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Camaioni, Luigia y Anna Paola Ercolani. "The Role of Comparison Activity in the Development of Referential Communication". International Journal of Behavioral Development 11, n.º 4 (diciembre de 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 y 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, n.º 10 (18 de julio de 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, n.º 192 (marzo de 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 y Katharina Hogrefe. "The Production of Gesture and Speech by People With Aphasia: Influence of Communicative Constraints". Journal of Speech, Language, and Hearing Research 62, n.º 12 (18 de diciembre de 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 y Eka Fadilah. "TASK BASED LANGUAGE TEACHING TO IMPROVE STUDENTS’ WILLINGNESS TO COMMUNICATE IN ENGLISH CLASS". Berumpun: International Journal of Social, Politics, and Humanities 2, n.º 2 (19 de diciembre de 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 y Glenn Dawes. "Communicative competence in an ESL task". Language Teaching and Learning in Australia 9 (1 de enero de 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 y Junlu Lv. "Task-based Approach to Develop Intercultural Communicative Competence in College English Education". Journal of Language Teaching and Research 10, n.º 6 (1 de noviembre de 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, n.º 1 (3 de mayo de 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 y Uvaldo Recino Pineda. "COMMUNICATION-ORIENTED LESSONS: MOVING FROM COMMUNICATIVE LANGUAGE TEACHING TOWARDS TASK-BASED INSTRUCTION". Investigación y Desarrollo 11, n.º 1 (26 de julio de 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 y Mirosław Pawlak. "Fluctuations in Learners’ Willingness to Communicate during Communicative Task Performance: Conditions and Tendencies". Research in Language 12, n.º 3 (30 de septiembre de 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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Misyak, Jennifer, Takao Noguchi y Nick Chater. "Instantaneous Conventions". Psychological Science 27, n.º 12 (29 de octubre de 2016): 1550–61. http://dx.doi.org/10.1177/0956797616661199.
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Humans can communicate even with few existing conventions in common (e.g., when they lack a shared language). We explored what makes this phenomenon possible with a nonlinguistic experimental task requiring participants to coordinate toward a common goal. We observed participants creating new communicative conventions using the most minimal possible signals. These conventions, furthermore, changed on a trial-by-trial basis in response to shared environmental and task constraints. Strikingly, as a result, signals of the same form successfully conveyed contradictory messages from trial to trial. Such behavior is evidence for the involvement of what we term joint inference, in which social interactants spontaneously infer the most sensible communicative convention in light of the common ground between them. Joint inference may help to elucidate how communicative conventions emerge instantaneously and how they are modified and reshaped into the elaborate systems of conventions involved in human communication, including natural languages.
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de Ruiter, Jan Peter, Matthijs L. Noordzij, Sarah Newman-Norlund, Roger Newman-Norlund, Peter Hagoort, Stephen C. Levinson y Ivan Toni. "Exploring the cognitive infrastructure of communication". Experimental Semiotics 11, n.º 1 (4 de marzo de 2010): 51–77. http://dx.doi.org/10.1075/is.11.1.05rui.
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Human communication is often thought about in terms of transmitted messages in a conventional code like a language. But communication requires a specialized interactive intelligence. Senders have to be able to perform recipient design, while receivers need to be able to do intention recognition, knowing that recipient design has taken place. To study this interactive intelligence in the lab, we developed a new task that taps directly into the underlying abilities to communicate in the absence of a conventional code. We show that subjects are remarkably successful communicators under these conditions, especially when senders get feedback from receivers. Signaling is accomplished by the manner in which an instrumental action is performed, such that instrumentally dysfunctional components of an action are used to convey communicative intentions. The findings have important implications for the nature of the human communicative infrastructure, and the task opens up a line of experimentation on human communication.
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Manning, Shaun J. "Supporting State-approved Materials with the Values Clarification Task". RELC Journal 50, n.º 2 (10 de enero de 2017): 333–40. http://dx.doi.org/10.1177/0033688216684284.
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Many teachers in Asian EFL situations report difficulties integrating communicative tasks into their classrooms. This study reports on an innovation in which opinion gap tasks were used to support the regular classwork of a middle school English class in Seoul, South Korea. The task had to reflect the learning objectives of the state-mandated textbook while encouraging students to speak up and express their opinions. The classroom teacher wanted to ensure students who had pre-studied the materials at after-school classes would still be engaged with the task. A values clarification (VC) task was developed for this purpose. This study reports how the VC task performance reflects the types of talk theorized to benefit language learning.
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McEwen, Rhonda, Asiya Atcha, Michelle Lui, Roula Shimaly, Amrita Maharaj, Syed Ali y Stacie Carroll. "Interlocutors and Interactions: Examining the Interactions Between Students With Complex Communication Needs, Teachers, and Eye-Gaze Technology". Human-Machine Communication 1 (1 de febrero de 2020): 113–31. http://dx.doi.org/10.30658/hmc.1.7.
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This study analyzes the role of the machine as a communicative partner for children with complex communication needs as they use eye-tracking technology to communicate. We ask: to what extent do eye-tracking devices serve as functional communications systems for children with complex communication needs? We followed 12 children with profound physical disabilities in a special education classroom over 3 months. An eye-tracking system was used to collect data from software that assisted the children in facial recognition, task identification, and vocabulary building. Results show that eye gaze served as a functional communication system for the majority of the children. We found voice affect to be a strong determinant of communicative success between students and both of their communicative partners: the teachers (humans) and the technologies (machines).
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ERIKSSON, MÅRTEN. "Narratives validate Communicative Development Inventories". Applied Psycholinguistics 22, n.º 1 (marzo de 2001): 45–60. http://dx.doi.org/10.1017/s0142716401001035.
