Second language pragmatics development through different instructional techniques

2019 ◽  
Vol 171 (1) ◽  
pp. 113-141
Author(s):  
Elaheh Zaferanieh ◽  
Mansoor Tavakoli ◽  
Abbass Eslami Rasekh
Keyword(s):  
Role Play ◽  
Zone Of Proximal Development ◽  
Control Group ◽  
Proximal Development ◽  
Consciousness Raising ◽  
Treatment Groups ◽  
Input Enhancement ◽  
Completion Test ◽  
Enhancement Method ◽  
Types Of Instruction

Abstract This study investigated the effectiveness of three types of instruction on learning the speech act of criticizing by 100 Iranian learners of English. For 10 weeks, the consciousness raising group (N = 27), input enhancement group (N = 23), and ZPD (Zone of Proximal Development)-sensitive group (N = 25) participated in the study. The three treatment groups were compared with a control group (N = 25) on pre-tests, immediate and delayed posttests performance of discourse completion test and role-play test. The results revealed that treatment groups significantly improved and outperformed the control group. They maintained their improvement in the delayed posttest. In addition, the results showed the superiority of ZPD-sensitive instruction in relation to two other methods, and better performance of consciousness raising instruction than input-enhancement method. Finally, by interviewing the participants, the researchers could understand the opinions of learners about the instructions they received. The findings and implications are discussed.

scholarly journals The ages of zone of proximal development for retrospective time assessment and anticipation of time event

2020 ◽  
Author(s):  
G.V. Portnova ◽  
A. B. Rebreikina ◽  
O.V. Martynova
Keyword(s):  
Time Perception ◽  
Neuropsychological Assessment ◽  
Time Estimation ◽  
Zone Of Proximal Development ◽  
Control Group ◽  
Attention And Memory ◽  
Proximal Development ◽  
Time Intervals ◽  
Intelligence Scale ◽  
Time Assessment

AbstractWe aimed to investigate the ability of children aged 5–14 years old (preschoolers, primary schoolers, and preteens) to assess and anticipate time intervals. 287 Russian children aged 5–14 years old and 26 adults of control group participated in our study. The neuropsychological assessment, Wechsler Intelligence Scale for Children and a battery of time-related tests were applied. All groups of children overestimated the event’s duration, although the accuracy of the second estimations increased among the participants aged 6–8 years after a prompt was offered. A zone of proximal development for time anticipation task was detected for children aged 9-11 years, when the prompt could significantly improve the accuracy of time perception. The participants overestimated the duration of both upcoming and past events, with the degree of overestimation being found to be negatively correlated with age. Further, a higher degree of accuracy in terms of time estimation was found to be correlated with higher scores on the attention and memory tests, and accuracy of time anticipation was associated with scores of praxis test.

scholarly journals The Ages of Zone of Proximal Development for Retrospective Time Assessment and Anticipation of Time Event

2020 ◽  
Author(s):  
Galina Portnova ◽  
Anna Rebreikina ◽  
Olga Martynova
Keyword(s):  
Time Perception ◽  
Neuropsychological Assessment ◽  
Time Estimation ◽  
Zone Of Proximal Development ◽  
Control Group ◽  
Attention And Memory ◽  
Proximal Development ◽  
Time Intervals ◽  
Intelligence Scale ◽  
Time Assessment

We aimed to investigate the ability of children aged 5–14 years old (preschoolers, primary schoolers, and preteens) to assess and anticipate time intervals. 287 Russian children aged 5–14 years old and 26 adults of control group participated in our study. The neuropsychological assessment, Wechsler Intelligence Scale for Children and a battery of time-related tests were applied. All groups of children overestimated the event’s duration, although the accuracy of the second estimations increased among the participants aged 6–8 years after a prompt was offered. A zone of proximal development for time anticipation task was detected for children aged 9-11 years, when the prompt could significantly improve the accuracy of time perception. The participants overestimated the duration of both upcoming and past events, with the degree of overestimation being found to be negatively correlated with age. Further, a higher degree of accuracy in terms of time estimation was found to be correlated with higher scores on the attention and memory tests, and accuracy of time anticipation was associated with scores of praxis test.

scholarly journals Rethinking of The Zone of Proximal Development: The Role of Parental Engagement in Children's Language Learning Skills

2022 ◽  
Author(s):  
Elham Akbari
Keyword(s):  
Parent Involvement ◽  
Language Learning ◽  
Skill Training ◽  
Foreign Language Learning ◽  
Zone Of Proximal Development ◽  
Parental Engagement ◽  
Control Group ◽  
Proximal Development ◽  
Parents Involvement ◽  
Children's Activities

