Pragmatic Learning Research Articles

Implementation of Chinese Language Training Course Based on Communicative Approach and Situated Learning to Improve Students’ Listening and Speaking Skills

Background and Importance: Language acquisition, especially in speaking and listening, is essential for overseas students studying Chinese. These competencies promote academic achievement and social assimilation. The communicative approach and situated learning acknowledged for improving language proficiency, provide immersive and pragmatic learning contexts. Nonetheless, the difficulties in implementing these strategies, particularly for Chinese as a foreign language, remain little examined. Objective: The study seeks to assess the efficacy of a Chinese language course that integrates the communicative approach with situated learning to enhance students' speaking and listening abilities by comparing the communicative approach and situated learning scores of students before and after learning through the Chinese language training course based on the communicative approach and situated learning. Methods: Twenty second-year international students at Xi’an University engaged in this experimental investigation. The study employed a pretest-posttest methodology to evaluate speaking and listening skills before and during course implementation, utilizing scoring rubrics and listening assessments. The statistical analysis encompassed means, standard deviation, and t-tests for dependent samples to assess the significance of differences. Results: Post-course assessments indicated significant improvements in both speaking and listening skills. Speaking skills improved significantly (t=19.992, p=0.001, effect size=4.48), and listening skills also showed substantial growth (t=9.289, p=0.001, effect size=2.07). Conclusion: The research illustrates the efficacy of integrating communicative and situated learning methodologies to improve language proficiency. This comprehensive method provides a dynamic and immersive context that fosters significant enhancement in both speaking and listening abilities. This research enhances the understanding of second language instruction, specifically for Chinese learners, and offers data advocating for the adoption of new pedagogical approaches in language training programs.

Democratic Civic Engagement in Occupational Therapy

Democratic adult education (AE) promotes social change through active and pragmatic learning. This learning considers the impact of individual, community, organization, and broader cultural influences. Democratic civic engagement (DCE) in higher education institutions (HEIs) emphasizes inclusive participation and reciprocity. These values are deeply grounded in democratic adult education (AE) practice and community problem-solving processes in practice-based professions like Occupational Therapy (OT). In this article, we examine a new graduate OT program in the northeast region of the US and the roles of OT stakeholders as co-creators and co-educators in both institutional and community education settings. We highlight how this program is grounded in DCE which helps bridge the gap between an academic program (OT within HEI) and the broader social environment (interlocking systems not built to support diverse lived experiences) using a DCE model.

Meshwork choreography: a pragmatic approach to collaborative embodied learning in South African higher education

ABSTRACT The diversity of the South African higher educational student population requires innovative pedagogical strategies that facilitate transformative and collaborative embodied learning. This article demonstrates how the choreographic process emerges from the context of multiculturalism through a pragmatic learning approach called meshwork choreography. Meshwork suggests an interwoven relation that emphasises the ever-evolving nature of relationships within an environment. Choreography as meshwork is where the choreographer does not impose preconceived ideas on the dancers but rather facilitates a collaborative and exploratory process. The research employed a conceptual framework of phenomenography, embodied and collaborative learning to frame the discussion towards a model of how choreography functions as meshwork. Composition and design processes in and of themselves embrace transformative learning through collaborative, embodied, and relational practices and are bolstered when they converge within the creation of choreographic work. This article reflects on students’ experiences in the Performing Arts Dance Stream at Tshwane University of Technology in conceptualising choreography as meshwork. Phenomenography was adopted as the research methodology, where data was analysed within phenomenographic categories. The article offers a South African perspective, informed by Ubuntu, of a meshwork model for the benefits of applying transformative learning through choreography within a higher education dance context.

Cultural capital, standardised testing and East Asian education: The transposition of disposition of Taiwanese elite students

Cultural capital has been an essential concept for educational stratification research. While several studies suggest that in East Asian educational contexts, cultural capital may exhibit less emphasis on aesthetics, there remains a need for in-depth exploration of such orientation. To fill this gap, this article examines non-aesthetic subspecies of cultural capital by exploring how standardised testing, a predominant educational institution in East Asia, shapes a distinct embodied cultural capital – a pragmatic learning disposition. We examine two cases where Taiwanese academically elite high school students adapt their standardised testing-driven dispositions to distinct contexts: a different activity domain and an alternative educational field. The first explores how elite students transpose the disposition shaped by standardised testing to their participation in rock music activities. Our research reveals that their academic learning experiences fostered a disposition for honing precise exam skills, which influenced the trajectory of their musical taste development, along with the accumulation of technical capital. The second case involves elite students experienced in open-ended mathematics competitions, who later enrol in French preparatory classes for admission to French grandes écoles. These students have difficulty shedding their pragmatic disposition, which is deeply rooted in standardised testing, but hardly suits the French preparatory class. Disposition transposition and its hysteresis effect across contexts can serve as a useful methodological tool for cultural capital studies, enabling an exploration of emerging technical subspecies of cultural capital and the associated pragmatic dispositions, thereby shedding light on the diverse relationships among students’ subspecies of embodied cultural capital.

