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Literatura académica sobre el tema "Communicative task"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 13 de junio de 2025

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Artículos de revistas sobre el tema "Communicative task"

Camaioni, Luigia, and Anna Paola Ercolani. "The Role of Comparison Activity in the Development of Referential Communication." International Journal of Behavioral Development 11, no. 4 (1988): 403–13. http://dx.doi.org/10.1177/016502548801100401.

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The hypothesis that a significant relation exists between referential communication performance and comparison performance was investigated. A pretest-test design was adopted in which two comparison tasks-a "comprehension task" and a "match to sample task"-were selected for the pretest and other two tasks-different versions of the Krauss and Glucksberg referential communication task-were employed for testing children's communicative effectiveness. One hundred and fifty Italian children ranging in age from 5 years 1 month to 8 years 5 months served as subjects for the pretest. Sixty-four children, equally divided into four groups (young-low, young-high, old-low, oldhigh) on the basis of both age and the comparison performance level achieved in the pretest tests, were tested on the two versions of the Krauss and Glucksberg task. As expected, the results indicated that the ability to compare in non-communicative tasks was significantly related to communication effectiveness in referential tasks. In particular, younger children classified as high on comparison skills consistently exhibited communicative performances similar to those of older children classified as low on comparison skills.

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Benda, Natalie C., Rollin J. Fairbanks, D. Jeffrey Higginbotham, Li Lin, and Ann M. Bisantz. "Observational study to understand interpreter service use in emergency medicine: why the key may lie outside of the initial provider assessment." Emergency Medicine Journal 36, no. 10 (2019): 582–88. http://dx.doi.org/10.1136/emermed-2019-208420.

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ObjectiveTo characterise the use of interpreter services and other strategies used to communicate with limited English proficient (LEP) patients throughout their emergency department visit.MethodsWe performed a process tracing study observing LEP patients throughout their stay in the emergency department. A single observer completed 47 hours of observation of 103 communication episodes between staff and nine patients with LEP documenting the strategy used to communicate (eg, professional interpreter, family member, own language skills) and duration of conversations for each communicative encounter with hospital staff members. Data collection occurred in a single emergency department in the eastern USA between July 2017 and February 2018.ResultsThe most common strategy (per communicative encounter) was for the emergency department staff to communicate with the patient in English (observed in 29.1% of encounters). Total time spent in communicating was highest using telephone-based interpreters (32.9% of total time spent communicating) and in-person interpreters (29.2% of total time spent communicating). Communicative mechanism also varied by care task/phase of care with the most use of interpreter services or Spanish proficient staff (as primary communicator) occurring during triage (100%) and the initial provider assessment (100%) and the lowest interpreter service use during ongoing evaluation and treatment tasks (24.3%).ConclusionsEmergency department staff use various mechanisms to communicate with LEP patients throughout their length of stay. Utilisation of interpreter services was poorest during evaluation and treatment tasks, indicating that this area should be a focus for improving communication with LEP patients.

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Kapitan, Tetiana. "THE COMMUNICATIVE ORIENTATION OF THE EDUCATIONAL PROCESS IN THE TEACHING OF FOREIGN LANGUAGES." Academic Notes Series Pedagogical Science 1, no. 192 (2021): 77–80. http://dx.doi.org/10.36550/2415-7988-2021-1-192-77-80.

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Today there is an increase in the number of people willing to learn English, which is due to the desire to communicate fluently with foreigners, get an education abroad, read foreign literature, watch foreign channels, communicate online, find high-paying jobs in Ukraine and develop comprehensively. A well-developed personality has a better ability to learn something new, feels free and more confident in communicating with other people, as perfect command of English has recently become an integral skill of modern educated people. It is known that language knowledge and relevant speaking skills form the language competence of students; regional, country and linguistic knowledge - socio-cultural and sociolinguistic competence; speaking skills - speaking competence of students. All the types of competences form students' foreign language communicative competence, the development of which is especially important in foreign language teaching. The speed and quality of the formation of communicative competence largely depend on the level of the formation of students' general educational competence. Nowadays one of the dominant methods of foreign languages teaching is communicative. The main purpose of the communicative method is to teach students to communicate with interlocutors. This method harmoniously combines many methods and ways of teaching foreign languages, so it is the basis for the evolution of various educational methods. In the process of learning by this method, students develop communicative competence - the ability to use the language depending on the specific situation. They develop the skill of communication during the communication. According to this aspect, all the exercises and tasks must be communicatively justified by the lack of information, choice and reaction. Communicatively oriented learning task encourages students to work, because it evokes a sense of achievement, confidence, creates a joyful and pleasant atmosphere of learning, promotes a sense of responsibility, expands interests, ensures the use of information from other school subjects. The experience has shown that language material is easier to learn in this way than learning isolated words and grammar rules. The communicative approach is aimed at organizing the learning process, adequate to real communication, because it involves modeling the basic patterns of communication. Communicative (speaking) orientation means that when mastering speaking material (phonetics, vocabulary, grammar), the final step is to demonstrate how the speaking material intended for study can be used to achieve relevant communication in a foreign language.

