Search results - CEJSH

1

Zu Beziehungs-Manövern in der politischen Debatte

100%

Pędzisz J.

Lublin Studies in Modern Languages and Literature

|

2009

|

issue 33

114-128

EN

The close connection between content and relation in interactions (see Watzlawick/ Beavin/ Jackson 1974) invites the question of the matter-of-factness in political debates in the media. Politicians tackle controversial issues. Therefore, they are expected to present and maintain their opinions and in this way set the tone of a debate. How long is the tone kept at the content level? Do the maneuvers on the relation level (Schulz von Thun 1194) make a debate chaotic? The aim of the article is to analyze verbal and nonverbal tactics of the participants of a political debate that influence the level of interaction.

2

L’appréhension de l’Autre dans l’interaction: le cas des formes d’adresse dans le roman Madame de Antoni Libera

100%

Grabowska M.

Romanica Wratislaviensia

|

2013

|

vol. 60

45 – 54

EN

In this article, we analyse the interactions in the novel Madame, specifically the way a teacher and her students use address forms. The basis of the analysis is the chapter ”Per aspera ad astra“ whose plot focuses on a French lesson. First, we define the object of our research (address forms), secondly the context in which it is used (interaction). We also shortly analyse the interactions which can be observed in the chosen fragment of the novel and which are analysed in terms of intercultural aspect. We put the stress on the role address forms play as elements enabling people to negotiate interpersonal relationships.

3

Komunikacja interpersonalna w interakcjach społecznych

85%

Frydrychowicz S.

Człowiek i Społeczeństwo

|

2020

|

vol. 50

EN

This article concentrates on the characterization of the transition from social interactions to interpersonal communication. For this purpose analysis of the structure of communication process was conducted on two levels: general and specific. The former focuses on the conditions of the transition from interaction to communication, and further to contact. The latter offers the analysis of the dimensions of interpersonal communication. The conclusion deals with the importance of interlocutors’ intentionality as well as appropriate regulation and coordination of the dimensions of communication for effective communication.

4

Observing the interactive qualities of L2 instructional practices in ESL and FSL classrooms

80%

Zuniga M., Simard D.

Studies in Second Language Learning and Teaching

|

2016

|

vol. 6

|

issue 1

135-158

EN

Discourse features that promote the generation of interactionally modified input and output, such as negotiation for meaning, have been shown to significantly enhance second language acquisition. Research has also identified several characteristics of instructional practices that render them more or less propitious to the generation of these discourse features. While various classroom observation studies have successfully measured the communicative orientation of classroom environments, most of the indicators of interactivity analyzed in those studies were obtained through micro-level discourse analyses and not through macro-level analyses of task-related factors shown to directly influence the interactivity of instructional practices. Such a macro-level scale has potential practical implications for teachers and administrators seeking an efficient tool for assessing and improving the interactivity afforded by a given curriculum. The objective of the present study was therefore to develop macro-level scale to determine the extent to which teachers of French and English as a second language use interaction-friendly instructional practices. Using an observation scheme designed to code data on factors shown to influence interactivity, 63 hours of FSL and ESL classes from secondary schools in the Montreal area were observed and analyzed. Results indicate clear differences between the two groups. While both ESL and FSL classes were less teacher-centered than those observed in previous studies, they were still rated as not-very-interactive. Target language differences showed that the FSL classes were more teacher-centered and characterized by fewer interaction-friendly tasks and activities than the ESL classes. Task characteristics, reasons for ESL and FSL differences and recommendations for improvement are discussed.

5

NODEM - THE PAST AND PERSPECTIVES OF THE SCANDINAVIAN CONFERENCE, NETWORK AND PLATFORM OF KNOWLEDGE EXCHANGE

80%

Gottlieb H.

Muzealnictwo

|

2013

|

vol. 54

167-172

EN

The article discusses NODEM (Nordic Digital Excellence in Museums) – a Scandinavian initiative inaugurated in 2002 by Vision for Museums, today: the Digital Cultural Heritage Centre of Expertise at Interactive Institute in Sweden. This pioneer network deals with cultural legacy, digital technologies and design. NODEM concentrates research development institutions, schools of higher learning and cultural institutions from Nordic countries and beyond Scandinavia. Today, NODEM concentrates an active milieu composed of more than 4 000 members representing assorted research currents, i.a. interaction and exhibition projects, museological research, media studies and social communication studies, the gathering of digital resources and digital technologies. The article depicts NODEM in a historical perspective and its plans for the future as a forum for an exchange of ideas, a body awarding the “Nordic Digital Excellence in Museums” prize, a network involved in design and digital legacy as well as the digital platform nodem.org.

6

Interaction and Skills of Children in Nurseries and Primary Schools

80%

Racheva M.