Abstract The present research investigated the efficacy of parent engagement in children's learning and achievement in the English language. It is emphasized that adult guidance in foreign language learning cannot necessarily play an influential role in children's zone of proximal development (ZPD). It seems that parents or adults should enjoy relative linguistic skills, while in Vygotsky's theory, there is ambiguity over some concepts such as adult guidance characteristics.The statistical society consisted of sixty Iranian children ranging from 9 to 10, divided randomly into three groups of experimental 1, experimental 2, and control. Children received face-to-face education while Telegram was used for their parents. The research results showed significantly more learning, skill training, parent involvement, and shared activities between children and parents in the experimental1 and experimental 2 groups compared to the control group. Moreover, a positive correlation is found between parent involvement and children's achievement in all three groups. The results also showed that parents' involvement and teaching involvement, and language skills had the most influence on parents' involvement. Furthermore, teaching engagement to parents had the most significant influence on children's activities. In addition, children's activities and language skill training had the most influence on their learning.

scholarly journals A COMPARATIVE STUDY OF THE EFFECTIVENESS OF VYGOTSKY'S CONCEPT OF ZONE OF PROXIMAL DEVELOPMENT AND TRADITIONAL METHOD FOR TEACHING MATHEMATICS AT ELEMENTARY LEVEL

2010 ◽  
Vol 27 (1) ◽  
Author(s):  
Aftab Ahmed
Keyword(s):  
Traditional Method ◽  
Zone Of Proximal Development ◽  
Control Group ◽  
Teaching Mathematics ◽  
Proximal Development ◽  
Classroom Experiment ◽  
8Th Grade ◽  
Deviation Coefficient ◽  
Training Programmes ◽  
And Control

Earlier, only one study analyzed ZPD in graduate teacher training programmes ofAllama Iqbal Open University. In contrast, present study was a classroom experiment;the purpose was to investigate the comparative effectiveness of Vygotsky's Concept ofZone of Proximal Development and Traditional Method for teaching Mathematics atElementary Level. The design of the study was pertest-posttest control group designand the sample of 48 students equated on their prior ability in maths into 24-studentsexperimental and control group each. The measuring instrument of the research was aself-prepared achievement test of 40 multiple-choice items in the subject ofmathematics for 8th grade level. The treatment span was for six weeks, forty minuteseach day. After collecting data, it was analyzed through mean, standard deviation,coefficient of variability and t- test.Findings of the study show that the students who were taught mathematics throughVygotskyian method of Zone of Proximal Development complemented by scaffoldingdid better in mathematics achievement than the students taught through theconventional method.Hence, Vygotskian model of teaching was perhaps a better substitute of traditionalmode of teaching mathematics to elementary students.

Developing EFL students ’ pragmatic competence: The case of compliment responses

2020 ◽  
pp. 136216882091353
Author(s):  
Zainab Alsuhaibani
Keyword(s):  
Pragmatic Competence ◽  
Control Group ◽  
Consciousness Raising ◽  
Compliment Responses ◽  
Post Test ◽  
Completion Test ◽  
Quasi Experimental ◽  
Efl Students ◽  
Based Instruction ◽  
Pragmatic Instruction

This study investigated the effect of consciousness-raising instruction and corpus-based instruction on EFL (English as a foreign language) students’ development of compliment responses. It employed a quasi-experimental design with 136 EFL university students divided between three groups: control, consciousness-raising, and corpus groups. A discourse completion test (DCT) was used as a pre- and post-test with all the groups to investigate any significant differences between them. Further, a questionnaire with open-ended questions was used to explore students’ perceptions of pragmatic instruction of compliment responses. The results showed the effectiveness of pragmatic instruction of compliment responses through both consciousness-raising instruction and corpus- based instruction. More specifically, significant differences were found between consciousness-raising group and the corpus group on one hand, and the control group on the other. No significant differences were found between the consciousness-raising group and the corpus group. The results also revealed that the students value the importance of pragmatic instruction indicating that it was important, necessary, useful, and enjoyable at the same time. The article ends with some pedagogical recommendations for pragmatic instruction.