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The study explores the criterion-related validity of the Swedish version of the Communicative Development Inventories–Word & Sentences (SECDI-W&S). In two follow-up procedures, SECDI-W&S was used to assess vocabulary and grammar skills in 32 children at ages 1;10 or 2;4. At the first follow-up, 14 months later (at ages 3;0 or 3;6), two grammar tasks from the SECDI-W&S and one narrative task (frog story) were given to 27 children. Predictive validity ranged from .50 to .60 for most assessed skills over the 14-month period, whereas concurrent validity scores at ages 3;0 or 3;6 ranged from .48 to .70. The second follow-up at 26 months (at ages 4;0 or 4;6) was conducted with the narrative task only. Predictive validity from ages 1;10 or 2;4 for the second follow-up remained high for some of the measures; however, for other measures it diminished, which could be partly accounted for by ceiling effects. The overall results confirm that the criterion-related validity of the SECDI is sound.
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Bone, Janice C., Ariel Epan San Jose y Maria Gregoria Robles Concepcion. "IMPROVING ENGLISH SPEAKING ABILITIES OF ESL LEARNERS THROUGH COMMUNICATIVE TASK-BASED INSTRUCTION". International Journal of New Economics and Social Sciences 9, n.º 1 (28 de junio de 2019): 313–25. http://dx.doi.org/10.5604/01.3001.0013.3052.
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Speaking is one of the most exploited skills. However, despite the many endeavors conducted by English teachers, speaking proficiency remains poor among tertiary students. This qualitative-phenomenological study aimed to determine the experiences of the students on the use of communicative task-based instruction in improving their speaking abilities. Using the focus group discussion, the researcher found that gener-ally, the participants believed that the communicative task-based instruction provided them opportunities to enhance their communicative abilities; let them overcome the fear of speaking; gave them a lot of fun; and allowed them to apply the tasks even outside their classrooms. The participants suggested that exposure to real conversa-tion tasks might be done; design individual tasks would be interesting, and that technology might be used in doing the tasks. Thorough discussions and conclusion were provided.
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Chen, Jengchung Victor, Huyen Thi Le y Sinh Thi Thu Tran. "Understanding automated conversational agent as a decision aid: matching agent's conversation with customer's shopping task". Internet Research 31, n.º 4 (21 de enero de 2021): 1376–404. http://dx.doi.org/10.1108/intr-11-2019-0447.
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PurposeTo provide better services to customers, especially immediate responses and 24/7 availability, businesses are implementing text-based automated conversational agents, i.e. chatbots on their social platforms and websites. Chatbots are required to not only provide customers with necessary consultancy and guidance but also communicate friendly and socially. Based on the cognitive fit theory, this study attempts to examine the role of chatbot as a decision aid and how the match between information presentation in forms of decisional guidance and communication style and the shopping task influences consumers' perceived cognitive fit and decision performance outcomes.Design/methodology/approachA 2 x 2 x 2 between subject online experiment was conducted to identify which kind of decisional guidance (suggestive and informative guidance) and communication style (task-oriented vs social-oriented style) are the most appropriate for each type of shopping task (searching vs browsing task).FindingsThe findings show that when customers interact with chatbots, they will perceive higher cognitive fit if the chatbots provide them with suggestive guidance and communicate in a friendly style especially when they perform a searching task.Originality/valueThis study is the first attempt to understand the role of chatbots as a decision aid to customers using the communicative language. This study also tries to explore the cognitive fit theory in a novel way, and we propose the information presentation in forms of communicative language rather than matrices, tables and graphs.
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Rahmatillah, Kartini. "Communicative Language Teaching (CLT) through Role Play and Task-Based Instruction". Script Journal: Journal of Linguistic and English Teaching 4, n.º 2 (20 de octubre de 2019): 161. http://dx.doi.org/10.24903/sj.v4i2.339.
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This research focuses on several aims, first whether Communicative Language Teaching (CLT) through Role Play and Task Based Instruction best implemented in English learning process in STIE Madani Balikpapan.Second it aims to prove whether Communicative Language Teaching (CLT) can improve students’ English skill based on TOEFL score. Third, it aims to find out students’ perception about the implementation of Communicative Language Teaching (CLT) in English learning process in STIE Madani Balikpapan.It is a combination of quantitative and qualitative research in which survey, experiment, and interview are done related to the aims of the research. The sample is 37 students from two classes that took English Practice/TOEFL subject in academic year of 2019-2020. The result stated that Communicative Language Teaching (CLT) is best implemented through role play and task based instruction.CLT helps students to better achieve their TOEFL score since there is an increase between the pretest and the post-test. Through the use of Communicative Language Teaching (CLT) approach in class, students feel they have interest more in learning English, do not feel afraid in making mistake again because they know they are still learning, and it helps them better in communication. Communicative Language Teaching (CLT) is a better promising way of learning English since in which students are practicing English as if they are using it in real situation.Further suggestion is that to make use of this approach in classroom activities and encourages students to actively participate in each activities, whether in classroom or outside the classroom.
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Melis, Alicia P. y Michael Tomasello. "Chimpanzees ( Pan troglodytes ) coordinate by communicating in a collaborative problem-solving task". Proceedings of the Royal Society B: Biological Sciences 286, n.º 1901 (17 de abril de 2019): 20190408. http://dx.doi.org/10.1098/rspb.2019.0408.
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Successful collaboration often relies on individuals' capacity to communicate with each other. Despite extensive research on chimpanzee communication, there is little evidence that chimpanzees are capable, without extensive human training, of regulating collaborative activities via communication. This study investigated whether pairs of chimpanzees were capable of communicating to ensure coordination during collaborative problem-solving. The chimpanzee pairs needed two tools to extract fruits from an apparatus. The communicator in each pair could see the location of the tools (hidden in one of two boxes), whereas only the recipient could open the boxes. The subjects were first successfully tested for their capacity to understand the pointing gestures of a human who indicated the location of the tools. In a subsequent conspecifics test, the communicator increasingly communicated the tools’ location, by approaching the baited box and giving the key needed to open it to the recipients. The recipient used these signals and obtained the tools, transferring one of the tools to the communicator so that the pair could collaborate in obtaining the fruits. The study suggests that chimpanzees have the necessary socio-cognitive skills to naturally develop a simple communicative strategy to ensure coordination in a collaborative task.
