Search results for "PET"

Effect of Prime and Target Repetition on Lexical Decision Time

1992

On a prime-target lexical decision task we manipulated the relatedness between prime and target (semantically related or unrelated), the number of repetitions (from 1 to 5), the type of the repeated stimulus (only the prime, only the target, or both), and the stimulus onset asynchrony (within a range of automatic activation from 60 to 400 msec.) to find whether semantic and repetition priming are additive (or interact), and whether there is episodic priming in an automatic, nonconscious way. Analysis showed repetition and semantic priming were additive rather than interactive. No episodic automatic priming was found. Results are discussed in terms of the predictions made from the main theo…

CREATIVE TOOLS FOR THE FORMATION OF PUBLIC SIGNS IN THE URBAN ENVIRONMENT OF THE BALTIC STATES

2014

<p>In public space there is the information, that is always designed with a specific purpose. For example, signposts are placed to provide direction guidance and to highlight some of the most important objects. Public signs function as the visiting cards of some institution or enterprise, creating indirectly a definite image of these institutions or some ethnic or social groups, while graffiti is written to create and maintain a public image and to express emotions or attitudes towards some person, a group of people, events or processes. To achieve the expected objective the authors of signs often use the eye-catching texts that differ from linguistic and para-linguistic means, such a…

Secondary school students’ collaboration during dyadic debates face-to-face and through computer chat

2009

Communicative competence needed in today's constructive learning environments both in virtual and physical classrooms requires most of all critical and argumentative thinking skills as well as abilities to use reciprocal and collaborative language. This study clarifies the quality of secondary school students' collaboration in dyadic face-to-face and computer chat debates during argumentative discussions. The speech acts produced in 24 debates were first classified into either on-task or off-task categories. The on-task speech acts were then further classified into six collaborative and two non-collaborative categories. The students commonly presented questions and made requests for clarifi…

Taller de Escritura Creativa para el desarrollo de la Competencia Literaria en Brasil

2015

RESUMEN Este artículo describe una propuesta de innovación docente basada en la corriente educativa de la Educación para el Desarrollo, así como la mejora de Competencia Comunicativa en L2 y de las Competencias Literarias e Interculturales por medio de un taller diseñado para tal fin. El propósito de este artículo es doble: por un lado mostrar las posibilidades que ofrece el Taller de Escritura e Ilustración Creativa para el desarrollo de las Competencias Literaria, Intercultural y Comunicativa en L2. Se muestra cómo el taller cumple con las directrices marcadas por la Educación para el Desarrollo que se describe en el marco teórico. El segundo objetivo es narrar cómo se han organizado, coo…

Oppilaiden kaikupuheen tehtävät kielellisesti epäsymmetrisissä luokkahuonekeskusteluissa

2017

Repeating the words of the conversational partners gives the persons with restricted communicative abilities a possibility for taking an active part in and exerting some control in the conversational interaction. Earlier research has approached the repeats with two different viewpoints: they have been considered either as problematic and meaningless echolalia, or as motivated communication meaningful for speakers themselves. This paper examines the functions for which students with special needs use repetition in their interaction with teachers and the ways in which teachers treat these echolalic responses in classroom talk. The research data consists of the video-recordings of lessons in o…

Qualitative Evaluation of Emotional Intelligence During Conversation Classes

2014

For centuries the main emphasis in education has been placed upon cognitive abilities. Emotional aspects have long been neglected and on occasion not even considered at all. Nevertheless, it is not only parents at present who have to assume responsibility for shaping emotions of their children. The introduction of emotional intelligence in the school curriculum is seemingly inevitable and promises to bring about a radical change in educating the whole human being. This study examines the impact of emotional intelligence on the first year students’ communicative competence. The author of this article created a training program entitled ‘Activities for Developing Emotional Intelligence in SLA…

Blending Literature and Foreign Language Learning: Current Approaches

2013

The aim of this chapter is to discuss the place of literature in foreign language learning and teaching contexts, and to show reasons of using literary texts for the development of communicative competence, intercultural communicative competence, and for individual as well as social human growth. Although literature and language teaching had been following separate paths, currently a strong tendency emerges of integrating language and literature teaching across proficiency levels. This tendency results from the recognition of the roles that literacy, multiliteracies and multimodality play in the life of humans in the 21st century. Respected bodies such as the Council of Europe or Modern Lan…

Effective Teacher Training: Teacher Lectures in Comparison with Student Power Point Presentations

2013

National (dispositions of the Ministry of Education in Poland 2004, 2006) and international (Common European Framework of Reference for Languages 2001) documents provide many guidelines and suggestions about the competencies that foreign language teachers of today should develop to meet the desired standards and obtain the necessary qualifications. These qualifications comprise knowledge and a wide range of skills. The focus of this chapter is on knowledge since it is the foundation for the development of teaching skills and of a reflective approach to one’s teaching practices. In Polish tertiary education institutions the so-called “theoretical knowledge” has been imparted by means of lect…

Sensitizing Foreign Language Learners to Cultural Diversity Through Developing Intercultural Communicative Competence

2011

Language and culture are intricately interwoven thus teaching and learning a language inevitabely involves teaching and learning culture of its users. However, this always raises a question about which culture is involved, how the concept is understood and what it means for foreign language learners as well as for native speakers of the language involved. Culture is not monolithic, it comprises a variety of cultural practices that people engage in across a range of social configurations they participate in. The present chapter addresses current concepts of culture in the context of foreign/second language learning, discusses how they relate to foreign language teaching practices (as illustr…

Dealing with Intercultural Communicative Competence in the Foreign Language Classroom

2007