Breastfeeding Training through Role-Play and Effects on Mother-infant Attachment Behaviours: A Randomised Controlled Trial

2020 ◽  
Vol 22 (1) ◽  
Author(s):  
Farokh Saljughi ◽  
Mitra Savabi-Esfahani ◽  
Shahnaz Kohan ◽  
Soheila Ehsanpour
Keyword(s):  
Pregnant Women ◽  
Maternal Employment ◽  
Controlled Trial ◽  
Role Play ◽  
Intervention Group ◽  
Control Group ◽  
Maternal Behaviour ◽  
Infant Attachment ◽  
Significant Difference ◽  
History Of

Mother-infant attachment is an intimate, lasting and satisfying relationship that leads to better cognitive, emotional and social growth of the infant. The aim of this study was to determine the effects of breastfeeding training by role-play on mother-infant attachment behaviours. This research was a randomised clinical trial (parallel design). Inclusion criteria were: no history of mental disorders; ability to read and write the Persian language to complete the questionnaire; no history of drug and tobacco intake in primigravida women. The sample comprised 100 pregnant women (in 2 groups), selected through simple random sampling at healthcare centres. The researcher reviewed prenatal care registries of selected healthcare centres and extracted the names of pregnant women in their early third trimester. The data were imported into randomisation software. The control group received routine breastfeeding training, while the intervention group received routine training together with training through role-play. The data collection tool was the Maternal Behaviour Inventory Questionnaire. Consequently 75 samples were analysed in SPSS16. Independent t-tests and chi-square tests were used to examine the difference between the two groups. Results showed that the mean score of mother-infant attachment one week after delivery was significantly higher in the intervention group in comparison to that in the control group (p<0.001). No significant difference was observed between the two groups in maternal age, age of marriage, neonatal gender, maternal employment and education, number of parity, and number of abortions (P>0.05). Since breastfeeding training through role-play could affect mother-infant attachment, it is suggested that this type of training should be provided for pregnant women to promote mother-infant attachment and exclusive breastfeeding.

Changes of IL-4 and IFN-g expression in monocytes and T-helper lymphocytes while modeling of systemic juvenile idiopathic arthritis in Wistar rats

2018 ◽  
pp. 61-69
Author(s):  
В.Н. Сахаров ◽  
П.Ф. Литвицкий ◽  
Е.И. Алексеева ◽  
Н.А. Маянский ◽  
Р.Ш. Закиров
Keyword(s):  
Juvenile Idiopathic Arthritis ◽  
Peripheral Blood Mononuclear Cells ◽  
Wistar Rats ◽  
Mononuclear Cells ◽  
Systemic Juvenile Idiopathic Arthritis ◽  
Control Group ◽  
Peripheral Blood Mononuclear ◽  
Treatment Groups ◽  
Blood Mononuclear Cells ◽  
T Helpers

Цель исследования - изучение перепрограммирования мононуклеарных лейкоцитов на модели системного ювенильного идиопатического артрита (сЮИА), воспроизводимой у крыс Wistar с использованием полного адъюванта Фрейнда и липополисахарида. Методика. сЮИА воспроизведен у 6-месячных крыс-самцов Wistar. На 40-е сут. эксперимента животные были разделены на 3 группы: 1-я группа - контроль; 2-я - группа доксициклина; 3-я - группа дексаметазона. Взятие проб крови у животных проводили на нулевые, 41-е и 55-е сут. Мононуклеарные клетки периферической крови выделяли гравиметрически, после чего окрашивали их на маркеры и внутриклеточные цитокины. Дифференцировали моноциты (CD3-CD4+) и Т-хелперы (CD3+CD4+). Анализировали динамику внутриклеточной экспрессии интерлейкина IL-4 (рассматривали как маркер про-М2 фенотипа, так как в случае выделения из клетки ИЛ-4 служит стимулятором М2 поляризации макрофагов) и IFN-g (как маркер про-М1 фенотипа) по данным проточной цитофлуориметрии. Применяли непараметрический статистический тест Mann-Whitney-Wilcoxon в программе R для статистической обработки данных. Результаты и заключение. При моделировании сЮИА выявлено закономерное изменение фенотипа моноцитов. Применение же доксициклина и дексаметазона приводило к более ранней поляризации их по про-М2-пути в отношении моноцитов (на 41-е сут.) в сравнении с контролем. Про-М1 эффект (на 55-е сут., в сравнении с контролем) выявлен также в группах доксициклина и дексаметазона. У животных разных групп обнаружены характерные динамические изменения внутриклеточной экспрессии цитокинов. Важно, что различная направленность поляризации фенотипа при сЮИА и применении препаратов наблюдается не только у моноцитов, но и у Т-хелперов. The study objective was to evaluate targeted reprogramming of peripheral blood mononuclear cells in systemic juvenile idiopathic arthritis (sJIA) modeled in 6-month-old male Wistar rats by co-administration of complete Freund’s adjuvant and lipopolysaccharide. Methods. On day 40 of the experiment, rats were divided into three groups: control, doxycycline, and dexamethasone groups. Blood samples were collected on days 0, 41, and 55. Peripheral blood mononuclear cells were isolated gravimetrically and stained for markers and cytokines. Monocytes (CD3-CD4+) and T-helpers (CD3+CD4+) were differentiated as target cells. IL-4 was considered a marker for the pro-M2 phenotype since IL-4 can activate M2 macrophage polarization; IFN-g was considered a marker for the pro-M1 phenotype. Time-related changes in the intracellular expression of IL-4 and IFN-g were studied using flow cytometry. Data were analyzed using nonparametric statistical tests (Mann-Whitney-Wilcoxon) in the R environment for statistical computing. Results and conclusions. Monocytes (like macrophages) underwent reprogramming during the development of modeled sJIA disease. In monocytes of doxycycline and dexamethasone treatment groups, pro-M2 effects were observed earlier (day 41) than in the control group. Pro-M1 effects were observed in monocytes of doxycycline and dexamethasone groups on day 55, as compared with the control group. Characteristic time-related changes of intracellular cytokine expression were described for different groups. Importantly, the differently directed phenotype polarization was observed in sJIA and treatment groups for both monocytes and T-helpers.