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Olivar-Parra, José-Sixto, Myriam De-La-Iglesia-Gutiérrez y Maria Forns. "Training Referential Communicative Skills to Individuals with Autism Spectrum Disorder: A Pilot Study". Psychological Reports 109, n.º 3 (diciembre de 2011): 921–39. http://dx.doi.org/10.2466/10.11.15.28.pr0.109.6.921-939.
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The present study reports the effects of referential communication training in individuals formally diagnosed with autism spectrum disorder (ASD). Participants were 20 children with ASD ( M age = 14.3 yr., SD = 4.2; 6 girls, 14 boys) in the role of speakers and 20 control children, who acted as listeners. They were all enrolled in mainstream compulsory education. Inclusion/exclusion criteria were defined according to the clinical diagnosis of ASD, the presence or absence of additional or associated disability, previous training in referential communication, and any drug treatment. Speakers were randomly assigned to one of two groups (trained vs untrained). Linguistic age, cognitive level, and autistic symptoms were analyzed, respectively, with the Peabody Picture Vocabulary Test (PPVT), the Wechsler Intelligence Scale (WISC–R or WAIS–III), and the Autistic Behavior Checklist (ABC). Communicative abilities were analyzed through two indexes related to message complexity and self-regulation. The trained group was trained in referential communication tasks (task analysis, role taking, and task evaluation), while the untrained group took part in a communicative game but without any specific communicative training. The results showed that the complexity of emitted messages had improved statistically significantly in the trained group as an effect of training. Ecological referential communication is shown to be an appropriate paradigm for studying the communicative process and its products and could be used to develop and implement a training program focused on those skills in which individuals with ASD are most deficient.
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Chrissou, Marios. "The Importance of Task-Based Learning and Focus on Form in Teaching Phraseology". Kalbotyra 73 (28 de diciembre de 2020): 8–30. http://dx.doi.org/10.15388/kalbotyra.2020.1.
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A controversial issue for teachers of German as a foreign language is the balance between content and form. This also applies to vocabulary work in the field of phraseology. The modeling of language competence in the communicative approach is based on the understanding of language as a means of communication. Accordingly, the primary claim of communicative language didactics is to go beyond the description of structures of the foreign language and to place appropriate, situated linguistic action at the center of teaching. Against this theoretical background, content-oriented approaches such as Task-Based Learning have emerged in foreign language didactics, which emphasize the communicative aspect of language and place the didactic emphasis on situated, authentic tasks. Nevertheless, this emphasis did not lead to the suppression of form-based approaches which consider precision in language mastery by focusing on formal aspects through exercises to be necessary and desirable.This paper examines the question of the importance of exercises and tasks in phraseology-based vocabulary work. Against the theoretical background of the approaches of Task-Based Learning (TBL) and Focus on Form (FoF), possibilities for the integration of content-oriented and form-focussing teaching concepts for the promotion of phraseological competence are shown by means of concrete examples. Furthermore, the question of their balance in teaching is discussed.
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Chen, Qi y Clare Wright. "Contextualization and authenticity in TBLT: Voices from Chinese classrooms". Language Teaching Research 21, n.º 4 (5 de abril de 2016): 517–38. http://dx.doi.org/10.1177/1362168816639985.
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In view of ongoing debates about the future of task-based language teaching (TBLT) in contexts of English as a foreign language (EFL), we present a detailed case study of teacher beliefs and practices regarding TBLT conducted in a secondary school in mainland China with a long history of communicative and task-based teaching approaches. We used a mixed-methods approach to gather a broad range of triangulated data, combining individual interviews, material analysis and observations coded using a novel task-focused version of the scheme ‘Communicative Orientation of Language Teaching’ (COLT). Quantitative and qualitative findings revealed positive beliefs about TBLT principles in general, reflecting strong institutional support for communicative teaching. However, there was marked variability between beliefs and practices in using tasks, especially with beginner-level learners. Most teachers demonstrated an intrinsic lack of confidence in using tasks as more than a communicative ‘add-on’ to standard form-focused teaching. We argue that this demonstrates a need for building teacher autonomy, in implementing TBLT, even in supportive settings, to support successful authentic contextualizing TBLT principles in different EFL contexts.
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Caruana, Nathan, Genevieve McArthur, Alexandra Woolgar y Jon Brock. "Detecting communicative intent in a computerised test of joint attention". PeerJ 5 (17 de enero de 2017): e2899. http://dx.doi.org/10.7717/peerj.2899.
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The successful navigation of social interactions depends on a range of cognitive faculties—including the ability to achieve joint attention with others to share information and experiences. We investigated the influence that intention monitoring processes have on gaze-following response times during joint attention. We employed a virtual reality task in which 16 healthy adults engaged in a collaborative game with a virtual partner to locate a target in a visual array. In theSearchtask, the virtual partner was programmed to engage in non-communicative gaze shifts in search of the target, establish eye contact, and then display a communicative gaze shift to guide the participant to the target. In theNoSearchtask, the virtual partner simply established eye contact and then made a single communicative gaze shift towards the target (i.e., there were no non-communicative gaze shifts in search of the target). Thus, only the Search task required participants to monitor their partner’s communicative intent before responding to joint attention bids. We found that gaze following was significantly slower in the Search task than the NoSearch task. However, the same effect on response times was not observed when participants completed non-social control versions of the Search and NoSearch tasks, in which the avatar’s gaze was replaced by arrow cues. These data demonstrate that the intention monitoring processes involved in differentiating communicative and non-communicative gaze shifts during the Search task had a measurable influence on subsequent joint attention behaviour. The empirical and methodological implications of these findings for the fields of autism and social neuroscience will be discussed.