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de Beer, Carola, Jan P. de Ruiter, Martina Hielscher-Fastabend, and Katharina Hogrefe. "The Production of Gesture and Speech by People With Aphasia: Influence of Communicative Constraints." Journal of Speech, Language, and Hearing Research 62, no. 12 (2019): 4417–32. http://dx.doi.org/10.1044/2019_jslhr-l-19-0020.

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Purpose People with aphasia (PWA) use different kinds of gesture spontaneously when they communicate. Although there is evidence that the nature of the communicative task influences the linguistic performance of PWA, so far little is known about the influence of the communicative task on the production of gestures by PWA. We aimed to investigate the influence of varying communicative constraints on the production of gesture and spoken expression by PWA in comparison to persons without language impairment. Method Twenty-six PWA with varying aphasia severities and 26 control participants (CP) without language impairment participated in the study. Spoken expression and gesture production were investigated in 2 different tasks: (a) spontaneous conversation about topics of daily living and (b) a cartoon narration task, that is, retellings of short cartoon clips. The frequencies of words and gestures as well as of different gesture types produced by the participants were analyzed and tested for potential effects of group and task. Results Main results for task effects revealed that PWA and CP used more iconic gestures and pantomimes in the cartoon narration task than in spontaneous conversation. Metaphoric gestures, deictic gestures, number gestures, and emblems were more frequently used in spontaneous conversation than in cartoon narrations by both participant groups. Group effects show that, in both tasks, PWA's gesture-to-word ratios were higher than those for the CP. Furthermore, PWA produced more interactive gestures than the CP in both tasks, as well as more number gestures and pantomimes in spontaneous conversation. Conclusions The current results suggest that PWA use gestures to compensate for their verbal limitations under varying communicative constraints. The properties of the communicative task influence the use of different gesture types in people with and without aphasia. Thus, the influence of communicative constraints needs to be considered when assessing PWA's multimodal communicative abilities.

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Trihastutie, Nopita, and Eka Fadilah. "TASK BASED LANGUAGE TEACHING TO IMPROVE STUDENTS’ WILLINGNESS TO COMMUNICATE IN ENGLISH CLASS." Berumpun: International Journal of Social, Politics, and Humanities 2, no. 2 (2019): 59–75. http://dx.doi.org/10.33019/berumpun.v2i2.20.

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The changing of English language teaching method from Audio-lingual Method to Communicative Language Teaching (CLT) has given great impact to the pedagogy of teaching English as a Foreign Language (EFL) and/ or English as a Second Language (ESL). Task Based Language Teaching (TBLT) method which emphasizes more on the meaning of a language and targeted tasks, then, dominates the English teaching world as a response to the un-satisfaction towards the previous methods (Long, 2015). This current study aims at seeing to what extent the task variety influences students’ willingness to communicate based on three contexts which include trait-like, situation, and linguistic. Three communicative tasks which emphasizes both on focused meaning and focused form were given. The communicative tasks include game, problem solving, and jigsaw. Observation was done during class interaction and continued with in depth interview. The result shows that emotion, class situation, and cognitive simultaneously influence the students’ willingness to communicate in English class. Those factors are inseparable, interact and influence interchangeably on the students’ willingness to communicate in English class as elucidated in complex dynamic theory.

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Osborne, Barry, and Glenn Dawes. "Communicative competence in an ESL task." Language Teaching and Learning in Australia 9 (January 1, 1992): 83–100. http://dx.doi.org/10.1075/aralss.9.06osb.

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This ethnographic study is of an eleven-minute segment of an English as a Second Language lesson in a Year 8 class in Torres Strait. It focuses on a tandem activity where students are asked to get information from each other in ‘proper English sentences.’ Though the aim is laudable, the task is structured more to get the information than to practise the process of talking. Furthermore, it is not situated in a social setting despite student attempts to context it socially. The students have difficulty understanding the complex language used to introduce the task, but ultimately engage in it for a substantial time, practising communicating with each other and with the teacher. However, the neophyte teacher’s goal of grammatical competence plays down the importance of sociolinguistic competence.

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Cai, Lingling, and Junlu Lv. "Task-based Approach to Develop Intercultural Communicative Competence in College English Education." Journal of Language Teaching and Research 10, no. 6 (2019): 1279. http://dx.doi.org/10.17507/jltr.1006.17.

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Intercultural communicative competence (ICC) is a hot topic in foreign language teaching and learning. This paper discusses about task-based approach to develop students’ intercultural communicative competence in SUSE English class. In so doing, this paper provides theoretical foundations of concepts about intercultural communicative competence and task-based approach. Meanwhile, this paper describes the feasible tasks used in real class and find it is possible to develop students’ intercultural communicative competence in Chinese educational context.

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Esfandiari, Mehran. "Task-based Learning Applied: Satisfactory Grammar Coverage." International Journal of English and Cultural Studies 1, no. 1 (2018): 68. http://dx.doi.org/10.11114/ijecs.v1i1.3104.

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Not only did the emergence of the idea of communicative competence result in grammar instruction being moved from its central position in traditional approaches, but it also helped to pave the way for the adoption of Communicative Language Teaching (CLT). As a tenet of language teaching methodology, the belief that languages are acquired through communication has appeared to be central to the development of task-based approaches to language teaching. Built upon the idea of learner-centeredness and CLT models of language learning, task-based learning (TBL) comes into play and encourages language learning through authentic acts of communication, interaction, and negotiation of meaning. With its main focus on fluency rather than accuracy, TBL has been criticized for inadequate grammar coverage. By drawing a distinction between a task and a grammar exercise and between focus on form and focus on forms, this paper argues that there are enough opportunities for satisfactory grammar coverage throughout a TBL lesson.

