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Journal articles on the topic 'Communicative practice'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

SANDU, Antonio. "Mediation – Communicative Action and Philosophical Practice." Revista Romaneasca pentru Educatie Multidimensionala 06, no. 01 (June 30, 2014): 39–66. http://dx.doi.org/10.18662/rrem/2014.0601.04.

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Miller, Elisabeth L. "Negotiating Communicative Access in Practice: A Study of a Memoir Group for People With Aphasia." Written Communication 36, no. 2 (January 30, 2019): 197–230. http://dx.doi.org/10.1177/0741088318823210.

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Resulting from stroke or brain injury, aphasia affects individuals’ ability to produce and comprehend language, but it also creates profound social changes, limiting individuals’ opportunities to communicate or to be seen as capable of communication. To address these challenges, the field of communicative sciences and disorders (CSD) has sought to ensure “communicative access” by reducing barriers to communication. This article, through an analysis of the communicative practices of participants in a memoir group for people with aphasia, develops a nuanced conception of communicative access as a process of negotiation across individuals and modes and not just as a process of reducing barriers. The study shows, specifically, that rather than the mere presence of multiple semiotic resources enabling communicative access, individuals enact access by flexibly shifting between modes to take advantage of various kinds of affordances that best suit their needs. This willingness to use modes in atypical or nonnormative ways importantly challenges the very idea of “normal” communication. The theory of communicative access developed in this article melds (a) a CSD understanding of communication as social and tied inextricably to identity with (b) a disability studies conception of access as an ongoing, negotiated process and with (c) a writing studies emphasis on literate, communicative activity as complexly layered, distributed, negotiated, and (multi)semiotic.

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3

Kamberelis, George, and Erina MacGeorge. "`Accounts' as Communicative Practice." Theory & Psychology 6, no. 2 (May 1996): 327–30. http://dx.doi.org/10.1177/0959354396062012.

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4

Carrillo, Edgardo Ruiz, and Samuel Meraz. "Communicative Behaviour Retrospective Patterns Among Students During Lab Practice." Advances in Social Sciences Research 1, no. 3 (May 15, 2014): 98–105. http://dx.doi.org/10.14738/assrj.13.183.

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5

Minnullina, Elina. "Objective Knowledge in Communicative Practice." Dialogue and Universalism 25, no. 2 (2015): 213–21. http://dx.doi.org/10.5840/du201525254.

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Johansson, Catrin, Vernon D. Miller, and Solange Hamrin. "Conceptualizing communicative leadership." Corporate Communications: An International Journal 19, no. 2 (April 1, 2014): 147–65. http://dx.doi.org/10.1108/ccij-02-2013-0007.

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Purpose – The concept of “communicative leadership” is used in organisations that analyse and develop leaders' communication competence. A scholarly definition of this concept is lacking, and the implications of leaders' communication and the development of communication competence for organisations are rarely discussed. The purpose of this paper is to create a theoretical framework around the concept of “communicative leadership”, which can contribute to future research and development of leaders' communication competence. Design/methodology/approach – Three research questions were addressed: what communicative behaviours are central to leaders? How can “communicative leaders” be characterised? What is a “communicative leader”? Literature from the leadership and communication research fields was reviewed and related to these questions. Findings – Four central communicative behaviours of leaders (i.e. structuring, facilitating, relating, and representing), eight principles of communicative leadership, and a tentative definition are presented. A communicative leader is defined as someone who engages employees in dialogue, actively shares and seeks feedback, practices participative decision making, and is perceived as open and involved. Practical implications – A theoretical foundation to the practice of analysing and developing leaders' communication competence is provided, which is related to employee engagement and organisational performance. Originality/value – Communicative leadership is a concept emerging from organisational needs, articulated by corporate and public organisation leaders. This article links its core constructs to academic quantitative and qualitative research in an integrated framework, which can guide further research and the development of leaders' communication competence.

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Maemunah, Emma. "The Implication of Constructivism Theory towards Communicative Language Teaching Practice." Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya 2, no. 2 (August 11, 2012): 186–201. http://dx.doi.org/10.26714/lensa.2.2.2012.186-201.

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There are some schools or thought in teach my language spectally the second language such as behaviourism/structuralism, rationalism and constructivism. Each thought has certain features and characteristics. Besides, there are also methods used in teaching language, one of them is communication language teaching (CLT). This paper describes the characteristics of constructivism theory and communicative language teaching method and finds out the implications of constructivism theory towards communicative language teaching practice. The result shows that there is a significant implication of the constructivism theory towards the communicative language practice.

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8

Underwood, John. "Correo: Electronic Mail as Communicative Practice." Hispania 70, no. 2 (May 1987): 413. http://dx.doi.org/10.2307/343388.

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Bishop, Ralph, and L. Gabbard. "Anthropological Practice as a Communicative Process." Practicing Anthropology 9, no. 4 (September 1, 1987): 20–22. http://dx.doi.org/10.17730/praa.9.4.jrw333184v7780t6.

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Anthropologists are showing an increasing interest in making their work understood, not only by their colleagues in the discipline, but by a wider audience as well. This concern stems from several sources. Some researchers find that their accomplishments or discoveries are interesting to a general public. Others may seek financial support from foundations or agencies that don't normally fund "anthropological" projects. Many practitioners work m teams or with client groups dominated by non-anthropologists.