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Valcheva, Penka. "FORMATION OF SOFT SKILLS OF CHILDREN ET PRESCHOOL AGE THROUGH THE USE OF INNOVATIVE TECHNOLOGIES IN WORKING WITH CREATIVE STORYTELING". Knowledge International Journal 28, n.º 3 (10 de diciembre de 2018): 939–43. http://dx.doi.org/10.35120/kij2803939p.
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The development of speech must be seen not only in the linguistic aspect (such as mastering the phonetic, lexical and grammatical habits of the child), but also in the area of communication skills (forming the child's skills to interact with peers and adults) that are important not only for the culture of speech, but also for the culture of communication. Communicative competence in pre-school age is therefore seen as the ability of children not only to form separate phrases but also to choose those that best reflect the necessary concrete behavior in individual speech situations and speech interaction because language as a means of communication it only makes sense in a given context. Namely the relationship between communication and socialization could lead to the formation of children of so-called soft skills. The child's ability to understand a specific speech situation in which he / she is placed allows him / her to actively master the language. In order to structure its narrative and select the correct means of expression, the child is placed in an imaginary speech situation, which largely directs his speech in the service of the specific communicative task and forms the basis of communicative competence. At preschool age, it covers the social context of language competency, that is, everything related to the situation in which the child communicates through language and by all means. The development of the communicative side of the creative storyteling at preschool age requires the development of such a system of speech tasks that stimulates both the creative imagination and the fulfillment of the communicative task set forth in the narrative process. This article focuses on the communicative side of verbal creativity by analyzing the ability of children to organize their own speech in accordance with a specific communicative purpose. It provides a tool for assessing the communicative focus of creative stories by analyzing the correspondence of the produced text with the theme, the preferred speech genre and the speech means that children use in their narrative.
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Affandi, Yusna. "Communicative Activities Based on Competence Standard of 2013 Curriculum". IJET (Indonesian Journal of English Teaching) 6, n.º 1 (13 de julio de 2017): 81–88. http://dx.doi.org/10.15642/ijet2.2017.6.1.81-88.
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For upcoming academic years, senior high schools in Indonesia are implementing a new curriculum, 2013 curriculum. It is stated in the curriculum that English is taught as a language of international communication. Therefore, the English instruction should provide students to enhance their communicative competence. It emphasizes on speaking skill which students acquire for communication. This article proposes three communicative activities based on competence standard of 2013 curriculum to enhance students’ communicative competence. The communicative activities are information-gap activities, task completion activities, and information gathering activities. The focus of proposed communicative activities is on improving students’ speaking skill.
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van der Kroon, Linda, Kristi Jauregi y Jan D. ten Thije. "Telecollaboration in Foreign Language Curricula". International Journal of Computer-Assisted Language Learning and Teaching 5, n.º 3 (julio de 2015): 20–41. http://dx.doi.org/10.4018/ijcallt.2015070102.
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The development of intercultural communicative competence is increasingly important in this globalised and highly digitalised world. This implies the adequate understanding of otherness, which entails a myriad of complex cognitive competences, skills and behaviour. The TILA project aims to study how the use of digital communication means in foreign language education can contribute to the development of intercultural understanding when communicating with peers across borders. Understanding is the result of a collaborative construction of shared knowledge, which can be supported through the use of meta-communicative devices (MCDs) (). This case study investigates how pupils used communication strategies during video communication sessions to achieve intercultural understanding. Results reveal that task-based telecollaboration sessions offer learners the opportunity to achieve mutual understanding by utilizing a variety of meta-communicative devices that help the learners to compare their cultures in relation to time, space and habits, verify meaning and clarify utterances.
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Ulatowska, Hanna K., Robert T. Wertz, Sandra B. Chapman, CaSaundra L. Hill, Jennifer L. Thompson, Molly W. Keebler, Gloria Streit Olness, Sharon D. Parsons, Teya Miller y Linda L. Auther. "Interpretation of Fables and Proverbs by African Americans With and Without Aphasia". American Journal of Speech-Language Pathology 10, n.º 1 (febrero de 2001): 40–50. http://dx.doi.org/10.1044/1058-0360(2001/007).
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There is a paucity of performance information for African American adults with aphasia on appraisal tasks, especially in comparison with performance by neurologically normal African American adults. We administered language impairment, functional communication, and discourse measures to neurologically normal African American adults and African American adults with aphasia. The neurologically normal group performed significantly better on the language impairment measure (Western Aphasia Battery), the functional communication measure (ASHA Functional Assessment of Communication Skills for Adults), providing the lesson in a fable discourse task, and spontaneous interpretation of proverbs. No significant differences between groups were observed on a picture description fable task or in performance on a multiple-choice proverb task. Few significant relationships were observed among measures in the neurologically normal group; however, the group with aphasia displayed a variety of significant relationships in their performance on the language impairment, functional communication, fable lesson, and interpretation of proverbs tasks. The results imply that fable and proverb discourse tasks may be valuable supplemental measures for characterizing communicative competence in African American adults who have aphasia.
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Dao, Phung, Noriko Iwashita y Elizabeth Gatbonton. "Learner attention to form in ACCESS task-based interaction". Language Teaching Research 21, n.º 4 (25 de mayo de 2016): 454–79. http://dx.doi.org/10.1177/1362168816651462.
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This study explored the potential effects of communicative tasks developed using a reformulation of a task-based language teaching called Automatization in Communicative Contexts of Essential Speech Sequences (ACCESS) that includes automatization of language elements as one of its goals on learner attention to form in task-based interaction. The interaction data collected from a class for English as a second language (ESL) over a four-week period was analysed for incidence, outcome and characteristics (i.e. focus, initiation, response, and turn length) of language-related episodes (LREs) operationalized as evidence of learner attention to form. The results showed that during ACCESS task-based interactions, learners attended to form as reflected in a large number of LREs. Despite being brief, a majority of these LREs were correctly resolved, self-initiated, self- and other-responded, and focused on the target linguistic item: past-tense verbs. These results are discussed in terms of the potential effects of ACCESS task principles, different task features (i.e. task complexity, pre-task modeling, speaker role and group size), and learners’ approach to tasks on the incidence and characteristics of LREs.