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Ortega-Auquilla, Diego, and Uvaldo Recino Pineda. "COMMUNICATION-ORIENTED LESSONS: MOVING FROM COMMUNICATIVE LANGUAGE TEACHING TOWARDS TASK-BASED INSTRUCTION." Investigación y Desarrollo 11, no. 1 (2019): 58. http://dx.doi.org/10.29033/id.v11i1.644.

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Communicative-oriented language teaching methodologies need to have a central role in the current foreign language education. In fact, language teachers are expected to shift away from traditional language teaching methods that have proven to be ineffective for language learning. Nowadays, a movement, which favors and embraces interaction, communication, and negotiation of meaning, is growing in language education; therefore, pre-service and in-service teachers of English need to be responsive to and become aware of the importance of these key aspects. With these notions in mind, the present article can be seen as a contribution to help language teachers gain an understanding of key theoretical notions related to the emergence of communicative language teaching and its most well-known methods – CLT and TBLT. Additionally, this work analyzed CLT and TBLT as these two language teaching methods are not opposing but in line with the communicative approach. The importance of implementing communicative-oriented lessons into the English classroom was also examined. In this sense, a table made up of specific guidelines was elaborated by using works of leading experts in language teaching and learning. The table is intended to help teachers to be better equipped to design and implement TBLT lessons into the classroom, which may have a positive impact on foreign language learning.

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Mystkowska-Wiertelak, Anna, and Mirosław Pawlak. "Fluctuations in Learners’ Willingness to Communicate during Communicative Task Performance: Conditions and Tendencies." Research in Language 12, no. 3 (2014): 245–60. http://dx.doi.org/10.2478/rela-2014-0019.

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A person’s willingness to communicate (WTC), believed to stem from a combination of proximal and distal variables comprising psychological, linguistic, educational and communicative dimensions of language, appears to be a significant predictor of success in language learning. The ability to communicate is both a means and end of language education, since, on the one hand, being able to express the intended meanings in the target language is generally perceived as the main purpose of any language course and, on the other, linguistic development proceeds in the course of language use. However, MacIntyre (2007, p. 564) observes that some learners, despite extensive study, may never become successful L2 speakers. The inability or unwillingness to sustain contacts with more competent language users may influence the way learners are evaluated in various social contexts. Establishing social networks as a result of frequent communication with target language users is believed to foster linguistic development. WTC, initially considered a stable personality trait and then a result of context-dependent influences, has recently been viewed as a dynamic phenomenon changing its intensity within one communicative event (MacIntyre and Legatto, 2011; MacIntyre et al., 2011). The study whose results are reported here attempts to tap into factors that shape one’s willingness to speak during a communicative task. The measures employed to collect the data – selfratings and surveys – allow looking at the issue from a number of perspectives.

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Tesis sobre el tema "Communicative task"

Barange, Mukesh. "Task-oriented communicative capabilities of agents in collaborative virtual environments for training." Thesis, Brest, 2015. http://www.theses.fr/2015BRES0013/document.