Hubungan antara Dukungan Keluarga dengan Kemampuan Pragmatik Anak Autism Spectrum Disorder (ASD) di Kota Sragen

Abstract Background: One that plays a role in the development of children's language is the family, because the family is the first environment where the child gets the first experience that will affect his life in the future. Pragmatic development is obtained by interacting with the environment around the child and through stimuli provided by the surrounding people using various methods carried out in a family or community. One of them is inviting children to interact from an early age, is a pragmatic learning method that is practiced by all parents. One of the factors that influence the development of pragmatics is social interaction. Objective: This study aims to determine the relationship between the relationship between family support and the pragmatic abilities of ASD children in Sragen. Methods: This type of quantitative research with a cross sectional design. The data collection technique uses total sampling with a sample of 30 respondents. The collected data will be analyzed univariately and bivariately using the Spearman's Rank statistical test. Results: Based on the analysis test results with Spearma's Rank, the value of ρ (sig.) is 0.001 or the value of ρ (sig.) ≤ 0.05, then Ha (alternative hypothesis) is accepted, thus indicating that there is a relationship between family support and the pragmatic ability of ASD children in Sragen city. The correlation coefficient value is 0.557, which means that the level of correlation or relationship between the two variables is in the range 0.4 to ≤ 0.6, which is the medium category. Conclusion: There is a relationship between family support and the pragmatic abilities of ASD children in Sragen City. Keywords: Family Support, Pragmatic Ability, ASD Children

Estilos de aprendizaje y desarrollo de pensamiento formal en estudiantes peruanos de Educación Básica

The aim of this study was to establish the relationship between Learning Styles (LS) and the level of Formal Thought Development (FTD) in fourth-year students of Regular Basic Education in the Tacna Region, 2022. From a methodological standpoint, this research adopts a descriptive correlational design. The sample consisted of 738 fourth-year secondary education students, randomly and repre-sentatively selected from the four Local Educational Management Units in the Tacna Region. Two instruments were administered: the CHAEA questionnaire by Honey and Alonso, comprising 80 items to identify LS, and the TOLT Test by To-bin and Capie, consisting of 10 items, to determine the FTD level in participants. The findings revealed a significant relationship between LS and FTD level in Regu-lar Basic Education students in the Tacna Region, 2022. Reflective, theoretical, and pragmatic learning styles showed significant relationships (bilateral signifi-cance of 0.003<0.05, 0.040<0.05, and 0.010<0.05, respectively) with FTD. Thus, effect sizes are around the medium level with high statistical power. Only the ac-tive learning style did not show a significant relationship (bilateral significance of 0.133 > 0.05). It is concluded that the active learning style is not related to the FTD level, whereas the reflective, theoretical, and pragmatic styles are.

Interlanguage Pragmatic Learning Strategies (IPLS) as Predictors of Iranian EFL Learners' Comprehension of Conversational Implicature: Structural Equation Modeling Approach

Interlanguage Pragmatic Learning Strategies (IPLS) as Predictors of Iranian EFL Learners' Comprehension of Conversational Implicature: Structural Equation Modeling Approach

Learners’ Use of Pragmatic Learning Strategies Across Language Learning Experience and Gender: An Investigation Framed by Rebecca Oxford’s Taxonomy of Learning Strategies

Learners' acquisition of pragmatic competence in additional languages has received mounting attention since the 1990s. However, although studies on general learning strategies have proliferated since Oxford’s (1990) influential inventory was published, studies on pragmatic-specific learning strategies contributing to the acquisition of this competence are rare. To fill this research gap, the current study purported to inquire into the main pragmatic learning strategies used by English language learners across gender and language learning experience. To collect the data, 145 learners were interviewed. These participants' answers were audio-taped and transcribed. These extracted strategies were organized into six groupings of memory-related, cognitive, metacognitive, compensatory, social, and affective pragmatic learning strategies based on Cohen's (2005, 2010) pragmatic-specific categorization and Oxford's (1990) general language learning strategy classification. The analysis showed that those learners with longer experience used more pragmatic learning strategies; nonetheless, gender did result in great differences in employing these strategies. This study presents a new categorization for pragmatic learning strategies, which can be used for more effective pragmatic learning strategy teaching and learning.