PENGEMBANGAN BAHAN AJAR BAHASA INGGRIS DENGAN MEDIA AUDIO UNTUK SEKOLAH MENENGAH PERTAMA

2017 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Sugeng Susilo Adi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Zone Of Proximal Development ◽  
Communicative Language Teaching ◽  
Proximal Development ◽  
Teaching English ◽  
Comprehensible Input ◽  
Level I ◽  
Audio Media

The composition of English language learning tools for middle schools has often not utilized the instrctional technology approach and only used approaches related to the educational discipline of teaching English as a foreign language (TEFL). English language learning materials in several middle schools in East Java also do not provide audio media-based activities for practice of listening skills. This article is the research results of the Borg & Gall research and development model which aimed to develop, validate, and test textual learning materials aided by audio recordings to develop the English-language competency of middle school students. The results of the development showed that audio media was proven to be e ectively capable as sca olds that play a role as learning aids. Audio media provides sound input that guides students to imitate the audio with accurate pronunciation. In addition, audio media input can also be comprehensible for students in accordance with the Input Hypothesis Theory of Krashen that states that those learning languages at “level i” should obtain comprehensible input at “level i + 1” or slightly higher than the current level, and this theory of Krashen is identical to the zone of proximal development (ZPD) theory of Vygotsky. This development also resulted in a learning design which applied the audio lingual communicative (ALC) strategy which is eclectic in its combination of two language learning strategies, which are the audio lingual method with communicative language teaching (CLT). The application of this method was appropriate with the Indonesian classroom context where the number of students in a classroom is on average 40 pupils or more. AbstrakPengembangan bahan ajar Bahasa Inggris untuk sekolah menengah pertama selama ini sering kali tidak menggunakan pendekatan teknologi pembelajaran dan hanya menggunakan pendekatan disiplin ilmu pendidikan bahasa Inggris sebagai bahasa asing atau teaching English as a foreign language/TEFL. Selain bahan ajar bahasa Inggris di beberapa sekolah menengah pertama di Jawa Timur tidak menyediakan bahan penyerta berupa media audio untuk latihan keterampilan menyimak (listening). Penelitian ini adalah penelitian pengembangan (R&D) model Borg & Gall yang bertujuan untuk mengembangan, memvalidasi, dan menguji bahan ajar tekstual berbantuan rekaman audio untuk meningkatkan kompetensi bahasa Inggris siswa sekolah menengah pertama. Hasil pengembangan ini menunjukkan bahwa media audio telah terbukti mampu secara efektif menjadi sca olds yang berperan sebagai bantuan belajar. Media audio menyediakan input suara yang memandu siswa menirukan audio dengan akurasi pelafalan yang tepat. Selain itu, input dari media audio dapat dipahami (comprehensible) bagi siswa, sesuai dengan Input Hyphothesis Theory Krashen yang menyatakan bahwa mereka yang belajar bahasa yang berada pada “tingkat i” seharusnya memperoleh comprehensible input pada “tingkat i + 1” atau sedikit lebih tinggi dari tingkat ia berada yang identik dengan teori zone of proximal development (ZPD) yang dikembangkan Vygotsky. Pengem- bangan ini juga menghasilkan desain pembelajaran yang menerapkan strategi audio lingual communicative (ALC) yang bersifat eklektik yang memadukan dua pendekatan pembelajaran bahasa, yaitu audio lingual method dengan communicative language teaching (CLT). Penerapan metode ini sesuai dengan konteks kelas Indonesia dengan jumlah siswa rata-rata 40 orang atau lebih dalam satu kelas. ia dengan jumlah siswa rata-rata 40 orang atau lebih dalam satu kelas.