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10

Tedick, Diane J., and Sandra J. Savignon. "Communicative Competence: Theory and Classroom Practice." Modern Language Journal 82, no. 4 (1998): 594. http://dx.doi.org/10.2307/330239.

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11

Gumperz, John J., and Jenny Cook-Gumperz. "Making Space for Bilingual Communicative Practice." Intercultural Pragmatics 2, no. 1 (January 1, 2005): 1–23. http://dx.doi.org/10.1515/iprg.2005.2.1.1.

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12

Lian, Andrew. "Communicative competence: Theory and classroom practice." System 13, no. 2 (January 1985): 167–68. http://dx.doi.org/10.1016/0346-251x(85)90026-0.

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13

Picciotto, Robert. "Evaluation: Discursive practice or communicative action?" Evaluation 23, no. 3 (July 2017): 312–22. http://dx.doi.org/10.1177/1356389017714384.

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Public trust in expert analysis is at all-time low. Vivid claims unconstrained by fact checking dominate public policy. In this operating environment is evaluation obsolete? To help rebut this proposition, this article examines the relationship between information, knowledge, and politics through two contrasting philosophical lenses. First, Michel Foucault’s discursive practice model: rather than pursuing truth, power is intent to capture evaluation, shape knowledge and engage in linguistic opportunism to enhance its authority to monitor, sanction and punish. Jurgen Habermas’ communicative action approach is the antidote to this state of affairs: it challenges the power structure, celebrates democratic deliberation, promotes evaluation independence and highlights ethical concerns and the public interest.

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Kinderkneht, A. "Distinguishing Between the Communicative Practices of Mediation and Translation." Scientific Research and Development. Modern Communication Studies 10, no. 4 (August 31, 2021): 23–29. http://dx.doi.org/10.12737/2587-9103-2021-10-4-23-29.

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The article is devoted to the discursive phenomenon of mediation, which is often identified with the phenomena of linguistic, cultural and intercultural mediation. The author shows that the social communicative practice of mediation is a special type of communicative interaction. The author distinguishes between the terms "mediation" and "translation" and defines the essential characteristics of two different discursive phenomena based on the comparison parameters traditionally used to compare mediation and court. The article considers the differences between the two communicative practices on the following grounds: free / non-free choice of mediator; the purpose of mediated communication; the mediator's role in communication; the possibility/impossibility of terminating negotiations; confidentiality of communication; the duration of communicative interaction; the language of communication; the removal of psychological tension in communication. As a result of the analysis, it turns out that the coincidence of the parameters of mediation and translation is possible only in an interlingual situation of conflict dialogue.

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Chernenko, V. O., and N. A. Yarovytska. "FESTIVAL AS AN OBJECT OF COMMUNICATIVE PRACTICE: THE PHENOMENON OF COMMUNICATION." Perspectives. Socio-political journal, no. 1 (2021): 46–51. http://dx.doi.org/10.24195/spj1561-1264.2021.1.7.

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Belova, Tat’yana I. Belova I., Mariya A. Somkina, and Tat’yana V. Sutyagina. "Pedagogic conditions for the formation of the communicative culture of bachelors in the process of preparing for pedagogic practice in a suburban children's sanatorium." Vestnik of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics 26, no. 4 (February 24, 2021): 147–53. http://dx.doi.org/10.34216/2073-1426-2020-26-4-147-153.

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The article defines the importance of communicative activity in the pedagogic process and examines the process of forming the communicative culture of the future pedagogue as the basis of “subject-subject” interaction. The definition of the concept of psychological readiness for the implementation of pedagogic activity is given, including three areas of actualization – motivational, cognitive and activity. The study was conducted on a sample of students of the group “Foreign languages”, “Russian language and literature” (50 people) of Kostroma State University within the framework of the discipline "School of a professional counselor". It is established that the bachelors who have completed their internship, are aimed at acquiring knowledge necessary for the implementation of professional pedagogic activities. Summer teaching practice has become a powerful resource for the development of students' communicative culture – the motivation for communicating with children has increased, the ability to plan and rebuild communication programmes, organise activities, exercise communication control, show creativity in communication, analyse its results, and see their own mistakes have been formed.

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Rebrina, Larisa, Nikolay Shamne, Elena Eltanskaya, and Nina Wendti. "Online petitions as actual protest practice in Russia and Germany: general and linguistic socio-cultural specific system-communicative characteristics." SHS Web of Conferences 88 (2020): 01005. http://dx.doi.org/10.1051/shsconf/20208801005.

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Conceptualization of the phenomenon of modern protest is important for understanding the current political and social space. The aim of the research is a comprehensive comparative system – communicative study based on a separate communicative practice (online petition) of modern protest in Russia and Germany in the context of changes in the information and communication space, parameters of satisfaction, dialectics of the general and linguo-sociocultural specific. In their research the authors use such approaches as integrative (allowing to use achievements in the given field of linguistics, sociology, political science, cultural studies, media psychology); system-communicative (to study the main communicative dimensions of protest practice), comparative (to determine the general characteristics and linguistic-socio-cultural specifics of the analyzed protest practice). The results obtained contribute to the further development of the provisions of the communicative theory of protest, to the comprehension of the communicative nature of social phenomena, the interaction of technological and socio-cultural changes; they can be used to optimize the management of conflict societies.

