Mastery Of Speech Research Articles

LEGAL-COMMUNICATIVE COMPETENCE IN MODERN DOMESTIC AND FOREIGN SCIENTIFIC RESEARCH

The purpose of the study. Within the framework of the study the task was set to study and analyze domestic and foreign scientific research devoted to the communicative competence of a lawyer in order to identify the features and elements of this category, as well as to determine the ways of its formation and development. The conclusions of the study. In general, under the legal-communicative competence most researchers understand a systemic education characterized by the presence of communicative knowledge, skills and abilities necessary in legal practice. Communicative competence includes the following knowledge, skills and abilities: deep knowledge of the legal profession and mastery of the terminology of the professional sphere; ability to perceive, analyze and use legal information in relation to a particular situation; knowledge of the rules of etiquette and the ability to use them in professional communication; mastery of speech, which covers professional legal concepts and categories, containing speech and communication skills. It is noted that modern means of formation of communicative competence should be focused on all structural elements, as their interrelation with communicative experience is a personal-communicative education contributing to the achievement of social demands.

Changes in variability during intervention for childhood apraxia of speech: implications for therapy

ABSTRACT Typically developing children are variable in their speech production with decreasing variability indicating mastery of speech. Excessive variability which does not change over time may be an indication of unstable motor plans as often seen in children with childhood apraxia of speech (CAS). Dynamic Systems Theory (DST) provides a framework for understanding the role of variability in speech development and disorder. There are few studies that explore the impact of therapy on speech variability. This work explores the impact of therapy on perceptual speech production variability. It is a post-hoc analysis of data collected in two intervention studies of a motor-based treatment approach with children with CAS and explores DST variability effects in speech skill acquisition based on the case data from those studies. There were six participants in total across the two studies. Findings were mixed showing some non-linear changes in variability with larger changes in variability observed in participants who engaged in more extensive therapy. However, the pattern of variability change was not consistent across the participants. These findings suggest that targeting variability in therapy may be an effective way to improve the speech of children with CAS. A model for utilising variability in therapy is presented.

Формування вербального компоненту лінгвокраїнознавчої компетентності за допомогою ідіом

The article deals with the background knowledge verbal component, namely its frequency occurrence in the idioms which described a character of the nation. Socio-cultural competence consists of country-studying and linguo-country-studying competences. Country-studying competence is students' knowledge of the culture of the country whose language is being studied (knowledge of history, geography, economy, and government, features of life, traditions and customs of the country). Linguo-country-studying competence supposes students' mastery of speech and nonspeech (facial expressions, gestures accompanying utterances) behavior of native speakers in certain communicative situations that is, the formation of students' holistic system of ideas about the national and cultural characteristics of the country. Usually participants of the communicative act try to determine the total amount of knowledge for them from the beginning and then intuitively take it into account, which is further reflected in the form and content of speech. Such general knowledge for all participants of communication is called background knowledge, in the structure of which there is a verbal component. Idioms of any language are the most valuable linguistic phenomenon which reflects the national culture, customs and beliefs, creativity and people history, which language is being learnt. Idioms are characterized by figurative motivation which is directly related to the worldview of the native people therefore, it can be argued that idioms are culturally and nationally labeled. They may be claimed to serve an appropriate source for forming the verbal component of the pupils’ country-studying competence. The exercises for the verbal component of country-studying competence building were presented. They are original texts or texts composed on purpose with idioms; pre- and post text exercises for speech skills building with the defined idioms. The tasks with the defined topic were proposed: pre-reading tasks; read the following text; post-reading tasks; agree or disagree; fill in the gap with an appropriate idiom; choose the sentence that best fits the following; make up a story to illustrate each sentence bellow.