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Les besoins croissants en formation et en entrainement au travail d’équipe ont motivé l’utilisationd’Environnements de réalité Virtuelle Collaboratifs de Formation (EVCF) qui permettent aux utilisateurs de travailler avec des agents autonomes pour réaliser une activité collective. L’idée directrice est que la coordination efficace entre les membres d’une équipe améliore la productivité et réduit les erreurs individuelles et collectives. Cette thèse traite de la mise en place et du maintien de la coordination au sein d’une équipe de travail composée d’agents et d’humains interagissant dans un EVCF.L’objectif de ces recherches est de doter les agents virtuels de comportements conversationnels permettant la coopération entre agents et avec l’utilisateur dans le but de réaliser un but commun.Nous proposons une architecture d’agents Collaboratifs et Conversationnels, dérivée de l’architecture Belief-Desire-Intention (C2-BDI), qui gère uniformément les comportements délibératifs et conversationnels comme deux comportements dirigés vers les buts de l’activité collective. Nous proposons un modèle intégré de la coordination fondé sur l’approche des modèles mentaux partagés, afin d’établir la coordination au sein de l’équipe de travail composée d’humains et d’agents. Nous soutenons que les interactions en langage naturel entre les membres d’une équipe modifient les modèles mentaux individuels et partagés des participants. Enfin, nous décrivons comment les agents mettent en place et maintiennent la coordination au sein de l’équipe par le biais de conversations en langage naturel. Afin d’établir un couplage fort entre la prise de décision et le comportement conversationnel collaboratif d’un agent, nous proposons tout d’abord une approche fondée sur la modélisation sémantique des activités humaines et de l’environnement virtuel via le modèle mascaret puis, dans un second temps, une modélisation du contexte basée sur l’approche Information State. Ces représentations permettent de traiter de manière unifiée les connaissances sémantiques des agents sur l’activité collective et sur l’environnement virtuel ainsi que des informations qu’ils échangent lors de dialogues.Ces informations sont utilisées par les agents pour la génération et la compréhension du langage naturel multipartite. L’approche Information State nous permet de doter les agents C2BDI de capacités communicatives leur permettant de s’engager pro-activement dans des interactions en langue naturelle en vue de coordonner efficacement leur activité avec les autres membres de l’équipe. De plus, nous définissons les protocoles conversationnels collaboratifs favorisant la coordination entre les membres de l’équipe. Enfin, nous proposons dans cette thèse un mécanisme de prise de décision s’inspirant de l’approche BDI qui lie les comportements de délibération et de conversation des agents. Nous avons mis en oeuvre notre architecture dans trois différents scénarios se déroulant dans des EVCF. Nous montrons que les comportements conversationnels collaboratifs multipartites des agents C2BDI facilitent la coordination effective de l’utilisateur avec les autres membres de l’équipe lors de la réalisation d’une tâche partagée
Growing needs of educational and training requirements motivate the use of collaborative virtual environments for training (CVET) that allows human users to work together with autonomous agents to perform a collective activity. The vision is inspired by the fact that the effective coordination improves productivity, and reduces the individual and team errors. This work addresses the issue of establishing and maintaining the coordination in a mixed human-agent teamwork in the context of CVET. The objective of this research is to provide human-like conversational behavior of the virtual agents in order to cooperate with a user and other agents to achieve shared goals.We propose a belief-desire-intention (BDI) like Collaborative Conversational agent architecture(C2BDI) that treats both deliberative and conversational behaviors uniformly as guided by the goal-directed shared activity. We put forward an integrated model of coordination which is founded on the shared mental model based approaches to establish coordination in a human-agent teamwork. We argue that natural language interaction between team members can affect and modify the individual and shared mental models of the participants. Finally, we describe the cultivation of coordination in a mixed human-agent teamwork through natural language conversation. In order to establish the strong coupling between decision making and the collaborative conversational behavior of the agent, we propose first, the Mascaret based semantic modeling of human activities and the VE, and second, the information state based context model. This representation allows the treatment of semantic knowledge of the collaborative activity and virtual environment, and information exchanged during the dialogue conversation in a unified manner. This knowledge can be used by the agent for multiparty natural language processing (understanding and generation) in the context of the CEVT. To endow the communicative capabilities to C2BDI agent, we put forward the information state based approach for the natural language processing of the utterances. We define collaborative conversation protocols that ensure the coordination between team members. Finally, in this thesis, we propose a decision making mechanism, which is inspired by the BDI based approach and provides the interleaving between deliberation and conversational behavior of the agent. We have applied the proposed architecture to three different scenarios in the CVET. We found that the multiparty collaborative conversational behavior of C2BDI agent is more constructive and facilitates the user to effectively coordinate with other team members to perform a shared task

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Gielniak, Michael Joseph. "Adaptation of task-aware, communicative variance for motion control in social humanoid robotic applications." Diss., Georgia Institute of Technology, 2012. http://hdl.handle.net/1853/43591.

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An algorithm for generating communicative, human-like motion for social humanoid robots was developed. Anticipation, exaggeration, and secondary motion were demonstrated as examples of communication. Spatiotemporal correspondence was presented as a metric for human-like motion, and the metric was used to both synthesize and evaluate motion. An algorithm for generating an infinite number of variants from a single exemplar was established to avoid repetitive motion. The algorithm was made task-aware by including the functionality of satisfying constraints. User studies were performed with the algorithm using human participants. Results showed that communicative, human-like motion can be harnessed to direct partner attention and communicate state information. Furthermore, communicative, human-like motion for social robots produced by the algorithm allows humans partners to feel more engaged in the interaction, recognize motion earlier, label intent sooner, and remember interaction details more accurately.

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Pettersson, Helene. "Understanding of human communicative motives in domestic dogs." Thesis, Linköping University, Department of Physics, Chemistry and Biology, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-19067.

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I investigated the understanding of human communicative motives in domestic dogs. Dogs use human communicative cues, like the pointing gesture when searching for hidden food, but it is uncertain how dogs interpret human communication. 32 dogs were presented with two communicative contexts in an object choice task experimental design. In a cooperative context the experimenter informed the subject where food was hidden by pointing and giving a verbal indication. In a competitive context the experimenter held out her arm towards the correct location in a stop gesture and firmly said no. To be successful in the competitive context the subject had to understand the experimenters communicative motive and make an inference from the prohibition (i.e. she would only prohibit it if there was something good there). The average correct choices were compared between the conditions. The dogs successfully followed the cooperative communication. They showed a trend towards choosing the baited cup in the competitive condition. A second study tested if the stop gesture affected the dogs’ choice, since it is not known how dogs interpret gestures. The pointing cue was now presented with the prohibiting command and the stop gesture was presented with the cooperative verbal cue. The dogs used the cooperative communication but did not understand the competitive context. A difference between the contexts was found. The dogs did not differentiate between the gestures. In conclusion dogs do not make inferences from competitive communication or prohibition but are specialized in utilizing cooperative communication

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Spaeder, Nancy Joan. "Adolescent communication strategies and patterns in a collaborative task : variations by gender /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p3025671.

