Academic literature on the topic 'Motivational speakers'
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Journal articles on the topic "Motivational speakers"
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Azlia, Safira Cahyani. "Interactional discourse of male and female motivational speech in TED Talks: A corpus-based study." Rainbow : Journal of Literature, Linguistics and Culture Studies 11, no. 1 (April 29, 2022): 42–49. http://dx.doi.org/10.15294/rainbow.v11i1.54777.
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TED talks are known for highlighting the speaker’s affective responses to the topic and encouraging the audience to engage along that lead to a great number of interactive functions of discourse markers and features. Thus, the writer is interested in analyzing the interactional discourse markers used in motivational speech in TED talks by comparing the difference between male and female speakers. The data consists of two corpora of TED motivational speeches delivered by male and female speakers with the total of 43160 tokens of female speaker corpus and 51873 tokens of male speaker corpus. The data is analyzed by using Hyland’s stance and engagement features to identify both speakers and audience point of view in the speech. The findings show that female speakers tend to use more of both stance and engagement features than male speakers. It is shown that female speakers tend to be more expressive in composing their speech in order to create an impressive and communicative presentation. Meanwhile, male speakers tend to use more explicit and direct markers in their speech to engage with the audience and focus on delivering the topic and material instead.
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Kurata, Naomi. "Motivational Selves of Japanese Heritage Speakers in Australia." Heritage Language Journal 12, no. 2 (August 30, 2015): 110–31. http://dx.doi.org/10.46538/hlj.12.2.1.
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Relying upon Dörnyei’s (2005, 2009) L2 Motivational Self System and Ushioda’s (2009) person-in-context relational view of emergent motivation, self, and identity, the present study investigates the nature and construction of Japanese heritage learners’ motivational selves in relation to their HL learning experiences. Based upon questionnaire data and focus group discussions in Australia, the analysis reveals that HL speakers’ motivational selves are not fixed, individual difference characteristics, but are more properly described as a process. This process emerges through the interaction between the self-reflective intentional agent and complex social structures, language expertise, experiences, and contexts in which the HL speaker participates. The impact of learning experiences on the formation of motivational selves is highlighted, as is the importance of the link between these selves and issues relating to personal identity. Globalism, imagined communities, and transnational identities are among the phenomena discussed.
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Khoutyz, Irina P. "Constructed dialogue in motivational discourse: functions and cross-cultural specifics." Philological Sciences. Scientific Essays of Higher Education, no. 4 (July 2022): 13–21. http://dx.doi.org/10.20339/phs.4-22.013.
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The article is devoted to the phenomenon of constructed dialogue (CD) which is understood as a speaker’s reproduction of someone’s words according to his/her information interpretation. The term of CD was introduced by Deborah Tannen and is defined by contemporary as an efficient communication strategy that allows to simultaneously fulfil a complex of goals. The purpose of this research is to examine the specifics of the CD use by motivational speakers in English and in Russian. The research corpus comprises three motivational speeches in Russian and four motivational speeches in English. Prior to discourse analysis, all the speeches were transcribed and the examples of CD, found in them, were numbered. Tannen’s classification of CD types was used to identify their characteristics. The research shows that CD is a typical feature of motivational discourse, where it performs simultaneously entertaining, expressive, and contact-establishing functions. Russian and English-language speakers who are emotional and rely during their speech delivery on verbal and nonverbal channels mostly use choral and inner speech types. These varieties of CD allow them to openly share their emotions and express their feelings about the discussed events. Those speakers who prefer to rely on arguments, comparisons and explanations use CD as instantiation type. The research concludes that the specifics of the CD use depend more on the communication type of the speakers rather than on their cultural background.
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Al-Hoorie, Ali H. "Unconscious motivation. Part I: Implicit attitudes toward L2 speakers." Studies in Second Language Learning and Teaching 6, no. 3 (September 29, 2016): 423–54. http://dx.doi.org/10.14746/sllt.2016.6.3.4.
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This paper reports the first investigation in the second language acquisition field assessing learners’ implicit attitudes using the Implicit Association Test, a computerized reaction-time measure. Examination of the explicit and implicit attitudes of Arab learners of English (N = 365) showed that, particularly for males, implicit attitudes toward L2 speakers are associated with self-reported openness to the L2 group and with strength of correlations among attitudinal and motivational variables. Implicit attitudes also moderated important paths in the L2 Motivational Self System. The paper concludes that implicit attitudes seem to be a meaningful individual difference variable, adding a new dimension to our understanding of language motivation.
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Jiang, Xiaoming, Kira Gossack-Keenan, and Marc D. Pell. "To believe or not to believe? How voice and accent information in speech alter listener impressions of trust." Quarterly Journal of Experimental Psychology 73, no. 1 (August 6, 2019): 55–79. http://dx.doi.org/10.1177/1747021819865833.
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Our decision to believe what another person says can be influenced by vocally expressed confidence in speech and by whether the speaker–listener are members of the same social group. The dynamic effects of these two information sources on neurocognitive processes that promote believability impressions from vocal cues are unclear. Here, English Canadian listeners were presented personal statements ( She has access to the building) produced in a confident or doubtful voice by speakers of their own dialect (in-group) or speakers from two different “out-groups” (regional or foreign-accented English). Participants rated how believable the speaker is for each statement and event-related potentials (ERPs) were analysed from utterance onset. Believability decisions were modulated by both the speaker’s vocal confidence level and their perceived in-group status. For in-group speakers, ERP effects revealed an early differentiation of vocally expressed confidence (i.e., N100, P200), highlighting the motivational significance of doubtful voices for drawing believability inferences. These early effects on vocal confidence perception were qualitatively different or absent when speakers had an accent; evaluating out-group voices was associated with increased demands on contextual integration and re-analysis of a non-native representation of believability (i.e., increased N400, late negativity response). Accent intelligibility and experience with particular out-group accents each influenced how vocal confidence was processed for out-group speakers. The N100 amplitude was sensitive to out-group attitudes and predicted actual believability decisions for certain out-group speakers. We propose a neurocognitive model in which vocal identity information (social categorization) dynamically influences how vocal expressions are decoded and used to derive social inferences during person perception.