Editorial

medieval worlds provides a forum for comparative, interdisciplinary and transcultural studies of the Middle Ages. Its aim is to overcome disciplinary boundaries, regional limits and national research traditions in Medieval Studies, to open up new spaces for discussion, and to help developing global perspectives. We focus on the period from c. 400 to 1500 CE but do not stick to rigid periodization. medieval worlds is open to submissions of broadly comparative studies and matters of global interest, whether in single articles, companion papers, smaller clusters, or special issues on a subject of global/comparative history. We particularly invite studies of wide-ranging connectivity or comparison between different world regions. Apart from research articles, medieval worlds publishes ongoing debates and project and conference reports on comparative medieval research. Medieval Biographical Collections: Perspectives from Buddhist, Christian and Islamic Worlds Guest editors: Daniel Mahoney, Diarmuid Ó Riain and Giorgia Vocino Editorial Walter Pohl and Ingrid Hartl Introduction Medieval Biographical Collections in Comparison Daniel Mahoney and Giorgia Vocino Introductory Comparative Chapters Compilation Strategies Daniel Mahoney and Diarmuid Ó Riain Writing Strategies Reinier Langelaar, Giorgia Vocino and Veronika Wieser Audience and Reception Rutger Kramer and Graeme Ward Case Studies Many Lives, One Story: The Gesta Sanctorum Rotonensium and the Making of Redon Rutger Kramer Biography and Hierarchy: The Tibetan Ruling House of Phag-mo-gru and the Singular Volume of the Rlangs (Rlangs-kyi-po-ti-bse-ru) Reinier Langelaar Reading Jerome’s De viris illustribus in the Post-Roman World: Cataloguing Community in Gennadius of Marseille and Frechulf of Lisieux Graeme Ward and Veronika Wieser Shaping Community through Biographical Collections from South Arabia: A Comparison of Two Ṭabaqāt-works Johann Heiss Compiling the Deeds of Salzburg Saints: The 12th-Century De episcopis Salisburgensibus and the Monastery of Admont Diarmuid Ó Riain Obituaries in Service of the Rasūlid Sultanate in Yemen at the Turn of the 9th/15th Century Daniel Mahoney Creating a Sense of Glorious Destiny. Mastery of Speech in the Libellus de Situ Civitatis Mediolani (Late 10th-Early 11th Centuries) Giorgia Vocino Conclusion Communities and Contexts: Concluding Thoughts on Medieval Biographical Collections Diarmuid Ó Riain

Creating a Sense of Glorious Destiny. Mastery of Speech in the Libellus de Situ Civitatis Mediolani (Late 10th-Early 11th Centuries)

In the decades around 1000, an anonymous cleric at Milan Cathedral wrote a booklet on the history of his city which he built as a collection gathering, in chronological order, the Lives of the local bishops. The unfinished work not only testifies to the learning and culture of the author but also to the historical relevance of an ambitious text commissioned to support the political claims and the legitimacy of the Milanese church in its quest for primacy in the kingdom of Italy. This chapter explores the refined style of the author and the ways in which he constructed a coherent and cohesive narrative by sewing together individual biographies. The medieval reception of this biographical collection also shows the ways in which the text was repurposed to fulfil different functions and multiple goals, both within and beyond the city of Milan. Finally, this study analyses the text in the light of two interpretative concepts borrowed from the field of social anthropology. De situ clearly appealed to the literary tastes of the scholars trained in the cathedral school, thus addressing an audience shaped as a specific »community of learning«. More generally, the collection contributed to nourishing the sense of identity of the clergy and the people of Milan, that is a »textual community« which, through the acts of reading and listening to the text, felt it belonged to that glorious history and expected to see its reflection in the present.

