostering learners’ stylistic competence is identified as a target of learning stylistic grammar. Respectively, stylistic competence is defined as students’ ability to produce a spoken or written output relevant to a communicative setting when exposed to real life interaction. This definition implies that in a University language course students are thought to acquire proper grammatical and stylistic awareness. The premise is advanced that to achieve a set target University teacher-trainees should learn how to switch and shift registers and mix styles of communication. Accordingly, linguistic variations are viewed as contextually dependent: this means that they are determined by the conditions within which a communicative interaction takes place. The emphasis is placed on the idea that stylistic variations might be introduced yet at the initial stage of foreign language acquisition so that students are able to create stylistic fields, broaden or narrow them in accordance with connotative meanings of linguistic units, and synonymously vary them, following formal or informal conventions of spoken and written communication. The opinions of leading scholars are furnished regarding the need to acquire stylistic grammar, which is considered to be the highest level of foreign language proficiency. The idea is highlighted that developing stylistic competence is a gradual process, during which students must progress through definite stages of linguistic and communicative literacy and levels of grammar. With this in mind, a corresponding methodology is designed, which incorporates a system of stylistically oriented activities. They embrace non-communicative receptive, quasi-communicative receptive-reproductive and communicative productive exercises to be employed in the English classroom. The exercises are illustrated with relevant English examples. It is maintained that the employment of the proposed system of activities begins in the junior years and continues through the University course in order to obtain expected learning outcomes. Conclusion. Learners of English need to be sensitive to styles and social role registers so they could detect them and use them appropriately. To this end, University teacher-trainees are supposed to acquire stylistic competence, which will ensure not only their stylistic awareness but also booster their ability to produce stylistically and grammatically accurate utterances in accordance with a communicative context. Furthermore, it is important for teacher-trainees to be able to teach stylistic grammar to pupils in their future pedagogical career.