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Han, Yeji, and Kim McDonough. "Korean L2 speakers’ regulatory focus and oral task performance." International Review of Applied Linguistics in Language Teaching 56, no. 2 (May 25, 2018): 181–203. http://dx.doi.org/10.1515/iral-2015-0116.
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AbstractThe L2 motivation self system posits that motivation emerges from the dynamic interactions among a learner’s ideal L2 self, ought-to L2 self, and situated learning experience. Only a few studies to date have investigated the individual and combined impact of trait-based and task-induced motivation (i. e., situational motivation related to the immediate learning environment) on L2 performance. Therefore, the current study explored whether Korean L2 speakers’ trait-based and task-induced regulatory focus impacted their oral task performance. Vietnamese university students (N=62) studying Korean as a foreign language completed a questionnaire to assess their L2 instrumentality as being oriented toward prevention or promotion. They were randomly assigned to promotion or prevention task-induced conditions, and then carried out an oral task. The results indicated that whereas the participants’ general motivational tendencies did not impact their task performance, the task-induced prevention condition facilitated faster speech rate (i. e., fluency) and lower error rate (i. e., accuracy) than the promotion condition. Implications for further studies are discussed.
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Lu, Xiuchuan, Yongyan Zheng, and Wei Ren. "Motivation for Learning Spanish as a Foreign Language: The Case of Chinese L1 Speakers at University Level." Círculo de Lingüística Aplicada a la Comunicación 79 (September 19, 2019): 79–98. http://dx.doi.org/10.5209/clac.65649.
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The study of motivation based on non-English languages has attracted increasing attention in recent years, but related research in China is still limited. In an attempt to address this situation and with Dörnyei’s L2 Motivational Self System (L2MSS) as a framework, this paper studied seventeen Chinese university students’ motivational disposition to learn Spanish as their university major without abandoning their English study. Based on Q-methodology and complementary interviews, the results of our experiment showed that these Chinese students displayed two types of foreign-language learning motivation, one being “Multilingual group with an English orientation”, and the other “Strong Spanish”. The first group, profoundly influenced by their ideal L2 selves, had a strong motivation to learn English instead of Spanish, while the second group learned Spanish with a motivation closely related to their ought-to L2 selves. A variety of analyses were applied to answer questions pertaining to group differences and students’ attitudes towards Spanish and English learning mediated by individual, educational, and social factors.
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Takkaç Tulgar, Ayşegül. "A case study on the effects of glocal second language setting on the language learning motivation of foreign learners of Turkish." International Journal of Multicultural Education 20, no. 3 (October 30, 2018): 80. http://dx.doi.org/10.18251/ijme.v20i3.1686.
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This case study examines the relationship between the glocal second language setting and the motivational levels of foreign learners of Turkish. Selected by purposeful sampling, the participants were 10 foreign learners of Turkish taking a year-long preparatory class in language education at AtaTömer. The content analysis of the data collected through six open-ended questions and semi-structured interviews showed that, being aware of the importance of motivation in language learning, the participants considered taking courses from native speaker teachers and having intercultural interaction with native speakers and classmates from different countries as motivating factors, while initial concerns for preserving cultural identity in the new community and some language-related difficulties were considered as demotivating factors in the glocal second language setting.
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Mubarak, Ahmed Sahib, and Kadhim Ketab Rhaif. "Investigating pragma-rhetorical strategies utilized by American commencement speakers to motivate graduates for managing future opportunities and challenges." Linguistics and Culture Review 5, S1 (August 6, 2021): 342–62. http://dx.doi.org/10.21744/lingcure.v5ns1.1399.
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Motivating emotions is a critical factor in empowering students to manage the troubles they might face. Educational organizations pay great efforts to employ all the available means that can motivate their students for better learning from early stages until universities or institutes levels. The administrations of some universities and institutes, especially in the United States of America, do not stop there and pay more attention on motivating their students at the graduation parties on how to manage future businesses and challenges. This study explores how commencement speakers utilize success stories pragma-rhetorically to motivate the graduates to behave wisely to take future decisions. It investigates the pragmatic-rhetorical strategies in the motivational storytelling that is delivered within commencement speeches at American universities and institutes. It aims to recognize and analyze these strategies that commencement speakers employ as strategic strategies in presenting their stories to achieve their motivational purposes. More specifically, it explores how speech acts, rhetorical tropes, conversational implicatures, and rhetorical appeals are used and distributed in the storytelling discourse. To this end, the researchers selected ten commencement speeches delivered by American commencement speaker.
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García Pinar, Aranzazu. "Strengthening the visions of students as proficient L2 speakers: A teaching proposal for the EFL classroom." International Education and Learning Review 1, no. 2 (July 10, 2019): 51–60. http://dx.doi.org/10.37467/gka-edurev.v1.2066.