Table of Contents

medieval worlds provides a forum for comparative, interdisciplinary and transcultural studies of the Middle Ages. Its aim is to overcome disciplinary boundaries, regional limits and national research traditions in Medieval Studies, to open up new spaces for discussion, and to help developing global perspectives. We focus on the period from c. 400 to 1500 CE but do not stick to rigid periodization. medieval worlds is open to submissions of broadly comparative studies and matters of global interest, whether in single articles, companion papers, smaller clusters, or special issues on a subject of global/comparative history. We particularly invite studies of wide-ranging connectivity or comparison between different world regions. Apart from research articles, medieval worlds publishes ongoing debates and project and conference reports on comparative medieval research. Medieval Biographical Collections: Perspectives from Buddhist, Christian and Islamic Worlds Guest editors: Daniel Mahoney, Diarmuid Ó Riain and Giorgia Vocino Editorial Walter Pohl and Ingrid Hartl Introduction Medieval Biographical Collections in Comparison Daniel Mahoney and Giorgia Vocino Introductory Comparative Chapters Compilation Strategies Daniel Mahoney and Diarmuid Ó Riain Writing Strategies Reinier Langelaar, Giorgia Vocino and Veronika Wieser Audience and Reception Rutger Kramer and Graeme Ward Case Studies Many Lives, One Story: The Gesta Sanctorum Rotonensium and the Making of Redon Rutger Kramer Biography and Hierarchy: The Tibetan Ruling House of Phag-mo-gru and the Singular Volume of the Rlangs (Rlangs-kyi-po-ti-bse-ru) Reinier Langelaar Reading Jerome’s De viris illustribus in the Post-Roman World: Cataloguing Community in Gennadius of Marseille and Frechulf of Lisieux Graeme Ward and Veronika Wieser Shaping Community through Biographical Collections from South Arabia: A Comparison of Two Ṭabaqāt-works Johann Heiss Compiling the Deeds of Salzburg Saints: The 12th-Century De episcopis Salisburgensibus and the Monastery of Admont Diarmuid Ó Riain Obituaries in Service of the Rasūlid Sultanate in Yemen at the Turn of the 9th/15th Century Daniel Mahoney Creating a Sense of Glorious Destiny. Mastery of Speech in the Libellus de Situ Civitatis Mediolani (Late 10th-Early 11th Centuries) Giorgia Vocino Conclusion Communities and Contexts: Concluding Thoughts on Medieval Biographical Collections Diarmuid Ó Riain

FORMATION OF MONOLOGICAL SPEECH SKILLS FOR STUDENTS IN RUSSIAN LANGUAGE LESSONS

This article highlights some of the techniques and strategies of teaching the Russian language used by the teacher in the national audience. The application of advanced technologies and teaching methods, contributing to the formation and development of monologue Russian speech of students of national groups, their practical mastery of speech in a non-native language is proposed.

ЛІНГВІСТИЧНИЙ АСПЕКТ В УПРАВЛІННІ КОМУНІКАЦІЙНИМИ ПРОЦЕСАМИ В ОРГАНІЗАЦІЇ

Professional and practical activities of management specialists take place in a system of constant communication and powerful information flows. This fact leads to the creation of a number of communicative requirements for managers of different levels of government and industries. The desire to communicate, the ability to easily come into contact with strangers, constant well-being when working with people, friendliness, sensitivity, endurance, the ability to control emotions, the ability to analyze the behavior of individuals and their own, understand their intentions and moods, the ability to understand relationships , the ability to resolve differences between them and organize interaction, the ability to put yourself in the place of another person, find common ground with different individuals, mastery of speech, facial expressions, gestures, ability to persuade people, accuracy, punctuality, concentration, knowledge of human psychology – these are the main criteria modern communicative culture. The basics of communicative culture of the future specialist should include the ability to easily and quickly establish contact in the process of communication, timely flexibility, psychological and professional tact, emotional stability, language, facial expressions and pantomime, appropriate use of humor and humor, ability to use language etiquette, argue point of view, use different methods of organizing communication, use the laws of logic, etc. The goals of communication are to ensure effective exchange of information between subjects and objects of management, improvement of interpersonal relations during information exchange, creation of information channels for information exchange between individual employees and groups and coordination of their tasks and actions, regulation and rationalization of information flows. When exchanging information, the task of the sender and recipient is to compose a message and use the communication channel to transmit it so that both parties understand and share the original idea. In the context of the importance of the linguistic aspect as a means of influencing communication processes in the organization, the leader must pay attention to language competence as a category that means the correct intelligible language structure for the implementation of the message. Such a message, in turn, is often crucial in addressing the strategic goals of the organization. Keywords: management, management culture, communications management, communication process, communication linguistics.

