Recent theoretical developments suggest that meaning making involves the relationality of human and nonhuman agents and diverse semiotic resources working together. “Translingual” is an inclusive ...term to refer to how different languages and modalities work together in communication. I draw from enregisterment perspectives in linguistic anthropology to demonstrate how a corpus of semiotic features becomes sedimented to identify specialized communicative activities. I illustrate from the Research Group Meeting of international STEM scholars in a midwestern American university. Despite their variable grammatical proficiency in English, the international scholars communicate effectively because they draw from a translingual assemblage that is diversified, and collaborate for joint outcomes adopting reciprocal communicative strategies. Outcomes are not defined by the grammatical mastery of individual speakers, but how participants collaborate through embodied translingual semiotic resources in their setting and community, facilitated by suitable ethical dispositions. The pedagogical alternative proposed will focus on cultivating the dispositions to negotiate translingual repertoires, material ecologies, and social networks for more inclusive outcomes in communication for specific purposes.
The development of skills for oral communication in English is a necessity in today's society, given the importance that the use of this second language has acquired, both for academic training and ...for development in the workplace. Thus, the objective of this article is to demonstrate the impact generated on the development of oral competence at level A2 by the implementation of communicative activities in students candidates to take the international KEY test. The method included surveys to the group of participants from the High Challenge Language Institute in Riobamba, Ecuador. The results show that, regarding the oral competence and performance of former candidates who have taken the KEY international exam, the majority of students had difficulties with some sub-skills during this test and in their performance in classes; It was observed that carrying out these types of activities helps to improve the students' oral expression skills, even more so if they are carried out in an enjoyable and motivating way. It is concluded that the lack of significant practice during the development of the A2 level preparation course at High Challenge Language Institute affects the oral competence of the students.
Abstract
Background
Social participation (SP) may be an effective measure for decreasing frailty risks. This study investigated whether frequency and type of SP is associated with decreased frailty ...risk among Chinese middle-aged and older populations.
Methods
Data were derived from the China Health and Retirement Longitudinal Study (CHARLS). Frailty was assessed using the Rockwood’s Cumulative Deficit Frailty Index. SP was measured according to frequency (none, occasional, weekly and daily) and type (interacting with friends IWF; playing mah-jong, chess, and cards or visiting community clubs MCCC, going to community-organized dancing, fitness, qigong and so on DFQ; participating in community-related organizations CRO; voluntary or charitable work VOC; using the Internet INT). Smooth curves were used to describe the trend for frailty scores across survey waves. The fixed-effect model (
N
= 9,422) was applied to explore the association between the frequency/type of SP and frailty level. For baseline non-frail respondents (
N
= 6,073), the time-varying Cox regression model was used to calculate relative risk of frailty in different SP groups.
Results
Weekly (β = − 0.006; 95%CI: − 0.009, − 0.003) and daily (β = − 0.009; 95% CI: − 0.012, − 0.007) SP is associated with lower frailty scores using the fixed-effect models. Time-varying Cox regressions present lower risks of frailty in daily SP group (HR = 0.76; 95% CI: 0.69, 0.84). SP types that can significantly decrease frailty risk include IWF, MCCC and DFQ. Daily IWF and daily DFQ decreases frailty risk in those aged < 65 years, female and urban respondents, but not in those aged ≥ 65 years, male and rural respondents. The impact of daily MCCC is significant in all subgroups, whereas that of lower-frequent MCCC is not significant in those aged ≥ 65 years, male and rural respondents.
Conclusion
This study demonstrated that enhancing participation in social activities could decrease frailty risk among middle-aged and older populations, especially communicative activities, intellectually demanding/engaging activities and community-organized physical activities. The results suggested very accurate, operable, and valuable intervening measures for promoting healthy ageing.
In the last decade, the Communicative Approach has taken an important position within the English language teaching world. Many countries have abandoned their traditional teaching methods to ...implement this approach. The objectives of this research were to analyze the transitioning to communicative activities in Teaching English as a foreign language in the Dominican Republic, to identify the communicative activities to which the students were more receptive, to research students’ attitudes while developing communicative activities, and lastly, to analyze new strategies for successful communicative activities. To carry out the investigation, three interventions were carried out in the classroom where activities such as role-play, group work, mingle, information transfer, opinion sharing, and information gap were implemented. Two interviews were administered to learners. Participant observation was implemented as well as the teacher’s diary and note-taking as a way of record the events. Interviews revealed that students had a great disposition towards group work as well as having conversations and activities that involved giving opinions. They also showed that close attention should be paid to activities that involve speaking in front of the class as they raised students’ stress levels. According to students’ performance and answers during the sessions, group work, information gap, and opinion sharing activities activated their motivation to a greater extent. Modeling and giving clear instructions was fundamental to overcome linguistic gaps that emerged during the sessions. The progressive integration of the target language was more convenient while implementing communicative activities.