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18

Sanft, Charles. "Law and Communication in Qin and Western Han China." Journal of the Economic and Social History of the Orient 53, no. 5 (2010): 679–711. http://dx.doi.org/10.1163/156852010x539140.

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AbstractThis article gathers and examines information about the legal practices of Qin and Western Han China, and demonstrates that these served communicative functions. Law in early imperial China not only penalized antisocial behavior, it was also a medium for communication between the central government, the common population, and officials. The information so transmitted comprised institutional and personal information, including that which facilitated the function of reputation on a national scale. There is also important evidence that people at the time recognized the communicative possibilities of legal practice, as reflected in cases where they manipulated penal communication for individual benefit.

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19

Kuzomenska, Lidiya. "COMMUNICATIVE EFFICIENCY AS A FUNCTIONAL GOAL OF LINGUISTIC MEANS." Educational Discourse: collection of scientific papers, no. 18(11-12) (January 13, 2020): 59–75. http://dx.doi.org/10.33930/ed.2019.5007.18(11-12)-5.

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The basis of all communicative processes is the language: it is the sign system that provides the communication process and serves as a kind of reservoir from which the communicative culture feeds on. Language is an imperative of communicative activity, communication par excellence. Language is a key means of realizing the communicative potential, namely: at the level of the language post factum and a posteriori, the communicative potential, firstly, acquires expressive content-functional characteristics, and secondly, it realizes itself in practice. Communication is not a simple process of transferring information from a source to a recipient. Its structure is formed by three elements: communication, information and understanding.

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20

Salamon, Andi, Jennifer Sumsion, and Linda Harrison. "Infants draw on ‘emotional capital’ in early childhood education contexts: A new paradigm." Contemporary Issues in Early Childhood 18, no. 4 (December 2017): 362–74. http://dx.doi.org/10.1177/1463949117742771.

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Research about infants’ capacity to communicate using cries, smiles and sophisticated emotional strategies to connect with adults in their lives has predominantly emerged from the field of developmental psychology, with relatively limited attention to how babies enact such communicative practices with key adults in naturalistic settings. This article examines the emotional communicative practices infants use with educators in early childhood education and care contexts. Drawing on data from a study about educators’ conceptions of infants’ capabilities, the article frames babies’ intentional use of emotionally evocative communication as ‘emotional capital’. Transcripts of digital videos, pictures and written observations are used to illustrate how infants actively draw on reserves of emotional capital to guide the course of their relationship with educators, affording a view into how these efforts to communicate emotional messages are understood and met by their educators. Drawing on the theory of practice architectures, implications for the relationships that develop between infants and their primary carers/educators are discussed. Concluding thoughts acknowledge infants’ agency and active contribution to the dynamics within those relationships.

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21

Kolesnikova, Nataliya L. "Communicative strategies in Theresa May’s discourse practice." Media Linguistics 7, no. 1 (2020): 69–82. http://dx.doi.org/10.21638/spbu22.2020.106.

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22

Rantala, Kati. "Art as a communicative practice for teenagers." YOUNG 6, no. 4 (December 1998): 39–58. http://dx.doi.org/10.1177/110330889800600403.

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23

Barge, J. Kevin, and Martin Little. "Dialogical Wisdom, Communicative Practice, and Organizational Life." Communication Theory 12, no. 4 (November 2002): 375–97. http://dx.doi.org/10.1111/j.1468-2885.2002.tb00275.x.

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Snyder, Jaime. "Visual representation of information as communicative practice." Journal of the Association for Information Science and Technology 65, no. 11 (April 21, 2014): 2233–47. http://dx.doi.org/10.1002/asi.23103.

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25

Orbe, Mark P. "Micro-Protests as Co-cultural Communicative Practice." Departures in Critical Qualitative Research 10, no. 1 (2021): 28–49. http://dx.doi.org/10.1525/dcqr.2021.10.1.28.

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In this article, I utilize phenomenologically-based creative nonfiction to present a case study of what micro-protest looks like for an African American faculty member working in a predominantly white university. Drawing from observations and informal information-gathering techniques over a 20+ year period, I present a layered account to share snippets from a larger narrative that vividly capture the nuanced ways co-cultural group members navigate predominantly white organizational spaces in the margins. Ultimately, I introduce the various ways micro-protest—as a new conceptualization of co-cultural practice—is enacted to achieve the preferred outcome of separation. I conclude with a brief discussion of how this scholarly endeavor contributes to co-cultural research and theorizing.

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Vanieva, Victoria Yurievna, and Victoria Zaurbekovna Techieva. "Formation of Communicative Competence of Future Teachers in the Process of Practice-Oriented Training." Siberian Pedagogical Journal, no. 1 (March 3, 2020): 26–32. http://dx.doi.org/10.15293/1813-4718.2101.03.

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The modern social order is the education of a teacher of a new formation who is able not only to carry out professional activities at a high level, but also to do it in the most communicative and appropriate way, in line with humanistic pedagogy and psychology. The purpose of the article is to determine the potential of practice-oriented learning in the formation of communicative competence of future teachers. Methodology and methods of research. The research was based on the fundamental theories of communication by A. A. Bodalev, B. F. Lomov, V. N. Myasishchev, views of A.V. Mudrik on the key role of communication in the process of education, research of socio-psychological phenomen of pedagogical communication by V. A. Kan-Kalik, G. A. Kovalev. Research methods: analysis of pedagogical and psychological literature, questionnaires, observation, conversation, methods of mathematical processing of experimental data. The main methods and techniques for forming the communicative competence of future teachers were active and interactive technologies inherent in practice-oriented training. Conclusion. It is concluded that the formation of communicative competence of future teachers is carried out on the basis of a practice-oriented orientation of training and through the use of active and interactive pedagogical technologies.

