Development Of Conversational Skills Research Articles

Development of Special Assignments for Online Group Learning

The research purpose is to develop and evaluate the effectiveness of special vocabulary and grammar tasks for groups learning English online. The sample consisted of 100 students from Middle Eastern University in Jordan. The scholar used an experimental method and methods of observation, description, comparison and testing to investigate the problem. The results showed that online English learning based on special practical assignments and involving lexical and grammar tasks can improve the level of student’s language knowledge and their conversational skills. The resulting value confirmed the statistically significant difference between the test results and improvements in the experimental group. The research found that the experimental group showed better speaking skills compared to the control group. It is recommended to integrate similar practical tasks into educational curricula to foster quality education and the development of conversational skills among students studying the English language in an online environment. This approach has proved to be advantageous for instructors of professionally oriented English language courses, equipping them with an effective tool to enhance the quality of instruction and facilitate the linguistic aptitude growth of their students. Such a pedagogical format fosters active participation and collaboration among students, potentially contributing to a more profound and well-rounded language acquisition process.

Rehabilitation After Total Laryngectomy: An Integrated Protocol Remotely Delivered During COVID-19.

The aim of this paper was to evaluate the results of an integrated treatment delivered remotely to laryngectomized patients with voice prosthesis. Eighteen laryngectomized patients were treated remotely in groups co-led by a speech therapist and a psychologist ("Online Group"). The results were compared with those of 17 patients ("In-Person Group") previously studied. The two groups obtained comparable results on all parameters of the INFVo perceptual rating scale, in the DEP, ANX, PHO and HOS areas of the Symptom Check List-90-Revised questionnaire, and in the areas investigated by the WHOQOL-B questionnaire. The "In-Person Group" obtained statistically better results on the Italian Self-Evaluation of Communication Experiences after Laryngeal Cancer questionnaire. Although the in-person treatment favored the acceptance of the new voice and the development of conversational skills, telerehabilitation guaranteed an adequate level of assistance in terms of voice acquisition, prevention of anxiety and depression, and recovery of a good QoL.

The development of the conversation skills assessment tool.

Having a conversation with someone or even more within a group of people is complex. We are never taught at school how to do it, which implies we consider having a conversation as something simple and straightforward. Instead, we just learn from observing others. Some people are great conversationalists - it comes naturally to them - while others struggle. Some people may not fully understand how the process works, how turn-taking happens, don't understand visual cues such as body language and facial expressions, and fail to comprehend that some topics may be appropriate or inappropriate. This can be the case for both neurotypical and neurodivergent people. The Conversation skills Assessment Tool has been developed in this first instance to help in assessing and examining conversation skills in an intervention with young autistic adults on a virtual platform (a virtual world). This paper will present the evolution of the new measure through the exploratory phase, the development phase and finally a detailed account of the inter-rater reliability process. The intervention associated with this study was carried out though a multiple baseline design with 3 autistic participants (in their early 20 s) and took place over 4 phases (15-17 sessions). The sessions involved semi-structured conversations in face-to-face (phases 1 and 4) and virtual (phases 2 and 3) settings and were videotaped with the participants' consent. Twelve of those were used by this study in the development process through iterative inter-rater reliability stages between two coding teams. Evaluation of the Conversation skills Assessment Tool tool revealed the potential benefit of implementing interventions with measures that more objectively and concretely (e.g., by noting frequencies) assess observable behaviours that are associated with having positive conversations with others. Beyond this, it is anticipated that Conversation skills Assessment Tool can emerge as a tool capable of not only accounting for the environment an interaction takes place in (e.g., professional, casual), but also offers beneficial feedback for both autistic students and other populations (e.g., young children, English language learners). This measure has the potential to offer quantifiable and trackable guidance to people who have difficulties conversing. The authors do not wish to perpetuate an ableist social construct of what is a 'good' conversation, nor do they suggest that conversation skills training is useful solely for people with communication and/or socialization difficulties. Rather, they hope that Conversation skills Assessment Tool can be adopted more broadly to give both neurotypical and neurodivergent people a better understanding of how to communicate more effectively with others, while also becoming more aware and accepting of differing conversational styles. Because of its ability to track (or self-monitor) one's development of conversational skills over time, Conversation skills Assessment Tool could serve as an educative tool in early childhood education. It can be used by occupational/speech therapists and other professionals and also used to self-monitor one's development of conversational skills. Conversation skills Assessment Tool was developed to assess conversation skills on a one-to-one basis; therefore, another iteration of Conversation skills Assessment Tool would have to look at group conversations.