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Over the past ten years, research on second language motivation has been dominated by Dörnyei’s influential motivational paradigm, the L2 Motivational Self System. This theoretical construct is comprised of the ideal L2 self, the ought-to L2 self and the L2 learning experience. Students’ imagined visualisations are central components in this theory, as this holds that students who have an explicit ideal self-image with an L2 component are more likely to be motivated to learn a language than other students that have not established a desired future state goal for themselves. To enhance students’ future-self-images, L2 lecturers can create adequate L2 learning experiences, where methodologies and materials fit in with the students’ needs, and where their visions as proficient users of the L2 are regularly sustained and strengthened by productive and realistic tasks. This article offers a teaching proposal that uses multimodal TED conferences as classroom artefacts to embolden students in the foreign language classroom to speak in public. These students might, if able to visualise their desired language selves portrayed in TED speakers, be motivated to spread their ideas worth spreading.
Dissertations / Theses on the topic "Motivational speakers"
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Cheng, Wing-yu, and 鄭穎瑜. "Motivating language learners: effects of motivational strategies on student motivation in Chinese foreignlanguage classroom." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48365701.
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The objective of this study is to investigate the effects of teacher motivational strategies on student motivational behavior in Chinese Foreign Language classroom. Specifically, the study attempted to explore the relationship between motivational strategies and student actual classroom behavior and students preference on motivational strategies in enhancing student motivational behavior.
The participants were three Chinese foreign language teachers and their Year 8 classes (78 pupils) of the two lowest levels class of Chinese in the school. The study was conducted during the second and third term of the 2010-2011 academic year in an international school in Hong Kong.
Using a MOLT observation scheme, a check list of motivated practices, five classes of each teacher were observed to gather data on their motivated behaviors in their classroom. Post lesson interview was also conducted with the students after the observed lessons.
It is revealed that teacher motivated practice is associated with student motivational behavior and that Activity-Design-related practices are more prominent factors. On the other hand, it is also discovered that effective motivated practice are varied according to teachers i.e. how teachers employ the strategies in class and the learning environment they provided for students. In short, the findings of the study might provide teacher insights on effective practices that enhance student motivated behavior and implications on classroom practice other that motivational strategies.published_or_final_version
Education
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Master of Education
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Sampson, Richard James. "Classroom Application of the L2 Motivational Self System – A Complex Systems Theory Approach." Thesis, Griffith University, 2014. http://hdl.handle.net/10072/365925.
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It is well documented that Japanese students of English as a foreign language (EFL) often struggle to find meaning in their learning. In a field dominated by quantitative studies on motivation and demotivation, few studies have examined how strategies that connect learning to self-concept might have positive effects on motivation from students’ perspectives. Similarly, whilst many recent studies have explored the L2 Motivational Self System, a notion of language learner motivation built around the interaction between learners’ self-concepts and the environment (Dörnyei, 2009a), few have focused on the application of this model to improving educators’ understanding of the classroom learning experience and improving its quality.
This research approaches the study of classroom EFL learner motivation from a complex systems perspective. Working from the lived experience of the participants, it uses action research methods to explore the dynamic conditions operating in the foreign language classroom. Complex systems theory is used as a lens through which to examine the interplay between learner-internal and -external elements and their effects on motivation. Drawing on contemporary psychological research into the use of possible selves as a powerful motivational tool, this study investigates the ways classroom environments involving activities that connect learning to future self might encourage students to articulate the complex conditions affecting their motivation to learn English.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
Arts, Education and Law
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Abdul, Razak Noor Zainab. "Motivational factors and learners' strategies in the English as a second language classroom at Universiti Teknologi Malaysia with special reference to computer assisted language learning." Thesis, University of Stirling, 2000. http://hdl.handle.net/1893/1174.
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The aim of this study is to investigate the motivational orientations affecting ESL learers in learing English and to identify learners' learning strategies when dealing with CALL instruction at Universiti Teknologi Malaysia. Specifically, the study seeks to investigate: Cl) Motivational orientations when learning English in a conventional classroom, (2) Motivational orientations when learning English in a CALL classroom, and (3) Learners' strategies when learing English using computers. The data for the study were collected using two research tools: questionnaires and interviews. Two types of analyses, that is a Crosstabs and a Chi- Square tests were applied to the data. This thesis is divided into six chapters. Chapter One presents the research context of the study. It also describes the significance of the study by addressing major questions concerning students' motivation when learning English at UTM. Chapter Two reviews the literatue on motivational orientations and learning strategies to put the study in the broader research context. Chapter Three describes the sampling, research instruments and data collection procedures employed in the present study. Chapter Four analyses and presents the findings in relation to students' motivational orientations when learning English in a conventional classroom and in a CALL classroom. Chapter Five describes the findings in respect of students' learning strategies specifically when dealing with CALL tasks. Chapter Six presents a summary of the major research findings and ilustrates how the findings of the investigation relate to previous research findings. The chapter also indicates the implications of the findings for pedagogy, discusses the study limitations, and finally offers suggestions for future research. The research results provide evidence that students put effort into learning English, showed a positive attitude, a strong desire, low anxiety, and high expectations when learning English using computers. The results also show that students used a wide range of strategies when working with computers, that is, metacognitive, affective, cognitive and social strategies. Based on the results of the study, the recommendation is made that if CALL is to be integrated in the English language curriculum at UTM, students' motivational orientations and learing strategies should be considered for effective teaching and learning.
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Chan, Tat Wah Edmond. "A case study on the motivational pattern of learning ESL in S.W.C.S. Chan Pak Sha School-- in application to self access learning." HKBU Institutional Repository, 2000. http://repository.hkbu.edu.hk/etd_ra/348.
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Lau, Foon Kwan. "A study of language anxiety and motivational intensity in learning English as a second language in Hong Kong secondary school." HKBU Institutional Repository, 2004. http://repository.hkbu.edu.hk/etd_ra/555.