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Karfa, Abderrahim El. "The Communicative Orientation of English Language Teaching Classrooms in Moroccan Secondary Schools." English Language Teaching 12, no. 11 (October 31, 2019): 97. http://dx.doi.org/10.5539/elt.v12n11p97.

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The present paper addresses the issue of theory and practice in the implementation of the communicative approach in the context of English as a foreign language teaching in Morocco. It set to evaluate the communicative orientation of English language teaching classrooms in Moroccan secondary schools. This evaluation incorporates the investigation of the constraints imposed on teaching English for communicative purposes in this context. The results reveal the dominance of non-communicatively oriented practices and classrooms over their communicatively oriented counterparts. However, the dominance of communicative features in forty-one of the classes observed (34.16%) is relatively high given the current state of communicative language teaching in Morocco and the constraints that were found to impede its implementation in this context. These constraints are related essentially to the foreign language context, the formal nature of the classroom environment, the traditional nature of students’ personality traits and their conceptions of classroom participation and role-relationships, the nature of assessment procedures, lack of adequate and varied teaching materials and equipment, and the large size of classes. These findings suggest that English language teaching in Moroccan secondary schools has undergone important changes from the dominance of traditional and teacher-centred classrooms towards more communicative language teaching. They would also imply that the implementation of the communicative approach in foreign language contexts is not impossible, but rather feasible. To this end, this article presents some suggestions to enhance communicatively oriented attitudes and practices in English as a foreign language teaching classrooms in Morocco.

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Milovanova, M. V., and E. V. Terentyeva. "Russian Political Blogs as Relevant Practice of Protest Communication : Systemic-Communicative Dimensions." Nauchnyi dialog, no. 6 (June 29, 2020): 101–16. http://dx.doi.org/10.24224/2227-1295-2020-6-101-116.

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The article is devoted to the study of a collective-personal, subject-oriented measurement of Russian-speaking protest communication in the framework of a broad communicative approach. The material was the content of political blogs hosted on the livejournal platform, the platform of the Echo of Moscow information site, and individual domains. The heterogeneity of functions characteristic of political blogs is revealed in the article. The language tools representing these functions are characterized. Particular attention is paid to the discursive hybridity of political blogs, manifested in the inclusion in the Internet discourse of elements of political, business, legal, conversational, artistic discourse. The specifics of constructing a complex addressee (individual, collective, title) and complex addressee (mass, target) are described. Relevant communication strategies and tactics of the mass, individual addressee are disclosed. Discussion topics that initiate a protest reaction of the addressee were identified, among which finance and taxes, government and administration, elections, corruption, officials, healthcare, parties and politicians, and social issues dominate. The stages of discursive construction of the problem in political blogs are shown. The ways of forming and maintaining Internet mobilization in the protest practice under consideration, the features of mediation of politics and personality in the analyzed content are described. The results obtained contribute to further understanding of the forms of modern protest, the interconnection of technology, politics and the media sphere.

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Vongsila, Vatsana, and Hayo Reinders. "Making Asian Learners Talk: Encouraging Willingness to Communicate." RELC Journal 47, no. 3 (August 1, 2016): 331–47. http://dx.doi.org/10.1177/0033688216645641.

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Developing English for communicative purposes is a key objective of language classes in many parts of the world. As a logical prerequisite to communication practice, learners need to have Willingness to Communicate (WTC) before they will engage in L2 interaction (Macintyre et al., 1998). Teachers can play an important role in helping learners to develop WTC (Dörnyei, 2007), however, since research into this topic is relatively recent, not much is known about how teachers go about this process. For this reason, the present study investigated teachers’ perceptions of their role in fostering WTC through interviews and questionnaires and compared these with observations of their classroom practices. The research was conducted in New Zealand ESOL class that focused predominantly on communicative skills, catering mostly to Asian learners. The results showed that teachers believed they play a key role in helping learners to develop WTC and identified a range of strategies they used in class. Classroom observations confirmed the use of some strategies although no explicit encouragement of language practice outside the classroom was made. This paper identifies some possible reasons for this mismatch and concludes with practical recommendations for ESOL teachers who wish to support learners’ WTC.

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Aggerholm, Helle Kryger, and Birte Asmuß. "A practice perspective on strategic communication." Journal of Communication Management 20, no. 3 (August 1, 2016): 195–214. http://dx.doi.org/10.1108/jcom-07-2015-0052.