Executive Functions and Their Relationship with the Development of Russian Speech in Bilingual and Monolingual Children

The article discusses the results of a study of the relationship between executive functions (inhibitory control, cognitive flexibility, working (speech and visual) memory and the development of Russian speech in children with natural bilingualism and monolinguals in older preschool age. The study involved 63 preschool children (50.8% - boys) aged from 5.6 to 7.3 years (M = 6.42, Med = 6.4) from preschool institutions of Izhevsk (Udmurt Republic). The sample included 31 children with natural bilingualism (Udmurt/Russian language) and 32 monolinguals (Russian language). Standardised methods in the Russian-language version were used to identify the executive functions: the method of verbal-colour interference of by J. Stroop (inhibitory control), the method of studying the learning ability by A.Y. Ivanova (cognitive flexibility) and the test tasks Speech Memory and Visual Memory (working memory). The level of speech development was measured using the test tasks Speech Antonyms, Speech Classifications and Arbitrary Mastery of Speech developed by L.А. Yasyukova. The following mathematical statistics methods were used: descriptive statistics, Mann - Whitney U-test and Spearman rank correlations. According to the results of the study, the facts of the advantages of bilingualism in older preschool age in executive functions, in particular, in inhibitory control cognitive flexibility and speech memory were confirmed. At the same time, no general patterns were determined in the development of Russian speech (L2) in connection with the development of the executive functions of bilingual children: this is explained by the individualisation of the processes of linking the components of speech activity in the second language and cognitive control. In monolingual preschoolers, the speech development in their native language (L1) is associated with the formation of higher mental (executive) functions and the development of the ability to control information processing.

МИСТЕЦТВО СПІЛКУВАННЯ – НЕВІД’ЄМНА СКЛАДОВА ПЕДАГОГІЧНОЇ МАЙСТЕРНОСТІ ВИХОВАТЕЛЯ ЗДО

The article focuses on the concepts of "pedagogical skills" and "communication". The components of pedagogical skill, such as humanistic orientation of activity, professional competence, professionalism, pedagogical abilities, pedagogical technique, communicativeness are singled out and characterized. The significance of pedagogical interaction as one of the special types of relations with another person in the professional activity of a preschool teacher is investigated. It is emphasized that pedagogical interaction includes the systematic constant implementation of communicative actions of the teacher, which aim to cause an appropriate reaction from the child. It is clarified the role of communication in the activities of a preschool teacher. Various styles of communication in relation to the manifestation of authoritarianism are characterized, namely: contempt for children; scandalous; inconsistent. There is an emphasis on the negative impact of these styles on the emotional state in the team. The content of communicative skills of a teacher is determined, which includes the ability to understand another person, self-expression, the ability to make contacts, to communicate. There are also a number of typical difficulties in identifying communication skills of the teacher, including the organization of contact with the group, choosing the right tone and style of relationships, the ability to communicate in different situations, mastery of speech, professional and lexical training, facial expressions, plastic expressiveness and attractiveness, observation and insight. It is emphasized that determining the level of communicative skills of a teacher is one of the indicators of his professional and pedagogical readiness. There is made the conclusion about the need to improve the art of communication of a preschool teacher as an integral and important component of the pedagogical skills. It is generalized that the main credo of the teacher in communication "I am with you", which corresponds to the conceptual principles of humanistic pedagogy.