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Lang, Christian [Verfasser]. "Facial Communicative Signals: valence recognition in task-oriented human-robot Interaction / Christian Lang. Technische Fakultät." Bielefeld : Universitätsbibliothek Bielefeld, Hochschulschriften, 2012. http://d-nb.info/1027478891/34.

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Xiang, Chun Ping. "A study on task-based language teaching and learning : tasks and language focus." Thesis, University of Macau, 2010. http://umaclib3.umac.mo/record=b2180749.

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Ogawa, Yoshimasa. "Oral Repetition Tasks and the Acquisition of Lexical Phrases in Communicative EFL Instruction." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/136533.

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CITE/Language Arts
Ed.D.
This is a mixed-methods study investigating the effects of oral repetition tasks on Japanese students' use of lexcial phrases in communicative EFL instruction. The quantitative study showed that oral repetition facilitated the students' short-term memory of target lexical phrases but it did not translate into their long-term memory or use of the phrases. The qualitative study indicated that the participants perceived interpersonal conversations and small-group discussions in English as enjoyable and useful activities.
Temple University--Theses

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Veiga, Cristina Maria do Fundo. "Prática de ensino supervisionada de Inglês e de Espanhol no Ensino Básico." Master's thesis, Instituto Politécnico de Bragança, Escola Superior de Educação, 2011. http://hdl.handle.net/10198/6161.

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O presente relatório pretende reflectir sobre a prática lectiva realizada pela professora estagiária ao longo da Prática de Ensino Supervisionada de Inglês e de Espanhol no Ensino Básico. Com este trabalho pretende-se promover a aprendizagem a partir das necessidades comunicativas dos aprendentes tendo como base a abordagem de ensino baseado em tarefas. Numa primeira parte, faz-se um enquadramento teórico, no qual se aborda o ensino baseado em tarefas. Na segunda, faz-se a descrição e reflexão sobre a prática lectiva. Finalmente, conclui-se com uma apreciação global deste trabalho, onde se reitera a importância da utilização do ensino baseado em tarefas no Ensino Básico para desenvolvimento da competência comunicativa.he purpose of this report is to reflect upon the teaching implemented by the trainee intern teacher throughout the Supervised Teaching Practice of English and Spanish in Elementary School. The aim of this project was to implement a task-based approach in order to promote the learners’ communicative competence. In the first part, a theoretical framework is presented in order to discuss the task-based learning. The description and the reflection upon the teaching practice are presented in the second part. Finally, an overview of the report tries to emphasize the importance of using task-based learning in Elementary School for the development of the learners’ communicative competence.

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Lee, See Heung Nancy. "Error correction in communicative task-based activities of a select group of second-language learners in a tertiary education institution." Thesis, University of London, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.261208.

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Olivier-Shaw, Amanda. "Lecturer and student perceptions of an academic writing task." Thesis, Rhodes University, 1996. http://hdl.handle.net/10962/d1003548.

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This research considers the perceptions of an academic writing task held by a lecturer and first year students in the Philosophy department at the University of Zululand. The research takes as its starting point the following premises: that language is inextricably linked to learning; that each academic discipline has a particular discourse which students have to acquire in order to participate as accepted members of the academic community; that learning proceeds most effectively when teaching starts with what is known and moves into the unknown; and that learning takes place through experience and involvement, rather than transmission. The research suggests that many first year students bring with them to university an understanding of the nature of learning and of knowledge which makes it difficult for them to understand the implicit rules of the discourse of analytical philosophy. My investigation uncovered several of these rules in the study guide written for the course, but it appears that students were not able to discover them and, as a result, experienced great difficulty in fulfilling the assignment task in a way which promoted their understanding of the content. The research also shows that the lecturer's expectations of the task were far removed from the manner in which the students implemented the task. It is argued that the students appear to have reverted to their established writing strategies which consisted of simply repeating what the 'authority' has said. From this it is argued that unless rules of the discourse are made explicit to students, and students understand the content of the course, they will revert to copying and relying on other sources to tell them what to write. One way of making these rules explicit and encouraging students to integrate new knowledge with previous knowledge which they bring with them to university is through providing well-structured writing tasks, and where necessary, developing clearly defined assessment procedures. Writing is the principal means of mediation between the lecturer, who is trying to offer students entry into the discipline, and the student apprentice trying to make sense of the discipline and find his or her own 'voice' within that discipline.

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Libros sobre el tema "Communicative task"

Plan, National Institute on Deafness and Other Communication Disorders (U S. ). Task Force on the National Strategic Research. A report of the Task Force on the National Strategic Research Plan. The Institute, 1989.

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Stone, LeeAnn. Task-based activities: A communicative approach to language laboratory use. IALL, 1988.

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David, Nunan, ed. Task-based language teaching. Cambridge University Press, 2004.

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Iantorno, Giuliano. Communication tasks. 5th ed. N. Zanichelli S.P.A, 1986.

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Language output, communication strategies and communicative tasks: In the Chinese context. University Press of America, 2005.

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Johnson, Pettinari Catherine, ed. Task, talk, and text in the operating room: A study in medical discourse. Ablex Pub. Corp., 1988.

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Referential communication tasks. Lawrence Erlbaum Associates, 1997.

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Talk the talk. Currach Press, 2007.