Journal of Preschool and Elementary School Education

|

2013

|

issue 4

49-59

EN

The paper discusses issues related to building up and enhancing the communicative skills of children and their relationship with the specific socio-cultural environment of nursery and primary schools. Emphasis is laid on the importance of developing children’s linguistic competence by providing favourable conditions. This allows desirable modes of verbal and non-verbal behaviour to be exemplified and expressed, and therefore allows interaction to take place.

7

Sacred and Profane. Essential ambiguity and vital necessity of the Sacred.

80%

Ferrarotti F.

Academicus. International Scientific Journal

|

2018

|

issue 17

9-35

EN

In a situation in which the market economy is regarded as so important and decisive as to induce the emergence of a market society, the notion of the «sacred» becomes essential. The market is perfectly legitimate as a forum of negotiations, but it has a purely instrumental value. A market society is a contradiction in terminis. Only the concept of the Sacred, despite its ambiguity, can preserve and enhance the final values on which a society is built (justice, love, human recognition, interpersonal dialogue).

8

Group Dynamics in Play and Games among Pre-school Children

80%

Malinova L., Angelov B.

Journal of Preschool and Elementary School Education

|

2013

|

issue 4

13-26

EN

The article covers topical problems related to the group dynamics theory and practice in play and games in nurseries. It offers a brief overview of various research findings in the pedagogy, social psychology, cultural theories and mass media. According to the authors, play activities and games recreate social interactions of people. These activities broaden children’s views and enhance interaction skills. They should be regarded as part of children’s upbringing and education. Activities based on play and games in pre-schools are related to other factors which develop and foster children’s social skills. The findings of the present study verify that group dynamics in play and games among children mirrors children’s social behaviour and helps children build up and enhance their interaction skills.

9

Specific interaction of State Border Service of Ukraine for foreign law enforcement authorities

80%

Hronskyy S.

Security Dimensions: International & National Studies

|

2014

|

vol. 11(11)

210-215

EN

In this paper, the results of consideration of the main legal acts regulating the interaction of SBS with foreign law enforcement authorities found her subjects, main directions and forms.

10

ELLIPSIS AS A MARKER OF INTERACTION IN SPOKEN DISCOURSE

80%

White J. R.

Research in Language

|

2013

|

vol. 11

|

issue 3

251-276

EN

In this article, we discuss strategies for interaction in spoken discourse, focusing on ellipsis phenomena in English. The data comes from the VOICE corpus of English as a Lingua Franca, and we analyse education data in the form of seminar and workshop discussions, working group meetings, interviews and conversations. The functions ellipsis carries in the data are Intersubjectivity, where participants develop and maintain an understanding in discourse; Continuers, which are examples of back channel support; Correction, both self- and other-initiated; Repetition; and Comments, which are similar to Continuers but do not have a back channel support function. We see that the first of these, Intersubjectivity, is by far the most popular, followed by Repetitions and Comments. These results are explained as consequences of the nature of the texts themselves, as some are discussions of presentations and so can be expected to contain many Repetitions, for example. The speech event is also an important factor, as events with asymmetrical power relations like interviews do not contain so many Continuers. Our clear conclusion is that the use of ellipsis is a strong marker of interaction in spoken discourse.

11

Der organisationelle Raum im Nutzungskonflikt: Streit um eine Hörsaalbesetzung an der Universität / In a Institutional Conflict: Dispute about the Occupation of a Lecture Hall at the University

80%

Bergmann R.

Linguistische Treffen in Wrocław

|

2022

|

issue 22

17-31

EN

Using the example of a lecture hall occupation, the question of the extent to which interaction and space are related is investigated. Space is described as a construct that is assigned certain usage options on the basis of institutional specifications. The question is what options the actors have for action. It is also about which oral and written forms of communication they can use and what legitimation they have to act. In organizational communication, it is now important to present one’s own actions to social groups in a consistent and comprehensible manner. This is important for decisions when one’s own actions and those of others are to be coordi- nated. An important point of reference is the mission statement formulated by the university, which contains essential values and guidelines for one’s own actions. In the case of the lecture hall being occupied by an environmental group, the mission statement is the essential basis of argumentation for the university management and its press office. The university sees itself as the actor that determines the action. It invokes traditional and established practices and its responsibility for its own members. In the present example, an environmental group tries to question these established and traditional practices in order to introduce their own forms of discourse. The environmental group gets into a conversational and a legal conflict with the university.

12

Ellipsis as a Marker of Interaction in Spoken Discourse

80%

White J.