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Rhodes, Christy Michele. "Culturally Responsive Teaching Practices of Adult Education English for Speakers of Other Languages and English for Academic Purposes Teachers." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4568.
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The purpose of this study was to describe the culturally responsive teaching practices of adult education ESOL and EAP teachers in the state of Florida. Using Ginsberg and Wlodkowski's Motivational Framework for Culturally Responsive Teaching, an online survey of 17 teaching practices was developed and validated. In the survey, participants assessed how frequently they used each practice and how important they believed each practice was to their teaching on 5-point frequency scales. The sampling frame consisted of teachers from 15 colleges, 2 universities, 8 school districts, and Bay Area Regional TESOL (BART) and resulted in 134 responses.
Results indicated that the most frequently used practice was "provide rubrics and progress reports to students" (M = 4.26), followed closely by "elicit students' experiences in pre-reading and pre-listening activities" (M = 4.24). The least frequently used practice was "include lessons about anti-immigrant discrimination or bias" (M = 2.51), followed by "students work independently, selecting their own learning activities" (M = 2.76).
Also, results indicated that the two most important practices were "provide rubrics and progress reports to students" (M = 4.13) and "elicit students' experiences in pre-reading and pre-listening activities" (M = 4.13). Five culturally responsive teaching practices were perceived to be the least important. They were "include lessons about anti-immigrant discrimination or bias" (M = 2.58), "learn words in students' native languages" (M = 2.89), "ask for student input when planning lessons and activities" (M = 2.90), "students work independently, selecting their own learning activities" (M = 2.91), and "encourage students to speak their native language with their children" (M = 2.96).
This study revealed a trend of adult education ESOL and EAP teachers' regular use of culturally responsive teaching practices. These findings add to the limited knowledge of how teachers in ethnically and linguistically heterogeneous classrooms create and support a learning environment for all learners.
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Nseendi, Lubasa N'Ti. "Motivation and perseverance in language learning : materials for speakers of other languages." Thesis, University College London (University of London), 1986. http://discovery.ucl.ac.uk/10019592/.
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Wen, Tao-Chih. "The Role of Motivation in Second Language Pronunciation." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4829/.
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This thesis investigates the phonological ability of exceptional second language (L2) learners of English and their levels of motivation. This study is the first of its kind to do a large-scale examination of L2 learners whose first languages (L1s) do not belong to the same Indo-European language family as English. Fifteen non-native speakers (NNSs) of English filled out a questionnaire and produced four speech samples, including a picture description task, paragraph reading task, sentence reading and word reading task. Fifteen native speaker (NS) controls also produced the same speech samples. Four NSs judged all participants' accents. Six NNSs scored as highly as NSs on some of the speech segments using a 2-standard deviation (SD) cut-off point. There was no significant correlation between their scores on pronunciation and motivation.
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Eaton, Rachel Marie. "Effects of Peer-Tutoring on Language Attitudes, Maintenance, and Motivation Among 31 Native and Heritage Spanish-Speaking Adolescents at a Utah Valley High School." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7490.
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This 16-week long, observational study examined the effects of Spanish peer-tutoring on first language attitudes, maintenance, and motivation among native and heritage Spanish-speaking adolescents. In this study, 31 high school students from two ‘Spanish for Native and Heritage Speakers" classes peer-tutored second-year Spanish learners for an average of fifty minutes per week. The native/heritage Spanish-speaking students took a pre and post language attitudes, maintenance, and motivation survey and they completed two reflections during the course of the study. The native/heritage Spanish-speaking participants demonstrated a significant positive increase in language attitudes towards their native language, they also reported increased motivation to speak Spanish with friends and family after participating as peer tutors for their native language. There was no significant change in time spent in first language maintenance activities, namely: listening, reading, writing, and viewing in Spanish.
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Gayton, Angela Mary. "Native English speakers' investment in foreign language learning : what role do gender and socioeconomic status play?" Thesis, University of Edinburgh, 2014. http://hdl.handle.net/1842/9765.
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Rhetoric about the ‘crisis’ state of language learning in predominantly Anglophone countries is nothing new, given the widely-held belief about English having ‘global lingua franca’ status. Similarly long-standing are notions of language learning being a particularly gendered or classed activity, specifically, one that is perceived as being appropriate for female, and middle-class, pupils. This thesis explores the extent of the role played by notions of gender and class in the formation of language-learning attitudes among native speakers of the ‘global’ language, through a mixed qualitative methodology. Providing some context to the issue of language-learning attitudes in Scotland is textual analysis of news articles and political party manifestos, to ascertain the nature of media reporting, and claimed political commitment, to foreign language education. Against this background, case studies of four urban secondary schools are built up, using textual analysis of their publicly available promotional literature, classroom observation, and interviews with pupils, classroom teachers and members of senior management. Schools were chosen specifically to represent a range of socioeconomic backgrounds, as well as both mixed- and single-sex environments, in order to probe the aforementioned stereotyped notions attached to these two variables, as they relate to language-learning attitudes. Influencing the methodological approach is Norton’s (1995; 2000; 2008) ‘investment’ framework, which has pushed conceptualisations of language-learning motivation forward beyond simple dichotomies, such as ‘integrative versus instrumental’. I re-adapt her framework to better suit the specific context of native speakers of the ‘global’ language embarking upon foreign, rather than second, language learning. This study makes a contribution to knowledge in three separate areas of research literature, namely, language-learning attitudes and motivation among speakers of English (which as yet has been little explored, at least in comparison to motivation theories developed specifically for those learning English as an L2); the role of gender in the formation of language-learning attitudes; and the role of socioeconomic status in the same context, and also its influence on attitudes towards education more generally. Among the key findings are the importance of placing an emphasis on enjoyment of language learning for native English speakers, given the general lack of imperative felt by most; gendered notions attached to different areas of the curriculum, including modern foreign languages (for example, language learning is a ‘girlie’ subject), do exist, but are less pervasive than is suggested by much of the previous literature; the role played by socioeconomic status, however, appears much more influential, and teachers’ expectations of pupils in this regard can exercise a significant impact on a child’s language-learning motivation.