To the 120th anniversary of the birth of A. V. Yarmolenko

The article is dedicated to the 120th anniversary of the birth of Professor of Leningrad State University, Honored Scientist A. V. Yarmolenko. The article contains a brief biography of A. V. Yarmolenko, a characteristic of the theoretical and practical heritage of her numerous works is given. It is shown the role of A. V. Yarmolenko in studies of children and adults with sensory, motor and speech disorders. Long-term research of deaf-blind people allowed Augusta Viktorovna to identify the stages of development of cognitive processes. In her works, it is shown that an in-depth analysis of the psychomotor functions of healthy and impaired children with a qualitative interpretation of the data obtained can be opposed to testing aimed only at the quantitative characteristics of individual mental functions. Dealing with the problems of multilingualism, Avgusta Viktorovna Yarmolenko for the first time identified the structural model of multilingualism, its variants, taking into account the function of language, its forms. The mastery of speech and the transformation of touch into a means of cognition, according to A. V. Yarmolenko, enables the deaf-blind to master the cultural wealth of the world. A comprehensive analysis of sensory, speech and psychomotor functions in deaf-blind people allowed her to trace how compensation for lost functions is carried out, and also to identify the role of the second signal system in the effectiveness of the formation of compensatory adaptations in children. The works of A. V. Yarmolenko were innovative and remain relevant today. The article shows the role of A. V. Yarmolenko in the research of theoretical, practical aspects in the psychology of impaired development, as well as the direction of her teaching. The main milestones in the scientific path of A. V. Yarmolenko, her formation as a scientist in a certain historical context are described. Attention is paid to show how her scientific worldview was formed — both as a result of the influence of certain scientists and her own practical experience of working with children (young violators of the law, deaf-blind children, etc.); it is shown how her ideas laid the foundation for Russian defectology and psychology of the deaf-blind.

Typical versus delayed speech onset influences verbal reporting of autistic interests

BackgroundThe distinction between autism and Asperger syndrome has been abandoned in the DSM-5. However, this clinical categorization largely overlaps with the presence or absence of a speech onset delay which is associated with clinical, cognitive, and neural differences. It is unknown whether these different speech development pathways and associated cognitive differences are involved in the heterogeneity of the restricted interests that characterize autistic adults.MethodThis study tested the hypothesis that speech onset delay, or conversely, early mastery of speech, orients the nature and verbal reporting of adult autistic interests. The occurrence of a priori defined descriptors for perceptual and thematic dimensions were determined, as well as the perceived function and benefits, in the response of autistic people to a semi-structured interview on their intense interests. The number of words, grammatical categories, and proportion of perceptual/thematic descriptors were computed and compared between groups by variance analyses. The participants comprised 40 autistic adults grouped according to the presence (N = 20) or absence (N = 20) of speech onset delay, as well as 20 non-autistic adults, also with intense interests, matched for non-verbal intelligence using Raven’s Progressive Matrices.ResultsThe overall nature, function, and benefit of intense interests were similar across autistic subgroups, and between autistic and non-autistic groups. However, autistic participants with a history of speech onset delay used more perceptual than thematic descriptors when talking about their interests, whereas the opposite was true for autistic individuals without speech onset delay. This finding remained significant after controlling for linguistic differences observed between the two groups.ConclusionsVerbal reporting, but not the nature or positive function, of intense interests differed between adult autistic individuals depending on their speech acquisition history: oral reporting of intense interests was characterized by perceptual dominance for autistic individuals with delayed speech onset and thematic dominance for those without. This may contribute to the heterogeneous presentation observed among autistic adults of normal intelligence.

Strategi Peningkatan Kompetensi Berbicara Bahasa Inggris Siswa Smk Negeri 1 Pacitan Tahun Pelajaran 2012/2013

This study was conducted based on the facts about the lack of maximal outcomes of learning English in almost all levels of education, especially in vocational school. Although English has been studied for many years, but the majority of students can not master English well, especially speaking. Many factors cause this phenomenon, and all parties should concern to work together to formulatebetter system and process of English learning at vocational school.The research was conducted at SMK Negeri 1 Pacitan, by taking the students of class XII as subjects research. The sample of this research consists of 94 students of Business Travel and Tourism,Network Computer Engineering, and Engineering Software classes. This research uses descriptive qualitative method. It is used to describe the students’ speaking competence, particularlyin presenting final task report. This research also identifies the internal and external functions to formulate a strategy to improve the students’s speaking competence. The results showed that based on the analysis of English speaking competency of SMK Negeri 1 Pacitan students, it can be concluded as follows: a). Based on the students absorption analysis of presenting final project report, shows that English competency level of students is in the category of “pretty”, with evidence of the studentsvalue average in presenting final project report is more than the passing grade value (7.50),it is 79.5. While the number of student, who passed the presentation test,is 66 students.So it can be obtained the percentage level of mastery learning students on the presentation test of final report is only 70.21%, and it is categorized “less”, because the percentage of students who passed this exam is still under 75%. b). While the analysis of the questionnaire can be scribed that the average overall score of 3.44 speaking competence components are categorized “pretty”, and it can be concluded that the level of competence of English speaking students generally categorized “enough”. Based on the level ofstudents’ English speaking competence , it can be formulated the strategies to increase its competence. They are: a). Maximizing the use of English as a language instruction and reducing the use of Indonesian, especially in the learning process, to improve English language competency, so that students can have the ability to explain the sequence of events and the students can pass the exam well. b). Having more English presentation activitiesin other topics to encourage the students’ bravery and self-confidence in speaking English, so that students have good Englishcompetence as preparation to getjobs or to continue their study at university.c). Having more exercise of using body language to improve the mastery of speech, and smooth attitude, so that students have good English competence,and they are able to compete in the global world in obtaining employment. d). And maximizing the use of school’s facilities by using various methods of learning, and focusing on the students’ center method to improve the studentsEnglish competency so that they are able to compete for educational scholarships in this country and abroad.