Honey and Mumford learning style: creative thinking process in solving statistical problems

<span lang="EN-US">This research revealed the nature of students’ creative thinking processes with theoretical and pragmatic learning styles in solving problems. The creative thinking process of these students goes through the stages of synthesizing ideas, building ideas, planning the implementation of ideas, and implementing ideas. This research was conducted at one of the junior high schools in Pasuruan Regency, Indonesia. Prospective research subjects are second grade students, totaling 150 students. The research instrument is the researcher as the main instrument and is assisted by additional instruments, namely the learning styles questionnaire (LSQ), the creative thinking test presented in E-module using science, technology, engineering and mathematics (STEM) project-based learning, and interview guidelines. Based on the results of research on creative thinking processes in solving problems in students with theoretical learning styles and students with pragmatic learning styles, it can be concluded that there are differences in the creative thinking process at each stage, namely the stages of synthesizing ideas, building ideas, planning implementation of ideas, and implementing ideas. This difference is caused by differences in character between students with theoretical learning styles and pragmatic learning styles that influence students in building ideas to implement ideas.</span>

An Analysis of Implicit Meaning Found in Garfield Comic Strips (in May 2012 Edition)

This research used descriptive method. It was used to get description about something by analyzing, interpreting, and concluding. In this case, the researcher described about implicit meaning found that exist in Garfield comic strips in May 2012 edition. In collecting the data, the researcher downloaded Garfield comic strip May 2012 Edition from official website of Garfield in http://www.Garfield.com. The results of this research showed that all of the comic strips contain implicit meaning. Furthermore based on the research question, the implicit meanings found in Garfield comic strips were divided into two types, they were particularized implicit and generalized implicit meaning, if we know the background knowledge of the Garfield we can use particularized implicit meaning, but if we didn’t knew we can use generalized implicit meaning. In this case, the comic strips were dominated by Particularized implicit meaning type. The total of Particularized implicit meaning were 19 comic strips, and the rests were 13 comic strips. The conclusion of this research is every edition of Garfield of comic strips has implicit meaning in every strip, so to know what the implicit meaning in every strip is we must know the background knowledge of Garfield. The researcher expects the result of this research will be useful for the english students who need the result of this research as references in learning pragmatics. The researcher also hopes that this research will inspire other researcher to analyze the implicit meaning in other comic’s strips.

Reading motivation and learning strategies among Chinese EFL learners

AbstractGiven the preeminent role of students' reading motivation in their academic success in reading, which determines the quality and intensity of cognition and behaviors, it is important to investigate the predicative effects of different aspects of reading motivation on students' learning strategies particularly in a foreign language learning context where students usually learn the target language mainly through reading. This study investigated reading motivation and learning strategies as well as the relationships between them among junior and senior Chinese secondary school students. Data were gathered from 405 English as a foreign language (EFL) students from a junior and a senior secondary school in southern China who completed two questionnaires used to measure their reading motivation and learning strategies. Confirmatory factor analyses results supported the fit of the two questionnaires in assessing students' motivational and learning strategy processes in an EFL context. The study found that while the students were largely motivated to engage in English reading extrinsically, these students were also found to adopt control and elaboration strategies frequently in their learning, which somewhat contradicts the stereotypical view of Chinese students as rote learners in the literature. The study revealed significant differences in reading motivation and learning strategies between junior and senior secondary students, which can be interpreted in terms of a competitive and pragmatic learning culture where examinations play an essential role in determining student admission into higher education. Findings of this study contribute to the theoretical and pedagogical discussions on reading motivation and learning strategies in learning EFL.

Pharmacist-driven outreach initiative to increase prescribing of sodium-glucose cotransporter-2 inhibitors in eligible VHA patients with chronic kidney disease: a study protocol

BackgroundPatients with chronic kidney disease (CKD) are at increased risk for multiple adverse events, several of which have been proven to be less likely with the use of sodium-glucose cotransporter-2 inhibitors (SGLT2i). As a result, guidelines now recommend SGLT2i be given to those with mild to moderate CKD and type 2 diabetes. The objective of this study is to evaluate if a pharmacist-driven SGLT2i prescribing initiative among eligible patients with CKD and diabetes within the VA could more rapidly improve the adoption of SGLT2i via a pragmatic approach aligned with learning health systems.MethodsEligible patients will be identified through an established VA diabetes dashboard. Veterans with an odd social security number (SSN), which is effectively a random number, will be the intervention group. Those with even SSNs will serve as the control while awaiting a second iteration of the same interventional program. The intervention will be implemented in a rolling fashion across one Veterans Integrated Service Network. Our primary outcome is initiation of an SGLT2i. Secondary outcomes will include medication adherence and safety-related outcomes.DiscussionThis project tests the impact of a pharmacist-driven medication outreach initiative as a strategy to accelerate initiation of SGLT2i. The results of this work will not only illustrate the effectiveness of this strategy for SGLT2is but may also have implications for increasing other guideline-concordant care. Furthermore, the utilization of SSNs to select Veterans for the first wave of this program has created a pseudo-randomized interventional trial supporting a pragmatic learning health system approach.Trial registrationISRCTN12374636.