Books on the topic "Motivational speakers"
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Basso, Bob. Confessions of an American speaker: If B.S. were concrete, I'd be Route 66! Bend, OR: Sligo Press, 1999.
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See it through: H.U.S.T.L.E. for success. Houston, Texas: The Anthony Sutton Communication Group, 2013.
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Chris, Holbert, ed. From desperation to dedication: An ex-con's lessons on turning failure into success. Dallas: BenBella Books, 2006.
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Success secrets of the motivational superstars: America's greatest speakers reveal their secrets. Rocklin, CA: Prima Publishing, 1996.
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Susilo, N. B. Rahasia kesuksesan motivator Cina di Indonesia. Yogyakarta: Pustaka Radja, 2009.
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Riana, Merry. Million dollar dream: An inspiring true story about a poor student who struggled financially until she achieved her first million dollar at the age of 26! Jakarta: PT Gramedia Pustaka Utama, 2016.
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Glenn, Sam. The burning heart of a difference maker: Simple ways to make a difference in life , relationships, and serving others. Naperville, IL: Sam Glenn Motivational Presentations, 2003.
Find full textBook chapters on the topic "Motivational speakers"
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Swazo, Roberto, and Noelany Pelc. "Motivation." In Narrative Therapy with Spanish Speakers, 185–89. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003145943-23.
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Bosman, Frank, and Archibald van Wieringen. "COVID-19 and the Secular Theodicy: On Social Distancing, the Death of God and the Book of Job." In The New Common, 47–51. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65355-2_7.
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AbstractIn times of great distress, like in the case of the COVID-19 pandemic, people look for relief from the existential threat by searching for some kind of interpretation of the crisis. Some people will look for scapegoats to put the blame on, while others will search for ways by which the crisis can also be perceived as something beneficial.As far as the COVID-19 pandemic goes, earlier this year, media and politicians pointed towards China, where the pandemic started, or to Italy, from where the virus spread over the European continent.Since the beginning of the crisis, we have also been flooded with gurus, motivational speakers, and mindfulness coaches who stimulate us to view the new common as an unexpected but much needed “reboot” of our day-to-day life.Intriguingly enough, these two individual and collective coping strategies are very familiar to those who are acquainted with the Christian philosophical and theological traditions. When confronted with the apparent paradox between the idea of an omnipotent and omnibenevolent deity on the one hand and the experience of everyday pain and suffering on the other hand, Christians have sought for ways to find a satisfactory solution. This is known as theodicy. As the Roman and Christian philosopher Boethius summarized the problem: si Deus, unde malum? “If God exists, wherefrom evil?”
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Aboshiha, Pamela. "‘Native Speaker’ English Language Teachers: Disengaged from the Changing International Landscape of their Profession." In International Perspectives on Motivation, 216–32. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137000873_12.
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Güntert, Stefan T., Theo Wehner, and Harald A. Mieg. "Definition of Volunteer Work and a Model of Volunteer Activity." In Organizational, Motivational, and Cultural Contexts of Volunteering, 1–10. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-92817-9_1.
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AbstractVolunteer work can best be defined as a free, non-profit activity that usually serves the common good. The aspect of voluntariness is essential and distinguishes it from other forms of work. Anyone who speaks of volunteer work is not just talking about individual helping behavior or civic engagement but, indirectly, always also about the national system of gainful employment within which volunteer work takes place and with which it must be compatible.
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Amrhein, Paul C., Laura Fulcher, Michael Palmer, and William R. Miller. "Applied Speech Acts Analysis: Speaker Intentions as Motivational Factors in Substance Abuse Therapy." In Proceedings of the Twentieth Annual Conference of the Cognitive Science Society, 1196. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781315782416-216.
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Innes, James, and Alan Huang. "How Do Virtual Interactions with French Speakers Affect the Motivation of Young Learners in a Scottish Primary Classroom?" In Language Learning in Anglophone Countries, 379–402. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-56654-8_19.
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"Approaches to individual health needs assessment." In Oxford Handbook of Primary Care and Community Nursing, edited by Judy Brook, Caroline McGraw, and Val Thurtle, 109–26. Oxford University Press, 2020. http://dx.doi.org/10.1093/med/9780198831822.003.0004.
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The purpose of assessment at an individual level is to establish a baseline of the health and well-being of the person and create a mutually agree plan of care. This chapter explains an integrated assessment for adults, the core components of a case management programme, and consultation models and frameworks, alongside standardized assessment tools. The principles of good communication in patient assessment are outlined, as well as more detailed instructions for situations where the patient has additional needs (for example, deafness, where English is a second language, non-fluent English speakers, or those with learning difficulties). Assessment by remote consultation is covered, as well as motivational interviewing.
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Raitz, Karl. "Temperance Troubles." In Making Bourbon, 283–94. University Press of Kentucky, 2020. http://dx.doi.org/10.5810/kentucky/9780813178752.003.0014.