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Purpose – The purpose of this paper is to link the authentic, communicative activities, e.g. organization-wide meetings at the micro-level, to the institutionalized practices at the macro-level within an organization, e.g. change management decisions and communication strategy (Steyn, 2003). Thus, the concern is with the relationship between institutionalized strategic management and the real-life strategic communication processes, thus advancing the understanding of the role of texts and discourses in the actual practice of strategic communication in an organizational context of strategic change processes. Design/methodology/approach – The data are based on a large corpus of video-taped management meetings and organization-wide meetings in a large Danish public, knowledge-based organization. The method applied for studying the management discourse is a conversation-analytical approach (Sacks et al., 1974; Sidnell, 2010). This method has been chosen as it enables the authors to focus on micro-aspects of organizational practices (Nicolini, 2013) by investigating the interactional patterns that serve as resources for doing legitimation as an institutionalized practice. Findings – The common denominator for the entire analysis is legitimation accomplished through the discursive use of distanciation and the analysis identifies three different discursive elements or micro-level strategies directly related to the concrete doing of strategic communication. First, legitimation is created by reference to the socio-economic context of the organization. Second, legitimation is generated by means of pointing to the abnormality of the strategic situation. And third legitimation is fostered by the use of idiomatic expressions. These different ways of accomplishing legitimacy are in a strategy-as-practice perspective related to the specific, in-situ communicative praxis and accomplished by the concrete actions of the strategic communicators, and thus the authors can position the instances of strategic communication at the organizational micro-level. Originality/value – This paper studies at a micro-level how strategic actors use various discursive resources to legitimize strategic decisions and how these resources constitute the discursive basis of strategic communication as a managerial practice. The authors focus on the role of discourse in the legitimization processes of strategic managerial decisions analyzing micro-level instances of organizational communication. The paper thereby links the actor process activities (Langley, 2007), e.g. organization-wide meetings at the micro-level, to the institutional field practices at the macro-level within an organization, e.g. strategy and planning (Johnson et al., 2007).

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Bocanegra Valle, Ana. "The Language of Seafaring: Standardized Conventions and Discursive Features in Speech Communications." International Journal of English Studies 11, no. 1 (June 1, 2011): 35. http://dx.doi.org/10.6018/ijes/2011/1/137091.

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This paper portrays how English language is constructed and displayed by shipboard crews and shore-based personnel when communicating through radiotelephony. Based on internationally-recognized recommendations for implementation when ships communicate with each other or with shore-based stations as well as on examples of current practice contained in marine communication manuals, this paper explores the message patterns, the standardized conventions, and the general and discursive practices governing speech communications at sea. Firstly, marine communications are defined and the role of Maritime English in the shipping industry for ensuring a safe and efficient passage discussed. Then, the standardized language of the sea is explained. Next, a move-step model to the analysis of the stages making up communicative exchanges at sea is applied and the main general and discursive features that prevail in such exchanges described. Finally, two examples help to illustrate the model and features presented and discussed.

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32

Gibson, Will. "Sensory communication in YouTube reviews: The interactional construction of products." Discourse & Communication 14, no. 4 (March 19, 2020): 383–403. http://dx.doi.org/10.1177/1750481320910523.

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This study draws on interactionist frameworks of sensorial communication to analyse product reviews on YouTube. Existing studies of YouTube review work have focused on how vloggers manage conflicting neoliberal identity discourses such as ‘authenticity’, ‘being entertaining’ and ‘selling’. I argue that this focus has been at the expense of the communicative work involved in constructing products in reviews, and I suggest that identity issues should be conceptually expanded through a much broader focus on communicative action and conventions of practice. In order to achieve a first step in this expansion, my analysis focusses on reviewers’ sensorial engagement with objects and explores the communicative processes through which they symbolically transform products into enlivened, sensorially rich phenomena. I argue that these communicative strategies are important for situating neoliberal discourses within ‘mundane’ actions of description and in broader cultural practices of reviewing.

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Gruber, Helmut. "Genres, media, and recontextualization practices." Internet Pragmatics 2, no. 1 (May 20, 2019): 54–82. http://dx.doi.org/10.1075/ip.00023.gru.

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Abstract The main argument put forward in this paper is that traditional linguistic genre theories neglect the importance of media and their modal affordances in the formation of new genres. It argues that media cannot be viewed as (passive) configurations of technical, semiotic, and cultural features which are chosen by actors/ rhetors in order to serve their communicative needs, but rather as mediators whose modal affordances actively influence communicators’ meaning making choices. In order to support this argument, it will be shown how forms of discourse representation gradually developed from a stylistic device in oral communication to a genre constitutive practice (e.g., in printed academic communication), and eventually became a genre of its own (as the practice of “sharing” content) in social media communication. In the analyses, the focus is on the interplay between modal affordances of the different media in which discourse representation formats are used, their formal properties, and pragmatic factors (like audience expectations in different communicative genres and situations). It is shown how innovative aspects of a medium influence formal features of discourse representation which in turn serve different communicative purposes in different genres.

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Schlosberg, David. "Communicative Action in Practice: Intersubjectivity and New Social Movements." Political Studies 43, no. 2 (June 1995): 291–311. http://dx.doi.org/10.1111/j.1467-9248.1995.tb01713.x.

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Critical theory has two distinct aims: the analysis and critique of particular existing oppressions, and the more emancipatory or reconstructive method or goal needed to move beyond current conditions. But often critical theory is too preoccupied with the first moment to consider the second. This essay examines the evolution of the notion of communicative action and a number of current debates surrounding especially Habermas's theory. It then examines two existing social change movements which incorporate aspects of communicative action into their everyday practices–the Alternative Dispute Resolution movement and the Direct Action movement–and illustrates how certain theoretical dilemmas are actually played out. The argument is that the practices of communicative action can help illuminate academic debates. Critical practice is not only an expression of critical theory, but can be used as an ongoing reflective guide for that theory.