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Лобачова, Ірина. "COMMUNICATIVE TASK-BASED TEACHING IN MODERN ENGLISH PRACTICE". Problems of Modern Teacher Training, n.º 21 (25 de febrero de 2020): 91–96. http://dx.doi.org/10.31499/2307-4914.21.2020.205459.
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Dumontheil, Iroise, Olivia Küster, Ian A. Apperly y Sarah-Jayne Blakemore. "Taking perspective into account in a communicative task". NeuroImage 52, n.º 4 (octubre de 2010): 1574–83. http://dx.doi.org/10.1016/j.neuroimage.2010.05.056.
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Yule, George y Maggie Powers. "Investigating the communicative outcomes of task-based interaction". System 22, n.º 1 (febrero de 1994): 81–91. http://dx.doi.org/10.1016/0346-251x(94)90042-6.
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Lomakina, Yu V., R. Ye Bulyk, M. P. Tymofiieva, L. Ya Fedoniuk y N. Ya Muzyka. "A TECHNOLOGY OF COMMUNICATIVE COMPETENCE DEVELOPMENT OF FUTURE DOCTORS IN THE PROCESS OF PROFESSIONAL TRAINING". Медична освіта, n.º 1 (2 de abril de 2020): 50–55. http://dx.doi.org/10.11603/me.2414-5998.2020.1.10993.
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The article analyzed the problem of development of communicative competence of future doctors in the process of their professional training. The characteristic features of the physician communicative competent are distinguished.
As a result of research, a peculiarity of communicators is highlighted. A slight percentage of the surveyed have quite significant personal problems that require long-term psychotherapeutic work, that should precede measures directly aimed to the development of their communicative competence.
Models of communicative competence development are considered. It is presented a fairly a common feature, namely: competence in communication is understood as a result of quantitative accumulation of communication skills. It is assumed that at some point this number translates the person to a qualitatively new level of communicative behavior. Communicative skills are regarded as means of overcoming the drama of communication.
The meaning of the training in the context of professional training of specialists are emphasized and substantiated.
The basic training of communicative competence should be focused on developing the skills of active listening and regulation of emotional tension, since these skills allow to greatly solve the drama of communication.
The logic scheme of the training is proposed based on the fact that the professional communication of a doctor is considered as a sequence of communication tasks of varying degrees of complexity. The task of the training was to correct the settings of participants regarding communication with people in general and patients in particular; development of abilities to action in unusual situations, forecasting the consequences of people's interaction. In accordance with these tasks, a meaningful group operation is highlighted.
The implementation of the program included the use of various psychotechnical methods of work: exercises, rehearsal of behavior, situational and role-playing games, group discussions and discussions, bodily and motor techniques.
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Carrero Pérez, Nubia Patricia. "Effects of Tasks on Spoken Interaction and Motivation in English Language Learners". GiST Education and Learning Research Journal, n.º 13 (21 de diciembre de 2016): 34–55. http://dx.doi.org/10.26817/16925777.311.
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Task based learning (TBL) or Task based learning and teaching (TBLT) is a communicative approach widely applied in settings where English has been taught as a foreign language (EFL). It has been documented as greatly useful to improve learners’ communication skills. This research intended to find the effect of tasks on students’ spoken interaction in English and motivation towards speaking English in the classroom. Thirty-five adolescent tenth grade students from a public school in Bogota, Colombia, participated in the study. They reported positive influence of tasks in their English oral interaction improvement as well as on their motivation towards speaking English in the classroom.
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Iwashita, Noriko y Robyn Spence-Brown. "Assessing writing ability in a foreign language at secondary school". Australian Review of Applied Linguistics 41, n.º 1 (12 de octubre de 2018): 28–60. http://dx.doi.org/10.1075/aral.17038.iwa.
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Abstract Foreign language programs in schools have a strong focus on the development of communicative language ability and, increasingly, assessment tasks are designed to capture communicative abilities required for real-world situations. In communicative test tasks, sociolinguistic and discourse components, which are beyond grammatical accuracy, target the abilities required to produce integrated texts that fulfil their communicative purposes. However, the majority of the work on assessment of communicative abilities has been carried out in the context of academic English, and less is known about the abilities of secondary students in foreign language teaching situations. This study examines the outcomes of an integrated writing task designed as part of formal year 12 assessment in Japanese as a second language. It seeks to elucidate the features which differentiate students at higher and lower levels of competence, and, through a focus on content and how it is presented, it demonstrates how these aspects of competence can be observed in responses to the task. The study contributes to our understanding of the nature of communicative abilities and their assessment in a secondary education context, and it also sheds light on aspects of competence which might benefit from more targeted teaching in such settings.
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Darchuk, Maryna. "Communicative Strategies in Political Speech of Donald Trump". Germanic Philology Journal of Yuriy Fedkovych Chernivtsi National University, n.º 822 (2020): 131–41. http://dx.doi.org/10.31861/gph2020.822.131-141.