Development of Conversational Skills Among Students of Presidential and Creative Schools

Development of Conversational Skills Among Students of Presidential and Creative Schools

Development of Conversational Skills among Students of Presidential and Creative Schools

Development of Conversational Skills among Students of Presidential and Creative Schools

Development of Conversational Skills from Late Children to Adolescent

배경 및 목적: 본 연구는 청소년을 대상으로 연령에 따른 대화 주제운용능력의 발달 차이를 살펴보았다. 방법: 연구대상은 초등 고학년생, 중학생, 고등학생 각 15명씩 총 45명이다. 대상자에게 한림 대화·화용 평가프로토콜에 따라 대화 자료를 수집하고 대화차례 수, 대화차례당 발화 빈도, 전체 주제 수, 주제당 대화차례 빈도, 주제 개시 비율, 주제 유지...

Значение устных упражнении в овладении курсантами коммуникативными навыками

The article deals with the need for cadets to develop everyday communication skills in a foreign language in order to develop communicative competence and improve the efficiency of the process of training cadets of Russian Ministry of Internal Affairs.
 To achieve this goal, it is necessary to increase the knowledge of cadets and develop methodological techniques that ensure the development of conversational skills in the volume indicated in the program.

An Iranian Case Study on the Relationship between EFL Teachers' Self-confidence Level and Learners' Speaking Development

Self-confidence of English language teachers has been discovered to be a significant factor in learners' achievement. This study aimed to find the relationship between English teachers' self-confidence level and second language (L2) learners' development of conversational skills. The participants of this study were 60 Higher Intermediate L2 learners at Shayan Language Institute in Torbat Heydarie, Iran. A self-confidence questionnaire was used for the present article. The teachers of Shayan institute were asked to answer this questionnaire. Then, two male teachers, one with high self-confidence and one with normal level of self-confidence were selected as the teachers of experimental and control groups, respectively. The course lasted for 12 sessions (6 weeks with two weekly sessions); in each session both teachers provided their students with the same techniques, including conversations, role plays, speaking about pictures, etc. To homogenize the students a conversation-based proficiency test (CPE speaking test) was administered. Afterwards, 30 second language learners were selected and divided into the experimental and control groups. At the end of the course a posttest was administered. The results of t test analysis indicated that participants in the self-confident group could significantly outperform those in the control group. The results of this study can provide pedagogical implications for English teachers to be self-confident and can convey this quality of L2 learners in the class.

Conversation in language development and use: An Introduction

This editorial introduction summarizes the background to, and contents of, a special issue devoted to children’s development of conversational skills and their relation to language acquisition and use. The centrality of conversation to language development is well recognized and this introduction identifies two key approaches to research: the impact of conversational processes on language acquisition itself, and the ways in which basic language skills are put to use in conversational interactions. The articles included in this issue were organized according to these themes and are outlined accordingly.

Pigeon Birds and Rhyming Words: The Role of Parents in Language Learning

This 10-chapter monograph explores the range of influences parents have on their children's linguistic development and in the process attempts to understand why parents adopt the language styles they do in addressing children. The discussion focuses on the following three themes that are interwoven throughout the book: (1) the social nature of human language that drives parents to adopt a particular style of language with their children; (2) the importance of multiple variables in determining the precise effect a specific parent may have on the language of a particular child; and (3) the difference between direct and indirect effects on the learning process. Chapters 1 and 2 discuss variables that help shape linguistic interaction between parent and child. Chapter 3 examines the character and functioning of baby talk, and the next four chapters focus on how ad_lts influence their children's development of conversational skills, phonology, lexicon, and grammar. Chapter 8 turns to parental roles in the development of literacy and the place of television in language learning. Language problems (real and imagined) are the subject of chapter 9, and chapter 10 offers concluding remarks. (VWL) *********************************************************************** Reproauctions supplied by EDRS are the best that can be made from the original document. ***********************************************************************

The development of a framework for assessing developing conversational skills

A framework for investigating the development of conversational skills in children, comprising the areas of topic control, repair of communication breakdown and linguistic cohesion, was devised. This was undertaken by a process of collating information from some existing pragmatic profiles and the developmental literature. The framework was then modified inductively to accommodate features of the data obtained from 12 normally developing English-speaking children in the age groups three, four and five years. A number of age-related trends emerged that were supported by the developmental literature. This study emphasizes the need for the development of more refined pragmatic assessment procedures which will aid the collection of normative data presently lacking.

Shyness Clinic: A Social Development Program for Adolescents and Young Adults

Shyness clinic groups were offered in a university counseling center for adolescents and young adults experiencing discomfort and difficulties in interpersonal relationships. Thirty‐four students went through a preassessment and screening procedure. Twenty‐three participated fully in the program. The first part of the program focused on anxiety management; the second on assertiveness in social relationships; and the third on development of conversational skills. According to results on preprogram and postprogram self‐report inventories, written feedback from participants, and observations of the group leaders, participants improved in social skills and ability to manage anxiety.