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Villanueva, Louise Antonette S. "Budget Deliberation as Communicative Practice: The Case of a Rural Municipality in the Philippines." International Journal of Asia Pacific Studies 17, no. 2 (July 30, 2021): 283–319. http://dx.doi.org/10.21315/ijaps2021.17.2.11.

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This study explores how municipal council members communicate with each other during budget deliberations, and suggests ways in how they ought to communicate more effectively with each other. Guided by Grounded Practical Theory, the researcher has analysed the transcribed talks of the budget deliberations of a rural municipality in the Philippines from 2013 to 2016. Specifically, the researcher delves into three levels of budget deliberation as a communicative practice: (1) problem level or the dilemma that the municipal council members are presented within the conduct of the budget deliberations, (2) technical level or the “discourse moves” or strategies employed by the municipal council members to manage the dilemma and (3) philosophical level, which starts with “situated ideals” or the municipal council members’ belief as to how they “ought” to act in the communicative practice. Through the analysis of transcribed talks and semi-structured interviews, the researcher has identified three problems that municipal council members encounter during budget deliberations: (1) technicalities of the budget process and documents, (2) lack of information and (3) politics. To address these problems, municipal council members employ communicative strategies that could facilitate comprehension and/or consensus, stall, or fast-track the budget deliberation, namely: (1) code switch, (2) referral and deferral, (3) establishment of openness, assertion of competence, and making a plea, (4) clarification and suggestion, (5) repetition, (6) show of empathy for constituents, (7) sarcasm, (8) redirection and restriction, (9) silence and (10) termination. Except for sarcasm and silence, these communicative strategies are also used to achieve the situated ideal of duty-centered budget deliberation that places importance on respect and continuous dialogue. The reconstruction of budget deliberation as a communicative practice shows that despite communicative problems, the municipal council members employ communicative strategies to help them accomplish their duties. The results also allow for the reflection on improvements to the budget deliberations and its implications on governance.

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Muhamad, Maizatulliza, and Richard Kiely. "An Analysis of Focus on Form Practice in Communicative English Language Teaching Classrooms." IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 2, no. 2 (March 13, 2018): 115. http://dx.doi.org/10.21093/ijeltal.v2i2.97.

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In communicative English language teaching classrooms, one of the main issues discussed is the teaching of forms. Research shows that Focus on Form (FoF) practice which focuses on building students’ communicative ability is effective and desirable in helping students acquire their second language. This is unlike Focus on Forms (FoFs) practice which emphasises building students grammatical accuracy. However, many of the studies on FoF practices are designed within a controlled environment with pre-determined categories, which is different from an actual classroom setting. This study is conducted in actual communicative English language teaching classrooms to investigate teachers’ FoF practices. Data were gathered from 15 non-participant classroom observations and interviews with three Malaysian ESL teachers. The data from the observations showed the teachers’ tendency to employ isolated form-focused instructions (I-FFI) and reactive FoF practices in teaching grammar. However, the interviews revealed that the teachers focused more on helping students to master grammatical rules which conformed to the principle of FoFs practice. The contradicting findings suggest a complexity of teachers’ actual practices which is not highlighted by many of the research studies in this area.

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Nilsson, Tore, Pirjo Harjanne, and Pernilla Steuer. "Between theory and practice." Apples - Journal of Applied Language Studies 13, no. 1 (February 19, 2019): 113–31. http://dx.doi.org/10.17011/apples/urn.201903011692.

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The present study explores patterns of cognition among 14 foreign language (FL) teacher students in Sweden regarding teaching oral proficiency and grammar in French German, Italian and Spanish. It is based on reflective cumulative log texts written by the students during a theoretical course in FL pedagogy. The log texts were investigated using qualitative content analysis to uncover central themes and patterns of agency. The findings indicate, among other things, that the FL teacher students hold strong experience-based cognitions regarding teaching both oral proficiency and grammar, and that, regardless if their FL learning experiences at school were based on form-focused teaching or communicative teaching, they struggle to negotiate the role of grammar in a communicative language teaching framework.

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Лобачова, Ірина. "COMMUNICATIVE TASK-BASED TEACHING IN MODERN ENGLISH PRACTICE." Problems of Modern Teacher Training, no. 21 (February 25, 2020): 91–96. http://dx.doi.org/10.31499/2307-4914.21.2020.205459.

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Sedakova, Irina. "Balkan Studies and Communicative Strategies: Theory and Practice." Balcanica, no. 15 (2019): 182–86. http://dx.doi.org/10.31168/2618-8597.2019.15.33.

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Olga B., Sirotinina. "COMMUNICATION EFFECTIVENESS AS ONE OF THE MOST IMPORTANT ISSUES FOR MODERN COMMUNICATIVE PRACTICE." Èkologiâ âzyka i kommunikativnaâ praktika, no. 1 (March 2018): 59–71. http://dx.doi.org/10.17516/2311-3499-007.

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Fitriyah, Umi, Ahmad Munir, and Pratiwi Retnaningdyah. "Intercultural Communicative Competence in ELT: Lecturers’ Perception and Practice." IJET (Indonesian Journal of English Teaching) 8, no. 1 (July 23, 2019): 62–71. http://dx.doi.org/10.15642/ijet2.2019.8.1.62-71.