Research in Language

|

2013

|

vol. 11

|

issue 3

251-276

EN

In this article, we discuss strategies for interaction in spoken discourse, focusing on ellipsis phenomena in English. The data comes from the VOICE corpus of English as a Lingua Franca, and we analyse education data in the form of seminar and workshop discussions, working group meetings, interviews and conversations. The functions ellipsis carries in the data are Intersubjectivity, where participants develop and maintain an understanding in discourse; Continuers, which are examples of back channel support; Correction, both self- and other-initiated; Repetition; and Comments, which are similar to Continuers but do not have a back channel support function. We see that the first of these, Intersubjectivity, is by far the most popular, followed by Repetitions and Comments. These results are explained as consequences of the nature of the texts themselves, as some are discussions of presentations and so can be expected to contain many Repetitions, for example. The speech event is also an important factor, as events with asymmetrical power relations like interviews do not contain so many Continuers. Our clear conclusion is that the use of ellipsis is a strong marker of interaction in spoken discourse.

13

ВЗАЄМОДІЯ МЕТОДІВ ОЦІНКИ БІОЛОГІЧНОГО ВІКУ ХЛОПЧИКІВ-ПІДЛІТКІВ

80%

Ареф'єв В.

Педагогічні науки: теорія, історія, інноваційні технології

|

2014

|

issue 10(44)

65-74

EN

One of the directions of optimization of physical education at school is to use a differentiated approach at the lessons of physical culture. It enables every student to study in optimum mode and ensures the best health promoting effect. First of all, this concerns the differentiation of the methods of prescription of training loads. The basis of this view is the results of the research of individual-typological peculiarities of morpho-functional indices of school students of the same age and sex by any absolute or conditional marker or marker character. Research in this area is very important because of the significant differences in the values of morpho-functional indices of adolescents from the same class and of the same gender. Especially it concerns 14–15 year-old males and 12–13 year-old females. Here heterochronous nature of biological development of schoolchildren also affects variable manifestation of their motor skills. Today, the problem of differentiated physical education is still at the early stage of formation. The main obstacle to its realization is the multiplicity of methods to assess the biological age of school students: nine authors offer different indices and their combinations, approaches and techniques. Which method should be preferred and used for differentiated programming of health promoting and developing lessons of physical culture for students of general school? To find the answer to this question we have studied the consistency (interaction) of these methods. Results: none of the nine methods under study is sufficiently associated with the others. The methods are divided into the three groups: the first includes the methods of V. S. Solovieva, S. M. Grombakh, E. P. Stromskaya, and V. G. Vlastovskiy with a high degree of interaction between them (degree of coincidence is 91–100 %); the second group consists of the methods of V. G. Arefiev, I. I. Bakhrakh, and K. P. Dorozhnova with interaction at the above average level (75–90 %); and the third is composed of the methods of S. A. Pushkarev, B. A. Nikitiuk with interaction at the average level (50–70 %). Indices that combine the methods of the first group are the secondary signs of sexual maturation; those of the second group are the level of physical development, and those of the third group are heterochronous nature of growth and development of somatic characteristics of body type. Conclusion: the biological age of adolescent boys should be assessed in a complex way with the use of the methods of V. S. Solovieva, V. G. Arefiev, and S. A. Pushkarev.

14

Psychologia rozwoju jako nauka o genezie życia psychicznego: przełomowe dokonania i kierunki przyszłych badań

80%

Trempała J.

Psychologia Rozwojowa

|

2012

|

vol. 17

|

issue 1

17-29

EN

In the paper a state of art in contemporary psychology of human development is presented. Considerations are concentrated on two issues: the nature and mechanisms of developmental changes. Regarding the nature, we show a shift in research from a study on stable and universal changes to not regular and unique changes. Regarding the developmental mechanism, we try to describe a shift from research concentrated on reactivity to research on own activity of individual in relation with environments. The main thesis of the paper is statement, that psychology of development belongs to the sciences of life, and according to it, should to search for specific rules of change in human functioning and development. The holistic-interactive, functional and relative approaches are indicated as a most effective in this kind of studies.

15

The methodology of health care training in the conditions of interaction medical specialists – children and adults with special needs

80%

Zheleva E.

Student niepełnosprawny. Szkice i rozprawy

|

2018

|

issue 18(11)2018

49-53

EN

The methodology of health education is devoted to a particularly important problem - the training of medical specialists for working with children and adults with special needs. This requiresfrom her, in her probation at higher education institutions to train medical specialists: to learn and apply her main accents in dealing with these persons; to form highly qualified medical professionals to identify, perform and evaluate activities related to their own role in caring for a person with special needs - a child or an adult.

16

Observing the interactive qualities of L2 instructional practices in ESL and FSL classrooms

80%

Zuniga M., Simard D.

