Search results - CEJSH

1

Rozwijanie kompetencji komunikacyjnej u ucznia z zespołem Aspergera

100%

Róg T.

Neofilolog

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2011

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issue 36

203-213

EN

The paper reports the findings of a study that the author conducted in order to investigate the possibility of developing communicative compe-tence in a learner with Asperger‟s Syndrome. Information about the dis-order is followed by enquiry into the notion of the theory of mind which is said to determine the ability to communicate effectively. Since patients with Asperger‟s Syndrome do not demonstrate theory of mind, it is be-lieved they are unable to develop communicative competence. However, the literature in the field points to the therapeutic aspects of foreign lan-guage teaching and therefore the author explored the possibility of im-proving communicative skills in the case of a 13-year-old boy diagnosed with Asperger‟s Syndrome.

2

Linguistic knowledge of the selected groups of people with disabilities in the course of educational research – constraints and opportunities

94%

Zaborniak-Sobczak M., Mach A.

Kwartalnik Pedagogiczny

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2018

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vol. 63(1 (247))

206-216

EN

The aim of the article is to identify certain limitations in the research conducted in a group of people with intellectual disabilities and people with hearing impairments. On the basis of reports from the field of developmental psycholinguistics it has been assumed that some of the limitations of research in the above-mentioned study groups will result from the shortcomings of linguistic knowledge of these people. It should be emphasised that linguistic difficulties have completely different backgrounds in the selected groups of people with disabilities, which was sought to be explained here. The authors attempt to identify opportunities posed by qualitative methods increasingly used in the social sciences, including special education. The success of the research procedure, both in the paradigm of the quantitative and qualitative strategies, depends on the level of communication skills and language subjects of the research (respondents, but also researchers).

3

Komunikologia - zarys teoretyczny i problemy praktyczne w świetle kształcenia kompetencji komunikacyjnych

94%

Drabik-Frączek B., Załazińska A.

LingVaria : Półrocznik Wydziału Polonistyki UJ poświęcony zagadnieniom języka i językoznawstwa

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2014

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issue 18

29-42

EN

The article discusses communicology, a research discipline that has been gaining increasing popularity lately, both among scholars specializing in the problems of human communication (psychologists, philosophers, linguists), and among rhetoric and auto presentation coaches and trainers. The first part of the paper presents problems related to the definition of the term communicology, and gives a wider description of two models of communication: the code and the orchestral model. This part also introduces the axioms of communication proposed by the scholars of the Palo Alto school (Paul Watzla wick, Janet Beavin, and Don Jackson), as they are the foundation of the modern, pragmatic approach to communication as a feedback process in which the role of the receiver is no less important than that of the sender. The second part of the paper focuses on selected problems related to teaching of practical communication skills. It discusses the questions of communicative competence (as understood by Dell Hymes), non-verbal communication, development of assertiveness and empathy, and also the problem of communicative e*ectiveness and of the purpose of perfecting communicative skills (interpreted from the point of view of the ritual communication model of James Carey and Eric Rothenbuhler).

4

Interaction and Skills of Children in Nurseries and Primary Schools

94%

Racheva M.

Journal of Preschool and Elementary School Education

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2013

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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.

5

L’insegnamento della cortesia come elemento della competenza comunicativa nei manuali d’italiano LS: sfide e soluzioni

94%

Miłkowska-Samul K.

Studia Romanica Posnaniensia

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2020

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vol. 47

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issue 2

81-92

PL

The aim of this paper is to address the issue of teaching politeness in textbooks dedicated to learners of Italian as a foreign language. It is assumed that in today’s ever-changing world, full of conflicts and challenges of various kinds, polite communication has become of increasing importance as it helps overcome differences between the participants of the act of communication and promote a peaceful coexistence. Politeness is a phenomenon particularly sensitive to the situational context: the forms considered appropriate vary according to the parameters such as place, channel, age or status of the interactants. Since the complexity of politeness and the variability of its exponents make it difficult to teach, the purpose of this research is to analyze if and how the current textbooks of Italian deal with this aspect of communicative competence. The paper examines which aspects of politeness are taught and with what methods. The analysis is based on the selected textbooks of Italian published in Italy and Poland, in order to compare their approaches.

6

Paradoksy komunikacji szkolnej – rozwazania na temat wybranych ograniczen rozwoju kompetencji komunikacyjnych uczniów we współczesnej szkole

94%

Kuszak K.