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Self, David. Listen, talk, communicate. Macmillan Education, 1987.

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Thirumalai, M. S. Silent talk: Nonverbal communication. Central Institute of Indian Languages, 1987.

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Capítulos de libros sobre el tema "Communicative task"

Vasylets, Olena, Roger Gilabert, and Rosa M. Manchón. "Chapter 8. Task modality, communicative adequacy and CAF measures." In Writing and Language Learning. John Benjamins Publishing Company, 2020. http://dx.doi.org/10.1075/lllt.56.08vas.

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Butler, Yuko Goto. "Communicative and Task-Based Language Teaching in the Asia-Pacific Region." In Second and Foreign Language Education. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02246-8_28.

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Mystkowska-Wiertelak, Anna. "The Link Between Different Facets of Willingness to Communicate, Engagement and Communicative Behaviour in Task Performance." In Second Language Learning and Teaching. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64444-4_6.

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Schneider, Stefan, and Andreas Nürnberger. "Evaluating Semantic Co-creation by Using a Marker as a Linguistic Constraint Tool in Shared Cognitive Representation Models." In Language, Cognition, and Mind. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69823-2_6.

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AbstractSemantic co-creation occurs in the process of communication between two or more people, where human cognitive representation models of the topic of discussion converge. The use of linguistic constraint tools (for example a shared marker) enable participants to focus on communication, improving communicative success. Recent results state that the best communicative success can be achieved if two users can interact in a restricted way, so called team focused interaction hypothesis. Even though the advantage of team focused interaction sounds plausible, it needs to be noted that previous studies enforce the constraint usage. Our study aims at investigating the advantage of using shared markers as a linguistic constraint tool in semantic co-creation, while moving them becomes optional. In our experimental task, based on a shared geographic map as a cognitive representation model, the two participants have to identify a target location, which is only known to a third participant. We assess two main factors, the teams’ use of a shared marker and the two complexity levels of the cognitive representation model. We had hypothesized that sharing a marker should improve communicative success, as communication is more focused. However, our results indicated no general benefit by using a marker as well as team interaction, itself. Our results suggest that the use of a shared marker is an efficient linguistic constraint at higher levels of complexity of the cognitive representation than those tested in our study. Based on this consideration, the team focused interaction hypothesis should be further developed to include a control parameter for the perceived decision complexity of the cognitive representation model.

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Pawlak, Miroslaw. "Chapter 3. The effect of proficiency, gender, and learning style on the occurrence of negotiated interaction in communicative task performance." In Language Learning & Language Teaching. John Benjamins Publishing Company, 2020. http://dx.doi.org/10.1075/lllt.53.03paw.

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Vasquez, Daniel, Rainer Gruhn, and Wolfgang Minker. "Phoneme Recognition Task." In Signals and Communication Technology. Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-34425-1_3.

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Spranz-Fogasy, Thomas. "Communicative involvement in public discourse." In Analysing Citizenship Talk. John Benjamins Publishing Company, 2006. http://dx.doi.org/10.1075/dapsac.19.12spr.

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Stanton, Nicki. "Giving a Talk." In Communication. Palgrave Macmillan UK, 1990. http://dx.doi.org/10.1007/978-1-349-20925-5_10.

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Stanton, Nicki. "Other Writing Tasks." In Communication. Palgrave Macmillan UK, 1990. http://dx.doi.org/10.1007/978-1-349-20925-5_17.

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Actas de conferencias sobre el tema "Communicative task"

Kuteneva, I. E. "USING A CONTEXTUAL-COMMUNICATIVE APPROACH IN PREPARING FUTURE MANAGERS FOR INTERCULTURAL COMMUNICATION." In THEORETICAL AND APPLIED ISSUES OF LINGUISTIC EDUCATION. KuzSTU, 2020. http://dx.doi.org/10.26730/lingvo.2020.145-150.

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The article gives definitions of concepts: context, professional context, contextual learning, communicative approach, manager, management and intercultural communication. The classification of contexts is given. Types of professional context are indicated. The idea and principles of contextual learning are described. The basic unit of the content of education and the basic unit of student activity in contextual learning are considered. The implementation order and the idea of contextual learning are indicated. Learning models are listed. The requirements of contextual learning are described. The purpose of the communicative approach is indicated. A brief historiography of the communicative approach is considered. The main task, principles and advantage of the communicative approach are described. The points of genuine communicativeness in language teaching and the principles of a communicative approach are considered. The functions and roles of the manager in the organization are described, the qualities of the manager are listed. The object and task of management are indicated.

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Aina, Laura, Natalia Philippova, Valentin Vogelmann, and Raquel Fernández. "Referring Expressions and Communicative Success in Task-oriented Dialogues." In SEMDIAL 2017 (SaarDial) Workshop on the Semantics and Pragmatics of Dialogue. ISCA, 2017. http://dx.doi.org/10.21437/semdial.2017-1.

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Sreeram, R. T., and P. K. Chawdhry. "A Single Function Agent Framework for Task Decomposition and Conflict Negotiation." In ASME 1998 Design Engineering Technical Conferences. American Society of Mechanical Engineers, 1998. http://dx.doi.org/10.1115/detc98/dfm-5748.