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The article deals with the linguistic and communicative peculiarities of the political discourse of Donald Trump, a presidential candidate in the USA. The focus is on the communicative strategies and tactics, used by the politician in his speech during the election campaign. The attention is paid to language means through which a particular communicative strategy or tactic is realized. Each communicative strategy is seen as a combination of language actions aimed at solving the general communicative task of a speaker. The achievement of such a task is possible only by using certain communication tactics. The strategy intends a combination of speech actions whereas a tactic describes peculiar speech actions that aim to influence listeners at a certain stage of communication. Tactics are dynamic, their change happens promptly throughout the communication process, which provides the flexibility of the chosen strategy. The usage of communicative strategies and tactics depends on the type of discourse. Political discourse is defined as a communicative act in which participants give specific meanings to facts and influence and persuade the listeners. Political speech is a public speech that is addressed to the audience in order to demonstrate the leadership of the speaker and influence the listeners. Communicative strategies used in political speech aim at the realization of the final aim of communication. They are focused on the future and are connected with the forecasting of the situation, that is why their sources should be searched in motives that determine human activity. Donald Trump's goal is to persuade the listeners to vote for him, that is why he delivers his speech using various communicative strategies that increase his chances of winning.
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Pereira, Natalie, Ana Paula Bresolin Gonçalves, Mariana Goulart, Marina Amarante Tarrasconi, Renata Kochhann y Rochele Paz Fonseca. "Age-related differences in conversational discourse abilities A comparative study". Dementia & Neuropsychologia 13, n.º 1 (marzo de 2019): 53–71. http://dx.doi.org/10.1590/1980-57642018dn13-010006.
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ABSTRACT. Conversational discourse (CD) is among the most complex tasks in everyday life and relies on multiple cognitive domains (communicative and executive abilities). Alterations in discourse comprehension and production are often present in pathological aging. However, there is still a need to identify changes in healthy aging. Objective: This study aimed to compare young and older adults for the frequency of impaired communicative behaviors on a CD task. Performance was scored according to the Complementary Procedure of Conversational Discourse Analysis (CPCDA), developed based on the CD task from the Montreal Communication Evaluation Battery. Methods: A total of 95 participants (54 young-adults and 41 older adults) were evaluated. The frequency of communicative behaviors was compared between groups using MANCOVA and Chi-square tests. Results: Young adults showed fewer impairments in expression, pragmatics, cohesion, coherence, comprehension and emotional prosody. Older adults showed higher levels of verbal initiative and had fewer word finding difficulties. Communicative behaviors associated with planning and self-monitoring (e.g. repetition of information and syllabic false starts) appear to be common in the speech of healthy individuals in general. Conclusion: Studies which evaluate both discursive and cognitive skills are required to identify age-related changes. This would allow for the development of screening tools for CD assessment and preventive programs.
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Phung, Linh. "Task preference, affective response, and engagement in L2 use in a US university context". Language Teaching Research 21, n.º 6 (28 de diciembre de 2016): 751–66. http://dx.doi.org/10.1177/1362168816683561.
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While learners’ engagement has been recognized as important for second language (L2) learning in task-based language teaching (TBLT), how engagement is manifest in learners’ L2 use during task performance and how tasks can be designed to facilitate better engagement have not received enough attention in the L2 research. This study investigates the relationship between learners’ expressed preferences for two communicative L2 tasks and their engagement in L2 use during task performance. Twenty-one learners of English as a second language (ESL) performed two distinct tasks and participated in an interview after finishing them. This article compares behavioral, cognitive, and social measures of learners’ engagement in L2 use while performing the task they preferred more and the task they preferred less as well as their expressed reasons for these preferences. The findings revealed a higher level of cognitive engagement in L2 use (i.e. greater negotiation of meaning and form) during the performance of the task they preferred more. The findings also revealed that the topic as well as opportunities to create ideas and address a genuine communicative need were the most important factors in determining learners’ expressed task preferences. Implications for task design include allowing learners to create content for the tasks they perform and choosing topics that are familiar, personally relevant, and emotionally engaging to learners.
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Al-Kufaishi, Adil. "Translation as a learning and teaching strategy". Babel. Revue internationale de la traduction / International Journal of Translation 50, n.º 1 (22 de septiembre de 2004): 45–58. http://dx.doi.org/10.1075/babel.50.1.06alk.
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Abstract This paper deals primarily with the potentiality a translation task could bring to the learning/teaching environment. Since translation deals with language in its socio-cultural communicative context, it could serve as an indispensable teaching/learning tool, a medium for developing the learners’ communicative competence and for teaching properties and types of meaning, underlying semantic relationships, communicative language functions, sentential and suprasentential information structure and discourse values. In this paper, it is argued that translation is a. an interlingual, interactive, communicative and cognitive activity b. a macro-skill that subsumes a number of micro-skills c. a meaningful task-based exercise, a problem-solving exercise that helps develop the learners’ data processing capabilities d. a meaningful communicative context for presenting and practising language forms and lexical items e. a means for highlighting interlingual structural differences, and f. a medium for teaching thematic meaning Résumé Cet article traite principalement du potentiel qu’une tache de traduction pourrait présenter pour l’environnement d’apprentissage ou d’enseignement. Étant donné que la traduction traite de la langue dans son contexte communicatif socioculturel, elle pourrait servir d’outil indispensable d’enseignement ou d’apprentissage, un moyen de développer les compétences de communication des apprenants, et d’enseigner les propriétés et types de signification qui sous-tendent les relations sémantiques, les fonctions de communication de la langue, la structure d’information phraseale et subphraseale et les valeurs du discours. Dans cet article, nous soutenons que la traduction est: a. une activité interlinguale, interactive, communicative et cognitive b. une macro-technique qui subsume un certain nombre de micro-techniques c. un exercice significatif basé sur une tache — un exercice de résolution d’un problème qui aide a développer les capacités de traitement des données des apprenants d. un contexte communicatif significatif pour présenter et pratiquer les formes de la langue et les élements lexicaux e. un moyen de souligner les différences structurelles interlinguales f. un moyen d’enseigner la signification thématique.
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RESCHES, MARIELA y MIGUEL PÉREZ PEREIRA. "Referential communication abilities and Theory of Mind development in preschool children". Journal of Child Language 34, n.º 1 (25 de enero de 2007): 21–52. http://dx.doi.org/10.1017/s0305000906007641.
