Codes of Modern Written Communication: Acoustic-Auditory vs. Manual-Visual

The article introduces the semiotic, cognitive, and technical aspects of the most important trends in the modern written communication, which arise as a result of the competition between acoustic-auditory and manual-visual codes. The author believes that Russian education has to adapt to the contemporary trends in virtual communication, which requires a preliminary research. The problem is that the integral-systemic presentation of communicative content is developing as a result of the growing share of visual data in various types of communication. The school course of Russian is based on elementary strategies and cannot keep up with these changes. Video-clip unites give the visual-written perception much better holistic possibilities than those of the phono-auditory-written channel. The competition of these two forms of writing is unlikely to displace the weaker opposition member. Chances are that it will redistribute their functions based on the advantages of each form.

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Status in Social Networks as a Speech Genre

Postmodern Openings ◽

10.18662/po/12.1/250 ◽

2021 ◽

Vol 12 (1) ◽

pp. 128-140

Author(s):

Svitlana Formanova ◽

Liudmyla Gusak ◽

Tetiana Vorobiova ◽

Ruslana Savchuk ◽

Olena Dorofieieva ◽

...

Keyword(s):

Social Networks ◽

Written Communication ◽

Social Content ◽

Virtual Communication ◽

Promising Direction ◽

Visual Elements ◽

The Social ◽

Speech Genres ◽

Speech Genre ◽

Theoretical Foundations

Modern linguistics is characterized by the establishment and formation of a new promising direction, based on anthropocentric theory of speech genres (TSG). The popularity of this direction lies in the interest of the scientists in the phenomenon of virtual communication, which has a certain structure and differs in mechanisms of influence on the social content. The multidimensionality and richness of genre forms determine the need for a diverse approach to the study of speech genres in modern genology. The aim of the article is to study and analyze the theory of speech genres in modern linguistics. The author presents the basic theoretical foundations of the study of the theory of speech genres. Taking into account the achievements of modern studies, the concept of speech genres is analyzed, features and functions of the visual elements of the speech genre are described. It is proved that the modern speech genre and its variety the virtual speech genre are an informational and communicative environment in which there is a certain styling, sphere of communication, speech behavior. The speech genre and the virtual speech genre belong to the written communication and rely on the fullest use of lexical, grammatical, graphic, and media means of speech, which foresees certain adjustments, as well as it differs by the form of dialogue and monologue.

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Challenges Regarding Scientific Transcription in Virtual Office Hours

Mathematics ◽

10.3390/math9070699 ◽

2021 ◽

Vol 9 (7) ◽

pp. 699

Author(s):

Pablo Gregori ◽

Vicente Martínez

Keyword(s):

Dropout Rate ◽

Abstract Objects ◽

Written Communication ◽

Virtual Communication ◽

Video Lecture ◽

Virtual Office ◽

Mathematical Symbols ◽

Teachers And Students ◽

Communication Devices ◽

Positive Effect

Mathematics teachers face great difficulties during virtual communication with their students, mainly because scientific and technical subjects use a great many mathematical symbols, abstract objects and a wide variety of technical nomenclatures that are not directly represented on the keyboards of computers, tablets or other communication devices. This paper aims to facilitate oral and written communication between teachers and students in mathematics subjects. In this regard, we describe realistic procedures for use in virtual office hours. We analyse different methods that combine the use of computers, tablets, webcams and an institutional video lecture system. The improvement in oral and written communication will have a positive effect on academic performance and decrease the dropout rate in distance learning courses, because the students feel more closely accompanied in their learning.

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Web-Based Video for e-Learning

Web-Based Education ◽

10.4018/978-1-61520-963-7.ch117 ◽

2010 ◽

pp. 1745-1764

Author(s):

Chareen Snelson

Keyword(s):

Instructional Strategies ◽

Course Design ◽

Video Clip ◽

Future Directions ◽

Web Based ◽

Technical Aspects ◽

Video Clips ◽

E Learning ◽

New Form ◽

Teaching Learning

The recent explosive growth of Web-based video has expanded the repository of free content that can be tapped into for e-learning. Millions of video clips are now available online and more are uploaded each day. Since thecreation of YouTubeTM in 2005, a video clip phenomenonhas swept the Internet. Never before has it been so easy to locate, record, and distribute video online. This opens intriguing possibilities for teaching, learning, and course design for e-learning. This chapter introduces Web-basedvideo as a new form of educational motion picture, delvesinto technical aspects of Web 2.0 video tools, describes instructional strategies that integrate Web-based videoclips in e-learning, and examines barriers that could potentially inhibit its use. Future directions are also discussed.