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Abstract Researchers in agent-based concurrent engineering have identified a variety of techniques for product development with the use of multi-agents. Significant but less common are the techniques based on more task-specific single function agents. This paper proposes a single function agent framework for task-solving in a product development environment. This framework is based on Habermas’s theory of communicative action which is particularly suited for collaborative work. The inter-agent communication is based on Knowledge Query Manipulation Language (KQML). The task decomposition of the design process is based on the cluster identification algorithm. The conflicts which arise during the design process are resolved by using very specialized single function agents that detect conflicts based on violation of the design constraints. The case study on the design of a mechanical shaft demonstrates the appropriateness of the proposed framework.

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Lala, Divesh, Christian Nitschke, and Toyoaki Nishida. "User Perceptions of Communicative and Task-competent Agents in a Virtual Basketball Game." In International Conference on Agents and Artificial Intelligence. SCITEPRESS - Science and and Technology Publications, 2015. http://dx.doi.org/10.5220/0005201200320043.

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Somawati, Ni Putu, I. Nyoman Kanca, and I. Made Rai Jaya Widanta. "Implementation of Task-Based Language Teaching: To What Extent is Communicative Competence Achieved?" In Proceedings of the 1st International Conference on Social Sciences (ICSS 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/icss-18.2018.117.

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Syahrial. "Model of English Teaching Materials for Police with Communicative and Task-based Learning Approaches." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008217403100317.

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Davis, Chris, Jeesun Kim, Outi Tuomainen, and Valerie Hazan. "The effect of age and hearing loss on partner-directed gaze in a communicative task." In The 14th International Conference on Auditory-Visual Speech Processing. ISCA, 2017. http://dx.doi.org/10.21437/avsp.2017-3.

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Бикбаев, Вадим Манцурович. "PROSPECTS FOR THE LANGUAGE TRAINING OF AN ARMY OFFICER." In Наука. Исследования. Практика: сборник избранных статей по материалам Международной научной конференции (Санкт-Петербург, Апрель 2021). Crossref, 2021. http://dx.doi.org/10.37539/srp296.2021.76.93.010.

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В статье раскрываются некоторые аспекты форсайт-проекта языковой подготовки офицера Сухопутных войск. Отмечается, что совершенствование языковой подготовки офицеров необходимо осуществлять в рамках реализации федеральных государственных образовательных стандартов с учетом специфики формирования и совершенствования коммуникативной компетенции, связанной как с профессиональным становлением офицера, так и с языковой подготовкой и проблемой иноязычной коммуникации. В рамках формирования новой модели языковой подготовки возникает тесная взаимосвязь между профессиональной задачей военнослужащего и иноязычной коммуникацией, которая является одним из основных методов решения профессиональных задач. The article reveals some aspects of the foresight project of the language training of an Army officer. It is noted that the improvement of the language training of officers should be carried out within the framework of the implementation of federal state educational standards, taking into account the specifics of the formation and improvement of communicative competence, related both to the professional development of an officer, and to language training and the problem of foreign language communication. As part of the formation of a new model of language training, there is a close relationship between the professional task of a soldier and foreign language communication, which is one of the main methods of solving professional tasks.

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Mpiti, Thandiswa, Bulelwa Makena, and Ntando Elliot Maphla. "TASK-BASED APPROACH IN IMPROVING THE COMMUNICATIVE SKILL OF ENGLISH FIRST ADDITIONAL LANGUAGE FIRST-YEAR STUDENT TEACHERS." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1241.

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Lebedintsev, S. V., and V. A. Gustov. "USING INNOVATIVE TESTING METHODS IN TEACHING STUDENTS TO FOREIGN LANGUAGE READING." In THEORETICAL AND APPLIED ISSUES OF LINGUISTIC EDUCATION. KuzSTU, 2020. http://dx.doi.org/10.26730/lingvo.2020.139-144.

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This article is devoted to the problem of using innovative testing methods in forming students' foreign language professional communicative competence. The authors of the article share their experience in development of quantized educational texts and their accompanying system of items in a test form which has a number of advantages over traditional task forms in their application in running control of foreign language reading.

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Informes sobre el tema "Communicative task"

Lustig, Myron. Communicative abilities; an analysis of the interactions of reticent and non-reticent task groups. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1589.

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Braslavskaya, Elena, and Tatyana Pavlova. English for IT-Specialists. SIB-Expertise, 2021. http://dx.doi.org/10.12731/er0464.21062021.

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The course is designed in the e-learning environment LMS MOODLE AND INTENDED FOR REMOTE SUPPORT of the 2d-year students' INDEPENDENT WORK IN THE DISCIPLINE «ENGLISH language» of the institute of radio electronics and information security and the Institute of Information Technology and Management in technical systems in Sevsu. The aim of the course is the bachelor training, who can speak foreign language in various situations of interpersonal and professional communication at the level of at least B1+ according to the international scale EVALUATION; IMPROVING THE INITIAL FOREIGN LANGUAGE level reached at previous levels of education; mastering of the necessary and sufficient level of competence FOR SOLVING SOCIO-COMMUNICATIVE TASKS IN VARIOUS spheres OF PROFESSIONAL AND SCIENTIFIC ACTIVITIES WHEN COMMUNICATING WITH FOREIGN PARTNERS; FURTHER SELF-EDUCATION.