Kultura-Społeczeństwo-Edukacja

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2013

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vol. 4

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issue 2

23-36

EN

The article points to the features of classroom communication which hinder the development of students’ communicative competences. The author describes the paradoxes of classroom communication re ected in the fact that the teachers enjoy signi cantly more rights and privileges than the students with regard to both the form and the content of the messages they express, as well as the paradoxes stemming from the arti cial, formalized language present in the classroom, which actually hinders the development of communicative skills.

7

Technologie informacyjne i komunikacyjne w procesie budowania autonomii oraz rozwijania językowej kompetencji komunikacyjnej studentów

94%

Kościńska A.

Państwo i Społeczeństwo

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2016

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issue 3

99-111

PL

Language use that results from communicative language competence is not only about proper production and reception of various texts. It is also reﬂected in interactions and mediations between people. Hence, ensuring balanced and continuous development of communicative competence during foreign language classes, as well as identiﬁcation of additional forms of improving it (which also aﬀects the development of learner autonomy) are challenges for teachers of foreign languages. One of the ways that can help to achieve these goals is the use of ICT in teaching. The article presents the results of a study conducted among foreign-language teachers working in Krakow universities. The goal of the study was to determine whether and, if so, what actions that include the use of ICT teachers take to support the autonomy of learners, and, as a result, to increase the communicative language competence of their students. The results of the study are a contribution to the analysis of the system of foreign language teaching in higher education institutions in the constantly evolving technological reality.

8

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

94%

Khamis H.

Teaching English with Technology

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2009

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vol. 9

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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).

9

Revisiting the Concept of Communication in Business English. Some Implications on Teaching Communicative Skills

94%

Romanowski P.

Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik

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2015

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issue 13

65-76

EN

The major aim of the present paper is to discuss the skills relevant in the process of communication in Business English, which prove to differ enormously from those worked on in General English courses. It also becomes evident that the intercultural component is essential and learners should not only have a chance to become familiar with the cultural information related to the language they are studying, but also possess and develop a certain degree of intercultural awareness and sensitivity since they are de-manded from any businessmen communicating at the criss-cross of cultures. Last but not least, teaching Business English communicative skills is seen as a process of working creatively with the business content supplied by the students that we as teachers of English then shape in terms of its language.

10

Heuristic Method for Successful Learning in Education for Sustainable Development

94%

Jukh A., Kremleva V.

Studia Periegetica

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2018

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vol. 23(3)

93-102

EN

The economic and social transformations that have taken place in the Republic of Belarus in recent decades have led to a change in the state educational paradigm towards the priority of personal development and self-realization of students. The transition to new socioeconomic relations emphasizes the task of developing abilities to overcome emerging problems, to offer non-standard solutions. There is an urgent need to develop creative abilities of the future specialist. The problem of freedom of choice and the possibility of making independent decisions in conditions of social change are becoming significant. In this regard, innovations in the educational activities of the Yanka Kupala State University of Grodno are aimed at changing the personal attitude, the implementation of decisions, and the position of responsible and independent decision-making of future specialists. One of the methods that ensures the activity of students in the process of employment, as well as their independent thinking, is the heuristic method of teaching.

11

La competencia intercultural y la competencia pragmática en la enseñanza de español como lengua extranjera (ELE)

94%

Spychała-Wawrzyniak M., Suñén Bernal M. d. C.

Studia Romanica Posnaniensia

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2021

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vol. 48

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issue 2

5-17

EN

The main purpose of this article is to present the development and evolution of two fundamental components of the communicative competence in the teaching of foreign languages: pragmatics and interculturality. We will analyze different visions of pragmatic competence and intercultural competence, which are sometimes treated as synonymous concepts. We will focus our attention on the problems observed in class as a consequence of the great diversity of cultural contexts in which Spanish is learned, highlighting the importance of activating the development of both competences in class and the need to learn to negotiate linguistic and cultural meanings within a cultural context different from that of the target language. Finally, we will present the results of a study carried out with students from a Polish and a German university, whose objective was to analyze the previous attitudes of students from different faculties towards two competences that should always go hand in hand: pragmatics and interculturality.

12

Zur Rolle der Arbeit mit Definitionen im Fremdsprachenunterricht – theoretische Überlegungen

94%

Targońska J.