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This work aims to analyse the specific contribution of social abilities (here considered as the capacity for attributing knowledge to others) in a particular communicative context. 74 normally developing children (aged 3;4 to 5;9, M=4·6) were given two Theory of Mind (ToM) tasks, which are considered to assess increasing complexity levels of epistemic state attribution: Attribution of knowledge-ignorance (Pillow, 1989; adapted by Welch-Ross, 1997) and Understanding of False-belief (Baron Cohen, Leslie & Frith, 1985). Subjects were paired according to their age and level of performance in ToM tasks. These dyads participated in a referential communication task specially designed for this research. The resulting communicative interchanges were analysed using a three-level category system (pragmatic functions, descriptive accuracy, and ambiguity of messages). The results showed significant differences among subjects with different levels of social comprehension regarding the type of communicative resources used by them in every category level. In particular, understanding of false belief seems to be the most powerful predictor of changes in the children’s development of communicative competence.
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Tazapchiyan, Rafail M., Margarita V. Ereshchenko y Tatiana B. Mikheeva. "Violation of the Statement Structure as a Communicative Failure". Proceedings of Southern Federal University. Philology 2020, n.º 2 (22 de junio de 2020): 71–77. http://dx.doi.org/10.18522/1995-0640-2020-2-71-77.
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Among the many barriers that impede the process of communication in a foreign language, we are particularly interested in those that impede the further development of the communication process, and sometimes make it practically impossible. Such barriers are called communicative failures, and the methodologist’s task is to develop a technology for identifying them in accordance with a specific criterion. The article specifies the success criterion of a communicative act. In the case of a productive speech act, communicative failures are often associated with the communicator’s improper planning of his/her speech behavior in the initial period of verbalization, in particular, the wrong choice of design, when the communicative and objective goals of the speech act do not correspond to the specific situational context within which this communicative act unfolds. By communicative failure itis understood such a failure incommunication when the communicative act does not fulfill its function. The task is analyzed, which involves filling out the questionnaire in the non-native language of the respondent, requiring fairly short and unambiguous answers. However, in some cases, as a result of the substitution of basic information with secondary (specifying) answers, they could be interpreted differently and, therefore, applied to various communicative situations. The following conclusion is made: a speech act, correlated with more than one context, provides a greater degree of freedom for the interpretation of its purpose and, therefore, allows various ways of reacting to its content. It is such an act that can be attributed to unsuccessful
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Windsor, Jennifer. "The functions of novel word compounds". Journal of Child Language 20, n.º 1 (febrero de 1993): 119–38. http://dx.doi.org/10.1017/s0305000900009156.
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ABSTRACTThe traditional assumptions that novel word compounds fill lexical gaps and allow speakers to convey an intended meaning more precisely were explored. Examples from spontaneous language demonstrated that some novel compounds occur in the absence of a lexical gap and that not all compounds serve a communicative function. The relation between communicative demands and novel noun–noun compound use was explored experimentally also. Twenty-eight five-year-old children and 16 adults participated in referential and non-referential communication tasks in which they were exposed to referents whose elements were inherently and non-inherently related. Both children and adults produced more compounds for inherent than for non-inherent referents. However, although the children demonstrated that they were sensitive to the need for greater communicative precision in the referential compared to the non-referential task, there was no difference in frequency of compound use across tasks. These results suggest that the functions ascribed to novel compounds warrant closer scrutiny.
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Anderson, Anne H., Aileen Clark y James Mullin. "Interactive communication between children: learning how to make language work in dialogue". Journal of Child Language 21, n.º 2 (junio de 1994): 439–63. http://dx.doi.org/10.1017/s030500090000934x.
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ABSTRACTIn this paper we investigate the development of interactive communication skills in 170 children aged seven to thirteen. Using a communication task that allows extended dialogues between pairs of young speakers, we are able to assess both the overall communicative success achieved by any pair; and from an analysis of the dialogues we can identify several interactive strategies that characterize older and more successful communicators. Successful communication involves the active involvement of both participants: asking and answering questions, volunteering information and responding sensitively to contributions from their partners. In contrast to the process of language acquisition, the development of these interactive skills takes place over an extended time period and subjects vary greatly in their ability to communicate effectively. For many analyses differences in the communicative success achieved by subjects differ more within than between age groups. For example, a substantial minority of our oldest subjects communicate no better than children six years younger
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Giraldo, Frank. "Task-Based Language Assessment: Implications for the Language Classroom". GIST – Education and Learning Research Journal 21 (21 de diciembre de 2020): 209–24. http://dx.doi.org/10.26817/16925777.828.
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With a communicative approach to language testing, performance assessment has taken on a prominent role in testing systems around the world. Specifically, task-based assessment (TBA) is now being used to make inferences about people’s language ability and what they can do with this construct under realistic communicative scenarios. This reflection paper discusses central issues in TBA, and in doing so, it shows that TBA can be observed through a classroom-assessment lens, an idea I present as Instructional Task-Based Assessment (ITBA). The paper starts by reviewing the meaning of tasks, then discusses problems with TBA and finally offers a checklist for teachers to explore TBA in classroom contexts. I also include limitations of the proposal and conclusions
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Nguyen, Tri y Trang Xuan Phuong Dao. "Impact of Integrating Task-Based Learning and Functional Approach to Empower Learners’ Communicative Competence". International Journal of Linguistics and Translation Studies 2, n.º 2 (28 de abril de 2021): 39–54. http://dx.doi.org/10.36892/ijlts.v2i2.142.
