Commentary — other initiated repair: a window onto the challenges of real-world communication

2020 ◽  
Vol 34 (10-11) ◽  
pp. 1055-1059
Author(s):  
Lotte Meteyard
Keyword(s):  
Real World ◽  
World Communication

scholarly journals Pemanfaatan Dan Pemilihan Mainan Edukasi Anak Usia Dini Yang Baik Sesuai Didikan Islami Di Era Generasi Milenial

2019 ◽  
Vol 1 ◽  
pp. 1073
Author(s):  
Risnawati Risnawati ◽  
Uswatun Hasanah ◽  
Neni Mulyani
Keyword(s):  
Decision Support ◽  
Support System ◽  
Real World ◽  
Virtual World ◽  
Islamic Education ◽  
Topsis Method ◽  
World Communication ◽  
Children And Parents ◽  
Educational Toys ◽  
Good Environment

A good environment and education will familiarize children with good deeds and vice versa. As wealth, having children is also a pleasure and pleasure for every parent. But what must be considered is how to be able to process the test as well as possible, especially in the current millennial generation era where the virtual world seems more real than the real world, communication between children and parents is not a little stretched even influenced by freedom cultures in outside the limits of religious tolerance. Based on these problems parents should be able to use and choose children's educational toys that are good in accordance with Islamic education in order to get positive values that will produce goodness. To produce the best children's educational toys according to Islamic education, the researchers collaborated on the mechanism of using the Decision Support System with the TOPSIS Method. The criteria that have been determined are Benefits, Security, Content, and quality. Based on the criteria that have been determined then there must be various alternatives chosen, namely Laptop Toys, Smart Hafiz, Children's Tablets, Apple Quran, and Iqro Beams. After using the TOPSIS method, it will be found the best educational toys according to Islamic education

scholarly journals Listening and Speaking for Real-World Communication: What Teachers Do and What Students Learn From Classroom Assessments

SAGE Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 215824402110091
Author(s):  
Melissa H. Yu ◽  
Barry Lee Reynolds ◽  
Chen Ding
Keyword(s):  
Real World ◽  
Qualitative Inquiry ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
English As Foreign Language ◽  
Classroom Assessments ◽  
World Communication ◽  
World English ◽  
Listening And Speaking ◽  
Post Assessment

Even though standardized international communication tests have been frequently studied, very little research has explored how teachers planned listening and speaking classroom assessments or which classroom-based tests were more beneficial for teaching real-world English communication. A qualitative inquiry was undertaken to investigate these assessment issues among five English as foreign language teachers and 24 of their students through the collection and analysis of classroom observation and post assessment interview data. While teachers tended to draw on textbook listening and speaking activities to assess those skills, how they graded students focused heavily on the students’ communicative competence as listeners and speakers of English rather than on their ability to answer comprehension questions correctly in the classroom assessments. Students identified a mismatch between classroom instruction and assessments and also a mismatch between the English used in assessments and the English used in real-world communication.

A Dynamic Speech Comprehension Test for Assessing Real-World Listening Ability

2016 ◽  
Vol 27 (07) ◽  
pp. 515-526 ◽  
Author(s):  
Virginia Best ◽  
Gitte Keidser ◽  
Katrina Freeston ◽  
Jörg M. Buchholz
Keyword(s):  
Real World ◽  
Assessment Tools ◽  
Speech Comprehension ◽  
Learning Effects ◽  
Reading Span ◽  
Retest Reliability ◽  
Comprehension Test ◽  
World Communication ◽  
Communication Situations ◽  
Test Retest Reliability

Background: Many listeners with hearing loss report particular difficulties with multitalker communication situations, but these difficulties are not well predicted using current clinical and laboratory assessment tools. Purpose: The overall aim of this work is to create new speech tests that capture key aspects of multitalker communication situations and ultimately provide better predictions of real-world communication abilities and the effect of hearing aids. Research Design: A test of ongoing speech comprehension introduced previously was extended to include naturalistic conversations between multiple talkers as targets, and a reverberant background environment containing competing conversations. In this article, we describe the development of this test and present a validation study. Study Sample: Thirty listeners with normal hearing participated in this study. Data Collection and Analysis: Speech comprehension was measured for one-, two-, and three-talker passages at three different signal-to-noise ratios (SNRs), and working memory ability was measured using the reading span test. Analyses were conducted to examine passage equivalence, learning effects, and test–retest reliability, and to characterize the effects of number of talkers and SNR. Results: Although we observed differences in difficulty across passages, it was possible to group the passages into four equivalent sets. Using this grouping, we achieved good test–retest reliability and observed no significant learning effects. Comprehension performance was sensitive to the SNR but did not decrease as the number of talkers increased. Individual performance showed associations with age and reading span score. Conclusions: This new dynamic speech comprehension test appears to be valid and suitable for experimental purposes. Further work will explore its utility as a tool for predicting real-world communication ability and hearing aid benefit.

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