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Hadorn, JC, and Daniel Zenhäusern. Collection of documents prepared along the Task for industry and market. IEA SHC Task 60, 2020. http://dx.doi.org/10.18777/ieashc-task60-2020-0008.

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This report gathers all documents and links to information that Task 60 has produced over the course of the 3 years of the Task to promote its activities and the PVT technologies. It is a track of the communication of the Task also helpful for future Task set up.

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Bustelo, Monserrat, Pablo Egana-delSol, Laura Ripani, Nicolas Soler, and Mariana Viollaz. Automation in Latin America: Are Women at Higher Risk of Losing Their Jobs? Inter-American Development Bank, 2020. http://dx.doi.org/10.18235/0002566.

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New technological trends, such as digitization, artificial intelligence and robotics, have the power to drastically increase economic output but may also displace workers. In this paper we assess the risk of automation for female and male workers in four Latin American countries Bolivia, Chile, Colombia and El Salvador. Our study is the first to apply a task-based approach with a gender perspective in this region. Our main findings indicate that men are more likely than women to perform tasks linked to the skills of the future, such as STEM (science, technology, engineering and mathematics), information and communications technology, management and communication, and creative problem-solving tasks. Women thus have a higher average risk of automation, and 21% of women vs. 19% of men are at high risk (probability of automation greater than 70%). The differential impacts of the new technological trends for women and men must be assessed in order to guide the policy-making process to prepare workers for the future. Action should be taken to prevent digital transformation from worsening existing gender inequalities in the labor market.

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Petersen, Rodney, Danielle Santos, Matthew C. Smith, Karen A. Wetzel, and Greg Witte. Workforce Framework for Cybersecurity (NICE Framework). National Institute of Standards and Technology, 2020. http://dx.doi.org/10.6028/nist.sp.800-181r1.

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This publication from the National Initiative for Cybersecurity Education (NICE) describes the Workforce Framework for Cybersecurity (NICE Framework), a fundamental reference for describing and sharing information about cybersecurity work. It expresses that work as Task statements and describes Knowledge and Skill statements that provide a foundation for learners including students, job seekers, and employees. The use of these statements helps students to develop skills, job seekers to demonstrate competencies, and employees to accomplish tasks. As a common, consistent lexicon that categorizes and describes cybersecurity work, the NICE Framework improves communication about how to identify, recruit, develop, and retain cybersecurity talent. The NICE Framework is a reference source from which organizations or sectors can develop additional publications or tools that meet their needs to define or provide guidance on different aspects of cybersecurity education, training, and workforce development.

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Gaponenko, Artiom, and Denis Sergeev. Site «MLESYS – multilevel education Internet-system for teachers and students». Science and Innovation Center Publishing House, 2018. http://dx.doi.org/10.12731/er0158.09112018.

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Site MLESYS (Multilevel education system) - multilevel educational Internet-system for the teachers (heads of scientific and educational groups) and the students (participants of groups) which allows teachers to create remote groups and also to form the storehouse of materials on their disciplines (lectures, manuals, presentations, tasks for independent work, etc.) with an opportunity of access to corresponding kinds of these materials by means of special links. Site MLESYS is developed on platform WordPress and on hosting Hostland. Site MLESYS allows: 1) for teachers: to create educational and scientific groups for remote communication of the participants of educational process, to include students in these groups; to place all necessary materials for the group (manuals, lectures, presentations, etc.); to form the storehouse of materials on each discipline (tests, tasks, cases, etc.), access to these materials can be carried out only by means of the link to the specific page; to communicate with participants of the group; 2) for the students: on condition of inclusion into remote group to have an opportunity to enter the group, to open and download the materials placed by the teacher; to get access to the materials by means of links (publications, tests, tasks, cases, etc.) of the corresponding teacher of a discipline from the storehouse of materials; to communicate with the teacher and participants of the group.

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Pradeep Kumar, Kaavya. Reporting in a Warming World: A Media Review. Indian Institute for Human Settlements, 2021. http://dx.doi.org/10.24943/rwwmr08.2021.

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The media plays a critical role in terms of shaping public perceptions, but they have a task on their hands in terms of effectively communicating a subject as vast and complex as climate change. India is among the countries most affected and yet reporting on the subject has been episodic, with peaks around the time of climate summits and in the immediate aftermath of disasters such as cyclones, heatwaves and extreme rainfall events. Through a media review, undertaken as part of the Earth Journalism Network Asia-Pacific Media Grant, we sought to understand patterns of representation in news coverage about urban drought and extreme weather events – predicted to occur more frequently and intensely in a warming world. This report details the methodology we followed, our findings and analyses them in the context of other work done as part of the evolving field of climate change communication.

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Droser, Veronica. Talking the Talk: An exploration of parent-child communication about cyberbullying. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1439.

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Reder, Stephen, and Robert G. Schwab. Selection and Effects of Channels in Distributed Communication and Decision-Making Tasks. Defense Technical Information Center, 1996. http://dx.doi.org/10.21236/ada312093.

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Reder, Stephen, and Robert G. Schwab. Selection and Effects of Channels in Distributed Communication and Decision-Making Tasks. Defense Technical Information Center, 1990. http://dx.doi.org/10.21236/ada225414.

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