Studies in Second Language Learning and Teaching

|

2016

|

vol. 6

|

issue 1

135-158

EN

Discourse features that promote the generation of interactionally modified input and output, such as negotiation for meaning, have been shown to significantly enhance second language acquisition. Research has also identified several characteristics of instructional practices that render them more or less propitious to the generation of these discourse features. While various classroom observation studies have successfully measured the communicative orientation of classroom environments, most of the indicators of interactivity analyzed in those studies were obtained through micro-level discourse analyses and not through macro-level analyses of task-related factors shown to directly influence the interactivity of instructional practices. Such a macro-level scale has potential practical implications for teachers and administrators seeking an efficient tool for assessing and improving the interactivity afforded by a given curriculum. The objective of the present study was therefore to develop macro-level scale to determine the extent to which teachers of French and English as a second language use interaction-friendly instructional practices. Using an observation scheme designed to code data on factors shown to influence interactivity, 63 hours of FSL and ESL classes from secondary schools in the Montreal area were observed and analyzed. Results indicate clear differences between the two groups. While both ESL and FSL classes were less teacher-centered than those observed in previous studies, they were still rated as not-very-interactive. Target language differences showed that the FSL classes were more teacher-centered and characterized by fewer interactionfriendly tasks and activities than the ESL classes. Task characteristics, reasons for ESL and FSL differences and recommendations for improvement are discussed.

17

Decision-making Tasks in Computer-mediated Communication (CMC)

80%

Khamis H.

Teaching English with Technology

|

2009

|

vol. 9

|

issue 1

3-17

EN

This article reviews the use of decision-making tasks to trigger interaction in CMC. It argues that these tasks promote communicative competence across different CMC modes. It finally reiterates the necessity to include more task-based learning and network-based language learning (NBLT) activities in contexts of English as a foreign/second language (EFL/ESL).

18

Positive School Climate (A Theoretical Empirical Conspectus)

80%

Hanuliaková J., Barnová S.

Acta Technologica Dubnicae

|

2015

|

vol. 5

|

issue 1

68-73

EN

A school climate is the product of a specific social group. It influences the work of both teachers and students; it is a reflection of the objective reality in schools. It is experienced, evaluated and perceived by the actors of school life subjectively. In agreement with the current approaches to education (neuropedagogy, neuroscience), the importance of a positive school climate is accentuated. It is a part of school environment in the emotional, social and physical contexts. We put an accent on the interconnection and mutual determination of the climate and some selected determinants - inappropriate behaviour, interaction and safe educational environment. Nowadays, the notion of the school climate is joined with the adjective “optimal”. Based on the undertaken research, we make a conspectus of empirical findings which are related to school environment and school climate.

19

NODEM - PRZESZŁOŚĆ I PERSPEKTYWY SKANDYNAWSKIEJ KONFERENCJI, SIECI I PLATFORMY WYMIANY WIEDZY

80%

Gottlieb H.

Muzealnictwo

|

2013

|

vol. 54

167-172

PL

Artykuł jest poświęcony NODEM (Nordycka Doskonałość Cyfrowa w Muzealnictwie) – skandynawskiej inicjatywie podjętej w 2002 r. przez laboratorium badawczo rozwojowe Vision for Museums (Perspektywa dla Muzeów), obecnie Digital Heritage Center (Ośrodek Dziedzictwa Cyfrowego), w postaci pionierskiej sieci zajmującej się dziedzictwem kulturowym, technikami cyfrowymi oraz designem. NODEM skupia instytucje badawczo-rozwojowe, wyższe uczelnie oraz placówki kulturalne z krajów nordyckich i spoza Skandynawii. Obecnie wokół NODEM ogniskuje się aktywne środowisko liczące ponad cztery tysiące członków reprezentujących najrozmaitsze kierunki badawcze, m.in. projektowanie interakcji, projektowanie wystaw, badania muzealnicze, medioznawstwo i naukę o komunikacji społecznej, gromadzenie zasobów cyfrowych oraz techniki cyfrowe. W artykule przedstawiam NODEM w perspektywie historycznej oraz planów na przyszłość – jako forum wymiany myśli, gremium przyznające nagrodę „Nordic Digital Excellence in Museums” (Nordycka Doskonałość Cyfrowa w Muzealnictwie), sieć zajmującą się designem i dziedzictwem cyfrowym, jak również platformę cyfrową nodem.org.

20

A ROOM WITH A VUI – VOICE USER INTERFACES IN THE TESOL CLASSROOM

80%

Kent D.

Teaching English with Technology

|

2020

|

vol. 20

|

issue 3

96-123

EN

Disruptive technologies have seen how students interact with their teachers, how we as teachers now prepare and provide learning, and how we might best incorporate artificial intelligence into the classroom. To this end, the pedagogical affordances offered by the voice-user interface of digital assistants is explored. Instructional strategies supported by examples are then provided, along with means for actioning their use in the classroom and evaluating their appropriateness and viability for enhancing language learning.

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