Acta Neophilologica

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2012

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issue XIV/2

97-108

EN

Classwork based on dictionary definitions has not been fully appreciated in the methodology of teaching a foreign language, perhaps due to the fact that the potential such definitions offer for a variety of classroom activities has not been as yet recognized. Additionally, one has to note a very strong belief among teachers that incorporating definitions into one’s teaching methods can only produce beneficial effects to advanced students. The present article attempts to demonstrate a full range of possibilities opened by the use of definitions as a teaching technique, not only in lexical learning but also in developing the student’s communicative and compensatory competence, or as an introduction to monolingual dictionary based classroom activities.

13

Niejednoznaczność wypowiedzi humorystycznych a kompetentne komunikowanie się

84%

Kucharski A.

Człowiek i Społeczeństwo

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2020

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vol. 50

EN

The aim of this paper was to discuss competent communication, specifically humorous statements containing ambiguity. Attention was brought to difficulties when deciding between informative and humorous manners of communication. It is not easy to differentiate between the two manners, which means we do not always adjust to the correct manner when speaking with our conversationalist. It brings special difficulties, when the communicator knowingly does not state what manner his speech should be received in. Farther, we cannot always form a phrase in a certain manner, even if the manner is known to us, which can lead to further issues in communication. Communication competency, including humour competency is not only the ability to understand and appreciate the humorous aspect in the message, but also the ability to formulate a humorous statement appropriate for the situation and to the aims raised by an individual.

14

INTERNATIONAL COMPETITIONS FOR LAW STUDENTS: THE DEVELOPMENT OF COMMUNICATIVE AND PROFESSIONAL COMPETENCES

83%

Vyushkina E. G.

Studies in Logic, Grammar and Rhetoric

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2013

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vol. 34

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issue 1

189-204

EN

The paper deals with a practical approach to developing of law stu- dents’ communicative and professional competences within a one-term, optional, cross-curricular course. The author, whose principal occupation is teaching Le- gal English, was offered the opportunity to train a team of law students to take part in the national rounds of the International Client Consultation Com- petition. Since then, the author has been involved in coaching teams for law students’ competitions and the author’s three year work has resulted in framing an experimental cross-curricular course “Client Consultation in English”. The background and necessity for the development of the course are outlined in the paper, along with a brief overview of teaching legal skills in Russia and general information about international competitions for law students. The basic ele- ments of the course are described, as well as the methods used by the author for training students’ teams. A similar framework is being used now for creating another cross-curricular course “Legal Negotiations in English”.

15

Creative methods of linguistic and communicative com- petence development

83%

Łączek M.

Prosopon. Europejskie Studia Społeczno-Humanistyczne

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2012

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issue 1(3)

213-219

EN

The article refers to Li’s research conducted so as to “illustrate features of classroom interaction in EFL classrooms where teachers facilitate or obstruct opportunities to develop learners’ thinking skills”. The data for it, gathered during 2005-2009, come from a data pool consisting of 18 video-recorded EFL lessons of both lower secondary and upper secondary Chinese students, with their English levels ranging from lower intermediate to upper-intermediate. Li's findings are of tripartite character and suggest that: 1) “language classrooms are complex social and discourse communities”, 2) “it is the teacher who manages the turn-taking and -giving in such classroom discourse” and, finally 3) “thinking activities can be identified by examining the role of language in classroom activities”.

16

ПІДХОДИ ДО НАВЧАННЯ УКРАЇНСЬКОЇ МОВИ ЯК ІНОЗЕМНОЇ В МЕДИЧНИХ УНІВЕРСИТЕТАХ

83%

Сергієнко Т.

Педагогічні науки: теорія, історія, інноваційні технології

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2017

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issue 6(70)

155-167

EN

The article is devoted to the consideration of modern approaches to teaching foreign medical students the Ukrainian language and to clarification in this context of the main characterological features of the competence approach. In the work the theoretical general scientific methods of cognition are used: the study of information sources, analysis, synthesis, generalization, analogy. In modern linguodidactics, different approaches to teaching Ukrainian as a foreign language are presented: communicatively oriented, activity-oriented, personality-oriented, competence-oriented. There is also a tendency to integrate approaches in the theory and practice of language education of foreign students. The use of a variety of approaches is due to the desire of scientists to focus on certain aspects of the very phenomenon of communication, and its didactic issues in order to optimize the educational process. In the field of professional medical education, where linguistic competence becomes an important condition for the professional training of a future doctor, the competent approach to language learning becomes especially relevant. Competency approach has advantages over other approaches, because in its content there is a direct orientation of training for the implementation of professional tasks. The language competence of medical professionals is defined as the ability to learn language and speech skills and use them to solve a wide range of communicative tasks. Vectors of the competent approach in preparing foreign students for medical activities in the aspect of communication are aimed at forming the main types of speech activity-listening and speaking. Such competencies manifest themselves in the part of the physician’s work, which is connected with communication with the patient, and in communication with medical colleagues and represent a system of skills of professional medical speech. The implementation of the competence approach provides the definition of methodological directions for training of foreign students. The prospects for the study include the definition of the structure of professional medical communication and the development of an optimal model for communicative skills development in foreign medical students.