Investigating The Transformative Effects of Active Learning Methodologies in The Field of Engineering Education to Improve Learning Outcomes in Students by Unleashing Their Potential

Abstract— Active learning methodologies have significantly transformed engineering education, which implements an assortment of actual time and pragmatic learning strategies that have revolutionized the old chalk-and-talk instructional techniques into an appealing and exciting atmosphere for mastering. This study examines the effect of distinct active learning approaches on the acquiring capabilities of BTech scholars, highlighting the impact they have on student participation proactive involvement and overall outcomes related to learning. The research provides a brief overview of active learning and provides an explanation of the subject regarding the impact active learning methodologies may have on the motivation and engagement of students in engineering education. Also emphasizes its core concepts as well as its ability to challenge the traditional paradigm of instruction, which is concentrated on lectures in educational institutions.Technology pupils through a thorough assessment of the available literature, empirical investigations, cross-sectional research of qualitative, and quantitative data and surveys. These approaches include peer instruction, concept mapping, inquiry-based learning, experiential learning, case-based learning, simulation-based learning, collaborative learning, problem-based learning, flipped classrooms and project-based learning. The findings illustrate how these active learning approaches profoundly impact B.Tech students. Greater participation of pupils, improved academic results, more substantial critical thinking abilities, and a more comprehensive understanding of science and technology concepts are the outcomes of adopting these approaches in the field of engineering education. Through the results of this research, we aim to illustrate how active learning approaches can enrich the lives of pupils along with how these can assist them excel in their careers. Additionally, we intend to highlight how these approaches can allow learners to improve their concepts and skills in a more appreciated manner. These teaching methods also foster a lifetime love of learning while preparing students for the expanding demands of the developing engineering industry. Keywords— Active learning methodologies, collaborative learning, problem-based learning.

IMPROVING BALINESE LEARNING OUTCOMES THROUGH THE IMPLEMENTATION OF PRAGMATIC APPROACHES

This research is a classroom action research consisting of 2 cycles. The research subjects were all 34 students of Class X IPS 3 at SMA Negeri 1 Kuta. The objectives of this study included: 1) to know student learning outcomes in learning Balinese with the application of pragmatic learning approaches, 2) to know students' responses to learning Balinese with the application of pragmatic learning approaches. The results showed: 1) student learning outcomes increased and 2) students gave positive responses to Balinese language subject. In cycle I, student learning outcomes obtained an average class of 74.71 with classical completeness of 82.35% in the incomplete category. In cycle II, student learning outcomes obtained a class average of 80.74 with classical completeness of 94.12% in the complete category. Based on the results of this study, the application of a pragmatic approach can be used as an alternative in an effort to improve the quality of student learning processes and outcomes.

The Interplay Between L2 Motivation and Proficiency in Predicting EFL Learners’ Pragmatic Engagement

Drawing on self-determination theory and L2 pragmatics, this study scrutinizes how two motivational dimensions (autonomous and controlled) can affect EFL learners’ behavioral engagement in learning pragmatics across various English proficiency levels. One hundred ninety-eight Saudi EFL learners were surveyed for their English proficiency level, L2 motivation, and pragmatic engagement. The findings revealed an overall significant positive correlation between EFL learners’ L2 motivation and pragmatic engagement. Autonomous and controlled motivations were significantly and positively correlated with pragmatic engagement among all the English proficiency groups. Learners with advanced proficiency exhibited significantly higher correlations than their counterparts, indicating that L2 motivation mediated by proficiency predicted pragmatic engagement. Learners with higher levels of English proficiency were more sensitive to the pragmatic aspects of the language and, therefore, more motivated toward active engagement in pragmatically oriented contexts than intermediate and upper-intermediate learners.