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For many people in the eighteenth and nineteenth centuries, consuming distilled spirits was a cultural tradition, and it was often associated with disease prevention or cure. Others saw spirits as disruptive and debilitating. The American Temperance Society was established in 1826 to organize sobriety supporters; the movement soon gave rise to numerous local and national groups, including the Kentucky Legislative Temperance Society. Some states passed laws enforcing prohibition, as did counties and local precincts. Temperance activists in Kentucky organized local community chapters that featured nationally known speakers and organized summer camp motivational retreats for members. Some distillers sold their products as medicinal whiskey. National Prohibition in 1920 stopped production at all but a few distilleries that were licensed to produce medicinal whiskey.
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Hayashi, Kotaro, and Takeshi Sato. "Intelligent speaker is watching you: alleviation of L2 learners’ social anxiety." In CALL for widening participation: short papers from EUROCALL 2020, 88–95. Research-publishing.net, 2020. http://dx.doi.org/10.14705/rpnet.2020.48.1170.
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This study investigates the effectiveness of an Artificial Intelligence (AI) speaker as a device used for interactions in a foreign language (L2), and a tracking eye installed on the speaker to reduce L2 anxiety. L2 anxiety is an urgent issue since the anxiety derived from a fear of being judged, being negatively evaluated, or being rejected by others is hindering active L2 use. Our study hypothesizes that the question–response functions of the AI speakers would encourage L2 learners to input and output a considerable amount of L2 without the feeling of anxiety toward the speakers. We then asked eight Japanese undergraduates to conduct daily L2 interactions with the speakers in their homes for one month. The findings from pre-and post-listening tests, questionnaire surveys, and interviews revealed that intelligence speakers – Google Home (GH) – could enhance the learners’ L2 motivations, gave them positive impressions, and helped eradicate their anxiety toward L2 interactions.
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McCarthy, Kathleen. "Poetry as Conversation." In I, the Poet, 38–80. Cornell University Press, 2019. http://dx.doi.org/10.7591/cornell/9781501739552.003.0002.
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This chapter discusses the conversational model of positioning the agency of the poet in relation to the speech and events depicted in the storyworld. This model quite strongly segregates the poet's artistic motivations from those of the speaker by heightening the sense that the speaker is reacting to his immediate context and minimizing his consciousness of the poetic status of his words. Poems structured on this model may or may not give a full picture of storyworld events, but the speaker's language tends to highlight features like questions and imperatives or shorter and simpler sentences. This model can be called “conversational,” not because its style is particularly colloquial, but because it situates the speaker's language as an attempt to meet needs in his social and emotional environment. Significantly, such poems exhibit a high degree of artistic polish and thus offer ample evidence of the poet's artistic agency and motivations, but these discursive features are not linked to the speaker's agency in the storyworld. The overall effect, then, makes clear the distance between the speaker's wholehearted focus on his own world and the poet's careful orchestration of the poetic discourse, thus expressing structurally the distinction between speaker and poet, in spite of the first-person form and in spite of the speaker's characterization as a poet. The chapter then analyzes the poems in Sextus Propertius's first book, which forcefully demonstrates this model.
Conference papers on the topic "Motivational speakers"
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Rouser, Kurt P., Keith M. Boyer, and Aaron R. Byerley. "A Contextual Framework for Enhancing an Undergraduate Thermo-Propulsion Sequence." In ASME Turbo Expo 2006: Power for Land, Sea, and Air. ASMEDC, 2006. http://dx.doi.org/10.1115/gt2006-90477.
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This paper describes various techniques employed in a novel approach to instruction and assessment of an undergraduate sequence in thermo-propulsion at the United States Air Force (USAF) Academy. Integrated motivational contexts aid development of foundations in thermodynamics, compressible gas dynamics, and propulsion while reinforcing engineering problem solving skills. Students are first oriented to the context of new material. Subsequent lessons fortify the context, giving students the opportunity to collaborate on team design projects and interact with industry and government guest speakers. Real-world, practical examples and homework further motivate and help students grasp key concepts. Tests are administered in both oral and written formats with open-ended, scenario-based questions to assess student understanding of fundamentals. Grading procedures focus on analytical methods as opposed to numerical results. Specific performance criteria validate the achievement of course educational outcomes. Student course critique scores and written comments further support the assertion that a contextual framework is highly effective in teaching fundamental thermo-propulsion concepts.
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Andruseac, Gabriela gladiola, Ciprian Cristea, and Gabriela Boldureanu. "BLENDED LEARNING ENVIRONMENT FOR DYSLEXIC CHILDREN." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-265.
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The current use of traditional educational methods leaves apart many persons, especially those suffering from dyslexia. Dyslexia is one of the most common learning disabilities. Learning disabilities affect the brain's ability to receive, process, analyze, or store information. Also called specific reading disability, dyslexia is a common reading and language disorder. It is not linked to any kind of deficit in intelligence overall, educational opportunity, or motivational factors. It affects 5-10% of alphabetic language speakers and 1 in 10 children is dyslexic. Blended learning is a formal educational paradigm which combines, at least in part, face-to-face delivery of content and instruction assisted by digital and online media with some degree of student control over time, place or path. In a "brick-and-mortar" context, traditional teaching methods are combined with computer-mediated activities with a huge potential in education of dyslexic children. Our research was focused on improvement of education for dyslexic children through develop new approach with support of blended learning environment. Because dyslexic children learns best through observation, demonstrations, diagrams, hands-on or experimentation we want to explore the potential of this type of learning to boost the learning process. While the traditional learning methods have failed in special education, we believe that the development of a curriculum that involves a blended learning environment for education of dyslexic children would largely contribute to their rehabilitation progress and to relieve their difficulties in adapting to the demands of present society and to the strong competition for jobs on the employment market.