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Web-Based Video for e-Learning

Collective Intelligence and E-Learning 2.0 ◽

10.4018/978-1-60566-729-4.ch009 ◽

2011 ◽

pp. 147-166 ◽

Cited By ~ 6

Author(s):

Chareen Snelson

Keyword(s):

Instructional Strategies ◽

Course Design ◽

Video Clip ◽

Future Directions ◽

Web Based ◽

Technical Aspects ◽

Video Clips ◽

E Learning ◽

New Form ◽

Teaching Learning

The recent explosive growth of Web-based video has expanded the repository of free content that can be tapped into for e-learning. Millions of video clips are now available online and more are uploaded each day. Since the creation of YouTubeTM in 2005, a video clip phenomenon has swept the Internet. Never before has it been so easy to locate, record, and distribute video online. This opens intriguing possibilities for teaching, learning, and course design for e-learning. This chapter introduces Web-based video as a new form of educational motion picture, delves into technical aspects of Web 2.0 video tools, describes instructional strategies that integrate Web-based video clips in e-learning, and examines barriers that could potentially inhibit its use. Future directions are also discussed.

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Preliminary research of the aldosterone synthesized by bone morrow stem cells of adult male ratsin vitro

Cell Biology International ◽

10.1042/cbi034s043c ◽

2010 ◽

Vol 34 (8) ◽

pp. S43-S43

Author(s):

Wei‑ying Zou ◽

Bei Yang ◽

Xiuli Ni ◽

Da‑lei Zhang ◽

Lei Wu ◽

...

Keyword(s):

Stem Cells ◽

Adult Male ◽

Preliminary Research ◽

Bone Morrow

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Word Prompt Programs

American Journal of Speech-Language Pathology ◽

10.1044/1058-0360.0603.57 ◽

1997 ◽

Vol 6 (3) ◽

pp. 57-65 ◽

Cited By ~ 5

Author(s):

Lisa A. Wood ◽

Joan L. Rankin ◽

David R. Beukelman

Keyword(s):

Learning Disabilities ◽

Current Literature ◽

Word Processing ◽

Computer Software ◽

Written Language ◽

Written Communication ◽

Speech Language Pathologists ◽

Basic Word ◽

The Matrix ◽

Language Needs

Word prompt programs are computer software programs or program features that are used in addition to basic word processing. These programs provide word lists from which a user selects a desired word and inserts it into a line of text. This software is used to support individuals with severe speech, physical, and learning disabilities. This tutorial describes the features of a variety of word prompt programs and reviews the current literature on the use of these programs by people with oral and written language needs. In addition, a matrix that identifies the features contained in eight sample word prompt programs is provided. The descriptions of features and the matrix are designed to assist speech-language pathologists and teachers in evaluating and selecting word prompt programs to support their clients' oral and written communication.

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Addressing the Content Vocabulary With Core: Theory and Practice for Nonliterate or Emerging Literate Students

Perspectives on Augmentative and Alternative Communication ◽

10.1044/aac21.3.74 ◽

2012 ◽

Vol 21 (3) ◽

pp. 74-81 ◽

Cited By ~ 9

Author(s):

Debbie Witkowski ◽

Bruce Baker

Keyword(s):

Communication Skills ◽

High Performance ◽

Theory And Practice ◽

Written Communication ◽

Academic Tasks ◽

Meaningful Participation ◽

Core Theory ◽

Communication Needs ◽

Core Vocabulary ◽

Personal Success

Abstract In the early elementary grades, the primary emphasis is on developing skills crucial to future academic and personal success—specifically oral and written communication skills. These skills are vital to student success as well as to meaningful participation in the classroom and interaction with peers. Children with complex communication needs (CCN) may require the use of high-performance speech generating devices (SGDs). The challenges for these students are further complicated by the task of learning language at a time when they are expected to apply their linguistic skills to academic tasks. However, by focusing on core vocabulary as a primary vehicle for instruction, educators can equip students who use SGDs to develop language skills and be competitive in the classroom. In this article, we will define core vocabulary and provide theoretical and practical insights into integrating it into the classroom routine for developing oral and written communication skills.

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