Educational practices through information and communication technologies: integration between active methodologies

Improving the academic and professional background of people from varied levels make us rethink about the role of formal teaching strategies, considering that even today deficencies are displayd in learning environments. In its most noticeable phase, the traditional teaching is highly associated with school evasion, pragmatic learning and students’ discouragement to learn. There are several pedagogic recommendations made to the teachers in order to reverse this situation, but there are not many practical alternatives presented. Given the current context, this article aims at describing the integration between two active methodologies: Just in Time Teaching (JiTT) and Peer Instruction (PI), and the goal is to promote the potencial of both in the teaching and learning process. These methodologies make use of information and communication technologies (ICT) to their own functionality. But for that purpose, a sistematic review on integration between these methodologies was made in this research, being held at the database of SciELO, Scopus and Brazilian Digital Library of Theses and Dissertations, in the period 2015-2020. There have been found 311 articles and 1,663 theses/dissertations and, among all, 22 studies were selected, including national and international. The results have showed that the integration between active methodologies improved the students’ performances, considering their learning, development, autonomy to carry out studies, interactivity in search for learning, team work and proactivity; becoming protagonists of their own learning process.

Relevance and multimodal prosody: implications for L2 teaching and learning

In this paper, I build on Scott's relevance-theoretic account of contrastive stress. Contrastive stress works as an extra cue to ostension in altering the salience of a particular constituent in an utterance and, as a result, the salience of one particular interpretation of that utterance. I draw on Scott's argument that contrastive stress does not encode procedural meaning. Contrastive stress isunpredictable and, as such, it is in confounding the hearer's expectations that it draws his attention to the accented word and prompt his search for different interpretive effects. I argue that contrastive stress is interpreted purely inferentially precisely because it is one of many pointing devices. It is to be interpreted by virtue of its interaction with other paralinguistic behaviors, all of which being different aspects of the same ostensive act of communication. This leads me to focus on the gestural nature of contrastive stress working as an act of pointing, which, as an ostensive communicative behavior, conveys thatif you look over there, you'll know what I mean. Finally, I present the implications of analyzing contrastive stress in its multimodal context—as prosodic pointing—for the teaching and learning of L2 prosodic pragmatics and the development of interpretive abilities in the L2 hearer's mind.

61 “Research in Surgery – Building the Foundations” – a Mixed-Methods Evaluation of a New Collaborative Regional Teaching Series

Abstract Aim Research is integral to the progression of the surgical profession and requires a sustainable pipeline of diverse academics. Interest in academia begins at undergraduate level, however lack of exposure acts as a barrier to participation. We aimed to provide exposure to surgical academia via webinars and review the impact of this series. Method Four monthly sessions were delivered and facilitated in collaboration with medical students, foundation trainees, and surgical academics. Sessions covered core topics for students and foundation trainees, including audit/quality improvement, statistics, and research funding. Data were collected via post-event surveys which included scaled-based and free-text responses. These were analysed with appropriate statistics and thematic content analysis respectively. Results Across the sessions there were 79 attendances by 58 individuals. n = 52/58 were students, with 38% (n = 20/52) studying outside the region. The median overall rating was 8/10 (quartiles 8-10) and 98.7% (n = 78/79) would recommend to a colleague. Post-session confidence improved significantly for all sessions compared to pre-session confidence (p≤0.010 in all cases). Thematic content analysis summarised attendees learning points into three semantic themes. (1) how to access research opportunities, (2) pragmatic learning on undertaking research (including funding, statistics, and dissemination) and (3) the importance of mentorship and networking. Respondents valued the insights and experiences of facilitators. Improvements included shorter sessions and clearly explaining novel language. Conclusions Our results highlight the benefits of these sessions for providing exposure and improving understanding of surgical academia, with relevance for others aiming to engage students and doctors in academia. We plan future sessions building on this.

Ishihara, Noriko and Andrew D. Cohen:Teaching and learning pragmatics: where language and culture meet(2ndedn.)

Ishihara, Noriko and Andrew D. Cohen:<i>Teaching and learning pragmatics: where language and culture meet</i>(2^ndedn.)

Task Design Features and Pragmatics Learning: A Systematic Review of Recent Research

The learning effects of task-based interaction is an emerging topic in the field of instructed pragmatics for ESL learners. Specifically, researchers are exploring the impact of different task features on pragmatics learning. This article reports a review of the extant research. First, the review aimed to identify specific task design and implementation characteristics that appeared to enhance learners’ use of pragmatic features during task performance. Inter alia, the review indicated greater benefits from tasks which learners completed collaboratively versus individually and tasks which presented learners with relatively complex versus relatively simple cognitive demands. Secondly, the review aimed to assess evidence of learning across this body of research. The review could not establish whether the enhanced pragmatic language use observed during task performance equated with long-term learning as very few studies included delayed post-tests, an obvious lacuna in the body of research to date.