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“One of its obvious results is the emergence of intercultural communication and English language has then become as a bridge for cross-cultural communication, thanks to its worldwide lingua franca. For these reasons, Intercultural Communication Competence (ICC) should be more concerned in English Language Teaching (ELT) tertiary contexts. This study aims to gain an indepth understanding on this issue by investigating English teachers' perceptions and practices on ICC in ELT . The study uses a mixed method, to find the perspective of the lecturers, the researcher use questionnaire and interview, while for the practice the reseracher use observation. The findings of the study reveal the positive attitudes of English lecturers on ICC in ELT, but certain challenges confronted by their implementations have been highlighted. As a result, some possible measures to enhance ICC engagement in ELT in this context are proposed.”

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Kemper, Susan, Meghan Othick, Hope Gerhing, Julia Gubarchuk, and Catherine Billington. "The effects of practicing speech accommodations to older adults." Applied Psycholinguistics 19, no. 2 (April 1998): 175–92. http://dx.doi.org/10.1017/s014271640001002x.

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AbstractThis study evaluated the effects of practice with a referential communication task on the form and effectiveness of elderspeak, a speech register targeted at older listeners. The task required the listener to reproduce a route drawn on a map following the speaker's instructions. Young adults were given extended practice with this task to determine if they would modify their fluency, prosody, grammatical complexity, semantic content, or discourse style. The effectiveness of the young speakers' instructions was also evaluated in terms of how accurately their older partners could reproduce the routes and in terms of the older adults' evaluations of their own communicative competence. With practice, the young adults' instructions became shorter, simpler, slower, and more repetitious; these selective changes did not affect the older adults' accuracy, but did result in lower self-ratings of communicative competence by the older partners. In a second study, a new group of young adults was given extended practice with young adults as partners. The practice effects were limited to fluency (sentence length and speech rate) and had no effect on the young partners' accuracy or selfratings of communicative competence.

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Baker, Kim, Debbie Carrillo, and Freda Stanton. "200 A Day the Easy Way: Putting It Into Practice." Perspectives on Augmentative and Alternative Communication 20, no. 4 (December 2011): 125–33. http://dx.doi.org/10.1044/aac20.4.125.

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Abstract Recent research indicates that individuals who are nonverbal need to be presented a minimum of 200 opportunities a day to interact. In this project, we created 200 communication opportunities every day for students through training, modeling, and offering a data tracking system, resulting in more competent communicators. In this paper, we describe methods to offer students using augmentative communication more than 200 opportunities a day to express a wide range of communicative functions, such as answering, commenting, asking questions, stating opinions, and asserting independence.

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Diana, Sri. "COMMUNICATIVE LANGUAGE TEACHING AND ITS MISCONCEPTIONS ABOUT THE PRACTICE IN ENGLISH LANGUAGE TEACHING (ELT)." Jurnal Pendidikan Bahasa dan Sastra 14, no. 1 (April 1, 2014): 36. http://dx.doi.org/10.17509/bs_jpbsp.v14i1.700.

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Communicative Language Teaching (CLT) has been accepted as one of the teaching methods by numerous language teachers due to its major focus on developing learners’ communicative competence. This paper aims to describe communicative language teaching, misinterpretations about its practice and the factors leading to teachers’ misconceptions. It shows four misinterpreted beliefs of the implementation of communicative language teaching: communicative skills, teacher’s role in communicative activities, fluency and accuracy as the main goals and teaching techniques. It then presents three reasons that might lead to teachers’ misinterpretations concerning the practice of CLT. Teachers do not have enough training and adequate resources.

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Korniyaka, Olga. "Features of University Teachers’ Communicative-Speaking Competence." PSYCHOLINGUISTICS 24, no. 1 (October 3, 2018): 183–206. http://dx.doi.org/10.31470/2309-1797-2018-24-1-183-206.

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The article clarifies the specifics and peculiarities of communicative-speaking competence as the key tool of university teachers’ professional communication. The empirical research revealing development of speech communicative means and their influence on professional self-fulfilment is summarised. Peculiarities of the modern linguistic politics are also analyzed. The article reveals the essence of three present-day specific conflicts in the field of speech communication, which are related to losses by young generations of linguistic landmarks, violations of ethical aspects of speech communication, dependence on cyberspace, disappearance of understood boundaries between reality and virtuality. Teachers’ professional work is usually accompanied by professional communication, determined by work goals and providing speech-mediated interactions of communicating actors at professional task solving. This is the main means of teachers’ work that cannot be replaced by some other means and practical activities cannot be performed without it. As for its content, such communication is connected with goals and objectives of their professional work: professional training of students as future specialists and social actors. By its nature, professional communication is a specific activity: “activity in activity”. The key means of its implementation is communicative-speaking competence of communicating actors. In the broad sense, communicative-speaking competence is specialists’ integral ability to use verbal interactions; it is a defining psychological tool for their communicative-speaking activities. The article states that communicative-speaking competence is a leading constituent in teachers’ professional competence because of its importance for social practice and its pedagogical significance for establishing of effective and psychologically equal interactions between teachers and their students. The model of communicative-speech competence, created by us during researching, unites three main groups of skills and abilities: communicative-speaking, social-perceptual and interactive, which are its main structural components. They are characterized by a number of characteristics: they are self-consistent, interdependent and hierarchically organized. As communicative means creating a psychic link between interlocutors, they are of a communicative nature as for their content and form. Communicative-speaking competence also has three integral characteristics determining quality of university teachers’ professional interactions: didactic intention, creative orientation and pedagogical flexibility. The notion on “professional speaking” or “professional language”, proposed by O.O. Leontiev, means that a teacher possesses thesaurus common with other communicants (a similar system of language, concepts, semantic meanings); has correct, figurative, emotional, stylistically determined speech; corresponding facial expressions, gesticulation, kinetics; numerous verbal and non-verbal strategies and tactics, united in the communicative aspect of interactions. Such “professional language” of a specialist in science and education means professional interactions between teachers and students and it is implemented as an intellectual creative activity associated with “intellectual” communication and including “emotional intelligence”. “Intellectual” verbal communication within the educational process means economical, but complete and systematic, transfer of knowledge from its carriers to future specialists. The performed research has determined regularities and peculiarities of communicative-speaking competence of professionals in sociological sciences depending on a number of objective and subjective factors: specialists’ ages, their personality, general and special education, compulsory nature of interactions, constant training, a degree of taking into account of modern requirements to a specific profession and, finally, a type of their leading activity.