The aim of the paper is to give a critical summary of the traditional and more alternative techniques and activities for pronunciation practice recommended in the literature. In the past few decades ...the theoretical approaches to teaching pronunciation have changed considerably, from giving a strong focus on the accurate production of individual speech sounds to shifting the focus onto the greater communicative relevance of connected speech and intelligibility. Approaching L2 pronunciation teaching is not an easy task, and it needs to be systematically dealt with. The paper discusses several decisions teachers need to make when choosing activities for pronunciation practice: selecting the type of phonological structure to practice, deciding on the speech mode, determining the structural level of practice, focusing on a particular type of instruction, establishing the degree of control of the structure that is practiced, and choosing which cognitive skill to enhance while practicing. With regard to the various techniques for teaching pronunciation, the analysis shows they have adapted accordingly in line with the different trends. Hence, while traditional activities such as automatic repetition, ear-training and explicit phonetic instruction are still considered effective, additional priority is given to activities for raising phonological awareness, communicative activities and techniques that adopt an interdisciplinary approach.
The paper aims to present group discussions as an efficient means for raising the students’ motivation level and increasing their involvement in the language learning process. Problem-solving ...discussion is a task-based activity viewed as a structural language endeavor, which leads to a range of outcomes for those undertaking the task. An organizational framework plays the key role for determining successful discussions. There are procedural steps of the group discussion sessions: the chairperson is chosen; the teacher selects the discussion topics; after formulating solutions, the chairperson directs the students to give an oral summary of the discussion proceedings; the teacher acts as a language consultant. Taking into consideration the students’ individual needs, we may use some techniques in order to deal with the uncooperative students.
“Teaching for testing” learning practice reduces the nature of language learning to learn to communicate. This classroom action research aims to improve the communicative activities of learners in ...learning English through a task-based learning environment for students of Year 9D SMP Negeri 1 Wonosari in semester II academic year 2016/2017. This study lasted for 2 cycles with each cycle consisting of 5 meetings. Data collection techniques used were questionnaires and observations of communicative activities as primary data sources as well as interviews, diaries, and documentation as secondary data sources. The results showed that the communicative activities of learners in English learning increased through the use of task-based learning environment. This is evidenced by: 1) increasing the percentage of learners who belong to Sometimes, Often, and Always and the decline in percentage of the category Rarely and Never; 2) increasing the frequency of frequent use of all types of expressions. These indicate the increased ability to capture information, communicate classically in the classroom, communicate in groups, communicate as an audience, and communicate spontaneously during learning.
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.
Fases de la evaluación Maati Beghdadi, Halima
Majallat al-tarjamah wa-al-lughāt,
12/2016, Letnik:
15, Številka:
2
Journal Article
Recenzirano
Odprti dostop
Evaluation Phases
The subject of evaluation is very extensive and needs a lot of research to be treated satisfactorily. Since evaluation allows us to modify and redirect the entire teaching-learning ...process, this requires us to know everything related to this task: its objectives, its characteristics, its different types and its resources, in order to know how and when the teacher can evaluate their students. If each teacher evaluates their students in the three parts of the course, surely all the negative connotations that are made of the evaluation will be eliminated and the development of the student's level in the different facets of their learning process can be clearly noted, and the most fundamental thing is to make students understand that the most important thing is the knowledge they acquire in their educational training and not the grades they get in each subject.
This present paper aims at analyzing the six main domains of life skills: Effective Communication, Problem-solving, Decision-making, Creative/Critical thinking, Personal/ social life skills, and ...Leadership life skills / Self-awareness. The unit of analysis used in this study is the activities that show or indicate the specific life skill. The criteria of this paper are the extent of the inclusion of life skills activities that enhance interactive learning and meaningful communication in the pupils’ book of Action Pack10. The researcher adopted the analytical descriptive approach. Frequencies and percentages are measured to verify the results of the questions of the study. The findings showed variation in the frequencies of the six main domains and each domain as well. This means that these kinds of activities are represented in the first semester.
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