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Kostina, Ekaterina, Svetlana Khoroshilova, and Elena Pushkareva. "BUILDING MOBILITY COMPETENCE OF INTENDING TEACHERS." In NORDSCI International Conference. SAIMA Consult Ltd, 2020. http://dx.doi.org/10.32008/nordsci2020/b1/v3/01.
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The main idea of modern education is to build competences as a produce of university educational process. One of the most important competences of intending teachers to be built is mobility competence, which is a component of professional pedagogical competence. We believe, to train a mobile teacher is possible within a purposefully created cross-cultural educational university environment, where the designed technology of developing intending teachers’ academic mobility based on the cross-cultural approach is implemented. The empirical methods of the research are represented by observation, interlocution, interview, questioning, testing, expert review, generalization of independent data, pedagogical experiment, and mathematical statistics. To estimate the readiness of intending teachers for academic mobility under the conditions of cross-cultural educational environment, four levels of readiness are offered: optimal (high), admissible (middle), critical (low), and inadmissible (not ready). To determine the level, we have developed three criteria (cognitive, motivational-valuable, acting-reflective) and their indicators. At the motivating stage of the pedagogical experiment we conducted surveys of different respondent groups (random sample including online format, 1261 respondents) with the help of the questionnaires we had developed. The received data were used in the training course “Teaching a foreign language through the culture of native speakers”, which contributed to the building of mobility competence of intending teachers. At the monitoring stage of our experimental education the comparison of the results of the incoming and outgoing assessment according to the developed criteria and indicators showed significant growth of the students’ readiness for academic mobility, which allows us concluding that the designed technology of developing academic mobility based on the cross-cultural approach is effective in building mobility competence of intending teachers.
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Kostina, Ekaterina, and Svetlana Khoroshilova. "BUILDING MOBILITY COMPETENCE OF INTENDING TEACHERS." In NORDSCI Conference Proceedings. Saima Consult Ltd, 2021. http://dx.doi.org/10.32008/nordsci2021/b1/v4/02.
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"The main idea of modern education is to build competences as a produce of university educational process. One of the most important competences of intending teachers to be built is mobility competence, which is a component of professional pedagogical competence. We believe, to train a mobile teacher is possible within a purposefully created cross-cultural educational university environment, where the designed technology of developing intending teachers’ academic mobility based on the cross-cultural approach is implemented. The empirical methods of the research are represented by observation, interlocution, interview, questioning, testing, expert review, generalization of independent data, pedagogical experiment, and mathematical statistics. To estimate the readiness of intending teachers for academic mobility under the conditions of cross-cultural educational environment, four levels of readiness are offered: optimal (high), admissible (middle), critical (low), and inadmissible (not ready). To determine the level, we have developed three criteria (cognitive, motivational-valuable, acting-reflective) and their indicators. At the motivating stage of the pedagogical experiment we conducted surveys of different respondent groups (random sample including online format, 1261 respondents) with the help of the questionnaires we had developed. The received data were used in the training course “Teaching a foreign language through the culture of native speakers”, which contributed to the building of mobility competence of intending teachers. At the monitoring stage of our experimental education the comparison of the results of the incoming and outgoing assessment according to the developed criteria and indicators showed significant growth of the students’ readiness for academic mobility, which allows us concluding that the designed technology of developing academic mobility based on the cross-cultural approach is effective in building mobility competence of intending teachers."
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Huang, Shaobo, Cassandra M. Degen, Karim H. Muci-Kuchler, and Marius D. Ellingsen. "Increasing Student Awareness of Non-Traditional Career Paths in Mechanical Engineering." In ASME 2016 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/imece2016-66986.
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This paper reports the effect of the curriculum changes in the Mechanical Engineering (ME) department at the South Dakota School of Mines and Technology (SDSM&T) in two freshman courses. Besides introducing fundamental concepts and principles for mechanical engineering, these courses utilize guest speaker sections to introduce career opportunities, and integrate marketing and corporate policy into engineering design projects. An engineering motivation survey and a career awareness questionnaire were developed and employed to better understand the impact of the new curriculum on students’ attitudes toward and desire to persist in Mechanical Engineering. Freshmen students’ intrinsic and extrinsic motivations and career awareness were assessed in pre- and post-tests at the beginning and the end of a semester. The results obtained showed that the introduction of the non-traditional career paths into the two courses students’ perceptions of the career options that ME graduates can pursue and showcased alternatives that proved to be more attractive to under-represented (female) students. Although the students spent less time in traditional engineering topics, their engineering self-efficacy was not diminished, and in fact, the students’ intrinsic motivation was significantly improved. Additionally, students perceived stronger inclusion in the ME program.
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Loren, Fabio. "Learning Motivation of Students in Teaching Indonesian to Speakers of Other Language in Manila." In Proceedings of the 1st International Conference on Maritime Education, ICOME 2021, 3-5 November 2021, Tanjungpinang, Riau Islands, Indonesia. EAI, 2022. http://dx.doi.org/10.4108/eai.3-11-2021.2314829.
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Murphy, Jim, Dugal McKinnon, and Mo H. Zareei. "Lost Oscillations: Exploring a City’s Space and Time With an Interactive Auditory Art Installation." In The 22nd International Conference on Auditory Display. Arlington, Virginia: The International Community for Auditory Display, 2016. http://dx.doi.org/10.21785/icad2016.019.