17

Sharing talk, sharing cognition: philosophy with children as the basis for productive classroom interaction

83%

Kerslake L., Sarah R.

Problemy Wczesnej Edukacji

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2017

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vol. 13

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issue 1(36)

21-32

EN

Taking the linguistic turn requires an examination of the relationship between thought and language: starting with Wittgenstein, we draw out the implications of expressing thought in a jointlyconstructed system of meaning. We then examine the relationship between thought and language in a pedagogical context by drawing on the practice of philosophy with children in the classroom, identifying key skills which are important in the development of meaningful classroom interaction, connecting this to philosophy with children practice. We go on to explore the consequences of educational attainment for those children who enter school with impoverished language, referring to a number of key studies, including our own, which highlight the detrimental effects not only on children’s outcomes at school, but also their ability to become equal inhabitants of a linguistic space. Therefore we argue that a focus on oracy skills crucially underpins wider outcomes. We conclude by looking at ways in which oracy skills can be developed in the classroom, arguing that although there are other techniques for developing oracy skills in the classroom, philosophy with children provides the most comprehensive way of doing this.

18

Sociolinguistics in selected textbooks used for teaching Polish as a native language in a primary school

83%

Szymańska M.

Journal of Language and Cultural Education

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2016

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vol. 4

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issue 1

60-70

EN

The text is an effort to present a change which took place at the turn of centuries in teaching Polish as a native language. It is, first of all, about a new sociolinguistic perspective in teaching Polish which appeared at schools. The author analyses four selected series of textbooks used for teaching Polish in a primary school. Special attention was paid to activity books, which are analysed with regard for presence of situational exercises that make students analyse communication situations and their typical language behaviours. They also make them create effective utterances adequate to a specific context. The conducted research shows that a communication perspective is not represented well in school textbooks. Activities focusing on development of communication competence are rare, they are scattered or separated from other language actions. Thus, they do not fit into a general textbook concept, and they often are only a decoration required by the core curriculum.

19

At the Crossroads of Grammatical and Communicative Competence? – Academic Writing at The C2 Level (CEFR)

83%

Milenković B.

Romanian Journal of English Studies

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2012

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vol. 9

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issue 1

101-112

EN

The study has been conducted within the project 178014 entitled The structure dynamics of the Serbian language, financed by the Ministry of Science and Technology, Republic of Serbia. Academic writing at the C2 level, according to the Common European Framework of Reference, experiences a fundamental change of focus from the lower-order concerns in writing, to the notion of communicative aspect of discourse and towards the higher-order concerns in writing. This study explores the degree of communicative competence in L2 writing that these students exhibit.

20

Understanding language awareness in the first language teaching in Slovenia as a “traditional monocultural“ society

83%

Vogel J.

Journal of Language and Cultural Education

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2015

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vol. 3

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issue 2

22-31

EN

In the didactics of the Slovenian language as the first language the term language awareness is related primarily to the identity function of standard language as the most important element of the national and cultural awareness, while the conception of language awareness, based on the functional linguistics, has been put forward only in the last decade. Therefore, the main issue is how to understand language and linguistic cultural awareness in a society which is traditionally considered “culturally monolithic”, and how they should be dealt with in the first language teaching. In attempt to find the answer, first main features of both the language and linguistic cultural awareness are presented: their levels, components and emphasized language functions. It is evident that a person’s linguistic activity and his/her linguistic identification are inseparable. Because of this, the development of language and cultural awareness in the context of two models of first language teaching is discussed later on. In the model aimed at the development of functional communicative competence they are developed optionally and unrelated to each other. Only the model which aims at critical communicative competence allows developing them closely related to each other and to critical thinking.

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