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Enhancing EFL learners’ communicative competence is a time-taking process to reach certain levels of interacting with different communication participants. However, in the tertiary education in Vietnam, traditional teaching approach with the task-based learning does not thoroughly focus on the language use but on the strategies to perform the tasks. Hence, the functional approach has been applied to boost learners’ awareness of their language delivery thanks to communicative functions and notions. The new mode of teaching concentrates on what communication participants desire to convey and why they make use of those speech acts. This paper aimed to explore the impact of the integration of task-based learning and the functional approach, and learners’ perspective towards the implementation of such approach combination. With the application of the mixed method of qualitative and quantitative approaches, the data were collected via a pre-test and a post-test, survey, and 32 interviews with the participation of 100 students whose major is Business Administration at a university. The findings reveal that adding the functional approach to the existing teaching method could enhance students’ overall speaking competence, especially their fluency and discourse management. Additionally, the application of the functional approach received positive feedback from the learners.
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Fachrurrazy, Fachrurrazy. "Task-based Activities in TEFL". TEFLIN Journal - A publication on the teaching and learning of English 11, n.º 1 (31 de agosto de 2015): 66. http://dx.doi.org/10.15639/teflinjournal.v11i1/66-77.
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This article presents a discussion of task-based approach in Communicative Language Teaching. A task is a classroom activity involving learner's interaction in which the main attention is on the meaning more than on the form of the target language. This approach may be applicable to TEFL in Indonesian context.
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Goldfarb, Robert, Beatrice Stocker, Jon Eisenson y Susan Desanti. "Communicative Responsibility and Semantic Task in Aphasia and “Schizophasia”". Perceptual and Motor Skills 79, n.º 2 (octubre de 1994): 1027–39. http://dx.doi.org/10.2466/pms.1994.79.2.1027.
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A probe technique requiring convergent and divergent semantic behavior and representing five levels of communicative responsibility served as the research tool. Stimuli were presented to 29 aphasic adults (13 Broca's, 7 Wernicke's, and 9 anomic), 26 adults with chronic undifferentiated schizophrenia, and 32 normal elderly control subjects. Within each group significant differences were observed on the semantic task (convergent and divergent) and on level of communicative responsibility. Among subjects with aphasia, differences appeared to relate more to severity than type. Differences between unclassified aphasic and “schizophasic” groups occurred only when multiword responses were required. We conclude that continued use of the term “schizophasia” may be unwarranted and that the linguistic behaviors we observed in aphasia and the language of schizophrenia may contribute to differential diagnosis.
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Sholeh, Muhammad Badrus, Kisman Salija y Sahril Nur. "TASK-BASED LEARNING IN ENGLISH AS A FOREIGN LANGUAGE (EFL) CLASSROOM: WHAT, HOW AND WHY?" Getsempena English Education Journal 8, n.º 1 (28 de mayo de 2021): 134–46. http://dx.doi.org/10.46244/geej.v8i1.1295.
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Task-based Learning is increasingly prevalent worldwide. It emphasizes on authentic language use and asks students to perform meaningful tasks. English teaching by tasks is considered useful in a language classroom because the students are expected to learn better the target language when tasks are used in language teaching. The tasks are designed to establish a real language use objectives and to create a natural language acquisition setting. Task-based Learning, often considered being the powerful Communicative Language Teaching (CLT) version, gradually becoming second-language learning. This article describes the Task-based Learning definition, to recognize the principles and characteristics of Task-based Learning, to examine how to implement Task-based Learning in the English classroom, and to clarify the advantages of this approach.
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Znikina, Lyudmila, Dina Sedykh, Elena Bystray y Ludmila Yarotskaya. "The Ins and Outs of the Pragmatic Language Function in the Professional Community of Mining Engineers". E3S Web of Conferences 105 (2019): 04010. http://dx.doi.org/10.1051/e3sconf/201910504010.
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The article deals with the pragmatic function of language in the miners’ professional communication context. It is identified that the main task of the communication process is an adequate interpretation of the communicants’ intentions in business. Communicative readiness of specialists of mining engineering is considered as providing the language and intercultural communication in professional situations, social adaptation and professional interaction in the multilingual environment. The pragmatic language function is regarded as a communicative integrator in the conditions of modern academic mobility and expansion of business contacts
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Pawlak, Mirosław. "Investigating the use of speaking strategies in the performance of two communicative tasks: The importance of communicative goal". Studies in Second Language Learning and Teaching 8, n.º 2 (24 de julio de 2018): 269–91. http://dx.doi.org/10.14746/ssllt.2018.8.2.5.
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Although the ability to speak is usually seen as a key manifestation of learners’ ability in the target language they are attempting to master, research has not given ample attention to strategies that can be employed to enhance this skill. In fact, the bulk of such empirical investigations has mainly focused on communication strategies that are reactive devices, predominantly used to overcome difficulties in successful conveyance of meanings and messages, and even this line of inquiry has been neglected in recent years. The study reported in this paper aims to partially bridge this gap by examining the speaking strategies that advanced learners of English used in the performance of two communicative tasks, differing in the extent to which the participants were required to make a contribution to their successful completion. The data collected by means of open-ended questionnaires that were administered immediately after the completion of the two tasks yielded crucial insights into the nature of the speaking strategies and the ways in which the communicative goals inherent in task type influenced the choice of speaking strategies.
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Wiemeyer, Leonie y Sabrina Zeaiter. "Social media in EFL teaching". Dutch Journal of Applied Linguistics 4, n.º 2 (31 de diciembre de 2015): 193–211. http://dx.doi.org/10.1075/dujal.4.2.04wie.
Texto completoResumen
This article presents an approach to fostering (oral) communication skills in L2 English using social media. It proposes that social media provide a setting for synchronous and asynchronous oral CMC and can be a motivating environment for communicative tasks in the lingua franca English as adolescent learners are used to participating online, both in written and spoken modes. This can be exploited in complex competency tasks in which learners are exposed to real-life discourse and the associated linguistic challenges. Complex competency tasks can provide a framework for web-based language learning and facilitate the development of oral communicative competencies. Among the implications for teaching discussed are sensible embedding in tasks, potential issues of student participation and motivation, and the authenticity of the environments. The article concludes that social media provide a fruitful platform for combining web-based and task-based language and media learning in (semi-)authentic contexts in complex competency tasks.