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Lost Oscillations is a spatio-temporal sound art installation that allows users to explore the past and present of a city’s soundscape. Participants are positioned in the center of an octophonic speaker array; situated in the middle of the array is a touch-sensitive user interface. The user interface is a stylized representation of a map of Christchurch, NewZealand, with electrodes placed throughout the map. Upon touching an electrode, one of many sound recordings made at the electrode’s real-world location is chosen and played; users must stay in contact with the electrodes in order for the sounds to continue playing, requiring commitment from users in order to explore the soundscape. The sound recordings have been chosen to represent Christchurch’s development throughout its history, allowing participants to explore the evolution of the city from the early 20th Century through to its post-earthquake reconstruction. This paper discusses the motivations for Lost Oscillations before presenting the installation’s design, development, and presentation.
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Tabet Derraz, Imane. "Training System and Skills Development within Algerian Companies." In 2nd International Conference on Business, Management and Finance. Acavent, 2019. http://dx.doi.org/10.33422/2nd.icbmf.2019.11.763.
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Business success is strongly associated with developing the skills of their employees. Companies are actually spending more and more money on employee training to improve their skills in changing laws, procedures, organizational change, or simply to improve or perform; this learning, this training brings us to a specific goal is to develop skills.The central question is:” how to build a good training system that will help develop skills?”In this article, we will explain the training system established by Algerian companies as well their motivations and their enthusiasms to obtain their fixed objectives; indeed, the field study speaks about the type of training established in an echoes of (35) Algerian companies in the department of accounting and finance since accounting standardization IAS / IFRS, that is to say the application of the financial accounting system from 2011 to the present day.
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Noever, David, Josh Kalin, Matthew Ciolino, Dom Hambrick, and Gerry Dozier. "Local Translation Services for Neglected Languages." In 8th International Conference on Artificial Intelligence and Applications (AIAP 2021). AIRCC Publishing Corporation, 2021. http://dx.doi.org/10.5121/csit.2021.110110.
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Taking advantage of computationally lightweight, but high-quality translators prompt consideration of new applications that address neglected languages. For projects with protected or personal data, translators for less popular or low-resource languages require specific compliance checks before posting to a public translation API. In these cases, locally run translators can render reasonable, cost-effective solutions if done with an army of offline, smallscale pair translators. Like handling a specialist’s dialect, this research illustrates translating two historically interesting, but obfuscated languages: 1) hacker-speak (“l33t”) and 2) reverse (or “mirror”) writing as practiced by Leonardo da Vinci. The work generalizes a deep learning architecture to translatable variants of hacker-speak with lite, medium, and hard vocabularies. The original contribution highlights a fluent translator of hacker-speak in under 50 megabytes and demonstrates a companion text generator for augmenting future datasets with greater than a million bilingual sentence pairs. A primary motivation stems from the need to understand and archive the evolution of the international computer community, one that continuously enhances their talent for speaking openly but in hidden contexts. This training of bilingual sentences supports deep learning models using a long short-term memory, recurrent neural network (LSTM-RNN). It extends previous work demonstrating an English-to-foreign translation service built from as little as 10,000 bilingual sentence pairs. This work further solves the equivalent translation problem in twenty-six additional (non-obfuscated) languages and rank orders those models and their proficiency quantitatively with Italian as the most successful and Mandarin Chinese as the most challenging. For neglected languages, the method prototypes novel services for smaller niche translations such as Kabyle (Algerian dialect) which covers between 5-7 million speakers but one which for most enterprise translators, has not yet reached development. One anticipates the extension of this approach to other important dialects, such as translating technical (medical or legal) jargon and processing health records or handling many of the dialects collected from specialized domains (mixed languages like “Spanglish”, acronym-laden Twitter feeds, or urban slang).
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Zhukova, Arina, Tatiana Kudoyarova, Ivan Leonov, and Ekaterina Budnik. "Reflection as a Component of an Intercultural Educational Project: Case Study in the Pushkin State Russian Language Institute." In The 3rd International Conference on Future of Education 2020. The International Institute of Knowledge Management, 2020. http://dx.doi.org/10.17501/26307413.2020.3105.
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The abstract should provide a comprehensive summary of the work performed, including the motivation of the research, aim of the research, methods of the research, main results of the research, contribution to the theory and practice of the research. For nine years, the Pushkin State Russian Language Institute has been successfully using the educational and teaching technology - intercultural educational project (IEP) - in teaching Russian as a foreign language. The goal of the project is to ensure intercultural communication among all the participants: foreign students and Moscow schoolchildren. During this project, the audience gets acquainted with the differences between languages and cultures. The specifics of this format of educational and design activities is determined by the relevant factors: the collaboration of foreign students studying Russian, and the other -, native speakers of the Russian language and culture. For the Moscow schoolchildren, the project is a part of their training activities, for the students – an extracurricular educational event. Also, the project concept assumes that both students and children can also become more familiar with (for example, Finland and Vietnam, etc.) each other's cultures. During the implementation of this technology, representatives of 34 countries took part in it, as well as more than 5,000 Moscow schoolchildren and teachers. The components of reflection are the ability to comprehend the mechanisms that contribute to obtaining certain results; ability to analyze personal cognitive opportunities. Reflection in the educational process implies a thoughtful or sensually experienced process of awareness by the subject of his academic activities. The article aims to present the reflection component of IEP that the authors of the article draw special attention. Participation in the preparation and implementation of activities that demonstrate the results of students' reflection, reflects the availability of intercultural communication at different levels of language proficiency, enables participants to feel confident in their abilities, motivate them, and increase the effectiveness of language learning. Authors hope that theoretical and practical aspects will contribute to the methods of teaching any foreign language. Keywords: reflection, intercultural communication, educational technology, international educational project