Mechanism Involved in Fortification by Berberine in CDDP-Induced Nephrotoxicity

2020 ◽  
Vol 13 (4) ◽  
pp. 342-352 ◽  
Author(s):  
Vipin K. Verma ◽  
Salma Malik ◽  
Ekta Mutneja ◽  
Anil K. Sahu ◽  
Kumari Rupashi ◽  
...  
Keyword(s):  
Oxidative Stress ◽  
Renal Tissue ◽  
Isoquinoline Alkaloid ◽  
Experimental Models ◽  
Beclin 1 ◽  
Control Treatment ◽  
Control Group ◽  
Treatment Groups ◽  
Single Intraperitoneal Injection ◽  
Male Wistar Rats

Background: The activation of Nrf2/HO-1 pathway has been shown to protect against cisplatin- induced nephrotoxicity by reducing oxidative stress. Berberine (Ber), an isoquinoline alkaloid, has demonstrated antioxidant, anti-inflammatory and anti-apoptotic activities in various experimental models. Aim: To check the effect of Ber on cisplatin-induced nephrotoxicity and to explore the involved mechanism. Methods: Adult male Wistar rats were divided into 6 groups: Normal, cisplatin-control, treatment groups and per se group. Normal saline and Ber (20, 40 and 80 mg/kg; p.o.) was administered to rats for 10 days. A single intraperitoneal injection of cisplatin (8 mg/kg) was injected on 7th day to induced nephrotoxicity. On 10th day, rats were sacrificed, the kidney was removed and stored for the estimation of various parameters. Results: As compared to cisplatin-control group, Ber pretreatment improved renal function system and preserved renal architecture. It also diminished oxidative stress by upregulating the expression of Nrf2/HO-1 proteins. In addition, Ber attenuated the cisplatin mediated inflammation and apoptosis. Furthermore, it also reduced the phosphorylation of p38/JNK and PARP/Beclin-1 expression in the kidney. Conclusion: Ber attenuated renal injury by activating Nrf2/HO-1 and inhibiting JNK/p38MAPKs/ PARP/Beclin-1 expression which prevented oxidative stress, inflammation, apoptosis and autophagy in renal tissue.

Efficacy of Ovsynch and Ovsynch Plus Protocol for Improvement of Fertility in Postpartum Sahiwal Cows

2019 ◽  
Vol 14 (04) ◽  
Author(s):  
J. P. Lakher ◽  
M. K. Awasthi ◽  
J. R. Khan ◽  
M. R. Poyam
Keyword(s):  
Fixed Time ◽  
Conception Rate ◽  
Control Group ◽  
Group Iii ◽  
Treatment Groups ◽  
Group I ◽  
Early Postpartum ◽  
The Status ◽  
Sahiwal Cows ◽  
And Control

The present study was conducted to investigate the efficacy of Ovsynch and Ovsynch plus protocol in postpartum (day 60) Sahiwal cows (n=18). Animals were randomly divided into three equal groups, viz., Ovsynch group Ovsynch plus group and Control group. Animals of group I (n = 6) were treated with traditional Ovsynch protocol. The animals (n = 6) of group II were treated with Ovsynch plus protocol which consisted of an initial intramuscular injection of eCG (Folligon) @ 250 IU on day 60 postpartum followed 3 days later by GPG (Ovsynch) protocol. In group-III Control, no treatment was given to animals (n = 6). Treated animals were inseminated at a fixed time between 14 and 20 hrs after second GnRH injection, irrespective of estrus detection. Blood samples were collected from each animal on days 50 and 60 postpartum to determine the status of cyclicity in animals based on serum concentrations of progesterone (P4). A third blood sample was collected on the day of prostaglandin treatment to determine the response of first GnRH injection. Four animals each were cyclic, and two were acyclic in both treatment groups. Four animals each responded to first GnRH treatment in both treatment groups. Similarly, two animals each got conceived giving conception rate of 50% (2/4) in each treatment. In the control group, one out of 6 animals got conceived yielding 16.66 % conception rate (1/6) during the study period. It may be thus concluded that Ovsynch and Ovsynch plus protocol may be used during the early postpartum period to improve the reproductive efficiency in postpartum Sahiwal cows.

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