Hard-of-Hearing Children: Factors Negatively Influencing Rehabilitation

In 78 hard-of-hearing children born in 1983-1985 a set of 14 factors influencing the rehabilitation result negatively was analyzed. As a measure of the success of rehabilitation of the children we employed the sufficient mastery of speech to start education at a public school. Unsuccessful results (statistically significant) were due to the following factors: severity and late diagnosis of hearing loss, late rehabilitation onset, diminished care of parents, delayed intellectual development and additional organic impairments and deafness of the parents.

Reading, reading machines, and communications research

What knowledge or habit of mind must would‐be readers command that mastery of speech will not have taught them? Surely, that is the first question one must answer if one is to understand the reading process and the ills that attend it. Yet the question could hardly be accommodated, let alone answered, within the theory of speech that was almost universally accepted when Frank Cooper entered the field. It therefore counts as a major achievement of his research that others were able to gain from it a critical insight into the relation between the biologically primary processes of speech and the biologically secondary processes of reading, and thus to see more clearly the difficulties that beset the progressions from the one to the other.

Principles of Preschool Pedagogy: Chapter IV, continued

5. The Development of Speech: Speech development in early childhood is closely associated with the formation of various aspects of mental activity: visual and auditory perception, object-related activity, reasoning, social communication, etc. The basic precondition for the development of speech, therefore, is the comprehensive education of the child. At the same time, the mastery of speech substantially reorganizes all the child's mental activity. Because of verbalization, the child's perception, memory, and activity begin to be regulated, and spoken communication takes shape. Speech is the most important means of conveying social experience to the child and of regulating his behavior.

The Egalitarian Spirit and Attitudes toward Usage

I N THE FIRST LESSON of highly successful direct-mail program called Magic Power of Words (n.d., p. 1), potential subscribers are promised that by expanding their vocabulary learning correct usage they will experience an exhilarating feeling of self-assurance, advance in their jobs, achieve leadership over others. The reader is warned that a person's use of language is often taken, rightly or wrongly, as measure of his native intelligence, of his ability to engage in various occupations..., even of his honesty, reliability, trustworthiness.... A glaring misuse of language often spells the difference between obtaining not obtaining what you want, whether it be in business, in social relations, or in personal affairs (p. 2). The message is plain: avoid appearing stupid or unworthy. Avoid failure in business social relations. Achieve mastery of speech, the program says, and the power of will help you along the path of mastering your future (p. 2). However much we may squirm on hearing the sales pitch for magic power of words program, while recognizing the exaggeration of some of the claims made, the essential arguments are true. From the layman's point of view, it does not matter whether the concept of correctness in usage has any intrinsic validity. Almost everyone who counts in his life-his boss, co-workers, teachers, family, friends--believes that language can be used rightly or wrongly, will judge him accordingly if his usages vary from the standards they regard as right. J. J. Lamberts (1972, p. 23) remarks that 'good' English in any given situation is the kind of English that certifies person's competence to deal with the subject he is speaking or writing about. It is believable language. And for every person it is to some degree unique. A physician is believable is using good English when he talks like physician; desk clerk at motel is believable when he talks like desk clerk. Nei-