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Phothongsunan, Sureepong. "Teachers’ Conceptions of the CLT Approach in English Language Education." Journal of Educational and Social Research 10, no. 4 (July 10, 2020): 121. http://dx.doi.org/10.36941/jesr-2020-0071.

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The communicative language teaching (CLT) approach and its fundamental principles, including learning to communicate through interaction and engagement, are generally upheld by theories in the area of second language acquisition even though by and large implementing CLT is to some degree difficult and ineffective in many ESL (English as a second language) and EFL (English as a foreign language) contexts. This action research is undertaken to assist a small group of Thai EFL school teachers in developing and implementing context-sensitive CLT through a teacher training program designed for their own professional development as secondary school teachers. Two methods are employed, an observation and a task evaluation. It is found that from the teachers’ practice using CLT in teaching, their classes are hardly communicative in nature as communication is constrained and rather unilateral, mostly directed by the teachers. Some recommendations are made to the teachers under study based on the methods used, addressing fluency rather than accuracy if students’ communicative competence is the goal.

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Burlakova, I. I. "Practice of socio-cultural competence formation in foreign language classes." Язык и текст 5, no. 1 (2018): 109–15. http://dx.doi.org/10.17759/langt.2018010110.

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Socio-cultural competence is one of the components of foreign language communicative competence. Its content includes socio-cultural knowledge, communication experience, personal attitude to the facts of foreign language culture and knowledge of the ways of language using. The lack of readiness of social competence can become the cause of socio-cultural errors. The formation of socio-cultural competence is a purposeful process with the use of modern technologies (cases, critical thinking technology, project activities, interactive technologies, game technologies, information and communication technologies), which significantly increase the interest of students in foreign language communication and expand knowledge about the country of the studied language.

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Mukhpulova, R., and L. Sarsenbayeva. "MODERN APPROACHES TO THE STUDY OF INTERCULTURAL COMMUNICATION COMPETENCIES." BULLETIN Series Psychology 64, no. 3 (September 20, 2020): 99–104. http://dx.doi.org/10.51889/2020-3.1728-7847.18.

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The article presents an analysis of the development of research on the problem of intercultural communication from the positions of various scientific foreign and domestic directions. In comparative terms, modern approaches to the study of intercultural communicative competence are considered. Methodological guidelines: approaches and theories that determine the general direction of the author's research are defined. The model of intercultural communicative competence and practice-oriented tactics are highlighted as the leading ones. Also, the authors reveal approaches to determine the structure and development of intercultural communicative competence of Kazakhstani scientists

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Tuma, René T. "PROFESSIONAL INTERPRETATION IN SPORTS TRAINING – AN ANALYSIS OF THE COMMUNICATIVE PRACTICES OF VERNACULAR VIDEO ANALYSIS." ГОДИШЊАК ЗА СОЦИОЛОГИЈУ 25, no. 1 (November 13, 2020): 9–31. http://dx.doi.org/10.46630/gsoc.25.2020.01.

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This paper deals with the communicative practices and expert vision. It shows that interpretation of video-recordings is not a purely cognitive, but rather an ongoing communicative accomplishment. Based on the analysis of video recordings and ethnographic research, it the analysis shows how professionals in sports training themselves use audio-visual data to generate knowledge. The analysis is based on the theoretical background of communicative constructivism and addresses the participants’ use of technology, the situative bodily performance of making things visible and the local production of knowledge as a communicative practice. The specific forms exhibit the characteristics of local cultures of “vernacular video analysis”. While the paper highlights the situative aspects of interpretation work it also embeds them in the wider framework of a field specific arc of work. Keywords: visual data, vernacular video analysis, communicative practices, bodily performances, local production of knowledge

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Iverson, Joel O., and Robert D. McPhee. "Communicating Knowing Through Communities of Practice: Exploring Internal Communicative Processes and Differences Among CoPs." Journal of Applied Communication Research 36, no. 2 (May 2008): 176–99. http://dx.doi.org/10.1080/00909880801923738.

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