Linguodidactic aspects of studying rhetoric by secondary school students

The theoretical justification, experimental development of methods of forming the rhetorical skills of seniors, its effectiveness checking is the aim of the research. The realization of this aim involves the implementation of related tasks: to determine the linguistic, paralinguistic and linguodidactic bases of the methodology of formation of rhetorical skills and abilities of secondary school students; to find out the state of studying rhetoric by graduating students: to analyze the current programs and textbooks in Ukrainian language for 10-11 grades of secondary school, to conduct a statement of rhetorical knowledge and skills, to identify its results; to develop an experimental method of mastering rhetorical knowledge, the formation of appropriate skills and abilities, to implement in school practice, to check its effectiveness. The final performance of creative tasks using the integrated nature of role-playing games, producing texts of different genres are the most effective forms of forming rhetorical skills.

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ormation of tolerance in adolescents in the modern multi-ethnic society

LAPLAGE EM REVISTA ◽

10.24115/s2446-6220202172870p.586-597 ◽

2021 ◽

Vol 7 (2) ◽

pp. 586-597

Author(s):

Svitlana Ivanivna Yakymenko ◽

Olena Volodymyrivna Drozd ◽

Nataliia Volodymyrivna Ivanets

Keyword(s):

Theoretical Analysis ◽

Secondary School ◽

Secondary School Students ◽

Experimental Testing ◽

Educational Practice ◽

School Students ◽

Theoretical Justification ◽

Comprehensive Program

This study deals with the formation of tolerance in secondary school students in a multi-ethnic environment. The purpose of the study is to justify and experimentally verify the pedagogical conditions for the formation of tolerance in adolescents in a multi-ethnic environment, based on a theoretical analysis of the issue in question and observation of educational practice. The development and implementation of the comprehensive program "I am a tolerant individual" and its methodological support in a multi-ethnic student environment. The theoretical justification and experimental testing of pedagogical conditions for the formation of tolerance in adolescents in modern multi-ethnic society.

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Evaluation of a Summer-School Program for Highly Gifted Secondary-School Students: The German Pupils Academy

European Journal of Psychological Assessment ◽

10.1027//1015-5759.18.3.214 ◽

2002 ◽

Vol 18 (3) ◽

pp. 214-228 ◽

Cited By ~ 17

Author(s):

Heinz Neber ◽

Kurt A. Heller

Keyword(s):

Secondary School ◽

Summer School ◽

Secondary School Students ◽

Social Cognitive ◽

Gifted Students ◽

School Program ◽

School Students ◽

Positive Effects ◽

Regulatory Strategies ◽

Cognitive Framework

Summary The German Pupils Academy (Deutsche Schüler-Akademie) is a summer-school program for highly gifted secondary-school students. Three types of program evaluation were conducted. Input evaluation confirmed the participants as intellectually highly gifted students who are intrinsically motivated and interested to attend the courses offered at the summer school. Process evaluation focused on the courses attended by the participants as the most important component of the program. Accordingly, the instructional approaches meet the needs of highly gifted students for self-regulated and discovery oriented learning. The product or impact evaluation was based on a multivariate social-cognitive framework. The findings indicate that the program contributes to promoting motivational and cognitive prerequisites for transforming giftedness into excellent performances. To some extent, the positive effects on students' self-efficacy and self-regulatory strategies are due to qualities of the learning environments established by the courses.

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Ethnolinguistic Identity and Television Use in a Minority Language Setting

Journal of Media Psychology Theories Methods and Applications ◽

10.1027/1864-1105/a000071 ◽

2012 ◽

Vol 24 (4) ◽

pp. 135-142 ◽

Cited By ~ 5

Author(s):

Jake Harwood ◽

Laszlo Vincze

Keyword(s):

Secondary School ◽

Coping Strategies ◽

Secondary School Students ◽

Minority Language ◽

German Language ◽

Tv Viewing ◽

School Students ◽

Ethnolinguistic Vitality ◽

Ethnolinguistic Identity ◽

Television Use

Based on the model of Reid, Giles and Abrams (2004 , Zeitschrift für Medienpsychologie, 16, 17–25), this paper describes and analyzes the relation between television use and ethnolinguistic-coping strategies among German speakers in South Tyrol, Italy. The data were collected among secondary school students (N = 415) in 2011. The results indicated that the television use of the students was dominated by the German language. A mediation analysis revealed that TV viewing contributed to the perception of ethnolinguistic vitality, the permeability of intergroup boundaries, and status stability, which in turn affected ethnolinguistic-coping strategies of mobility (moving toward the outgroup), creativity (maintaining identity without confrontation), and competition (fighting for ingroup rights and respect). Findings and theoretical implications are discussed.

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Smart Girls, Dumb Boys!?

Social Psychology ◽

10.1027/1864-9335/a000167 ◽

2014 ◽

Vol 45 (2) ◽

pp. 112-126 ◽

Cited By ~ 14

Author(s):

Martin Latsch ◽

Bettina Hannover

Keyword(s):

Secondary School ◽

Stereotype Threat ◽

Gender Stereotypes ◽

Secondary School Students ◽

Learning Goals ◽

School Students ◽

Compensatory Strategies ◽

Media Portrayal ◽

Stereotype Lift ◽

The Media

We investigated effects of the media’s portrayal of boys as “scholastic failures” on secondary school students. The negative portrayal induced stereotype threat (boys underperformed in reading), stereotype reactance (boys displayed stronger learning goals towards mathematics but not reading), and stereotype lift (girls performed better in reading but not in mathematics). Apparently, boys were motivated to disconfirm their group’s negative depiction, however, while they could successfully apply compensatory strategies when describing their learning goals, this motivation did not enable them to perform better. Overall the media portrayal thus contributes to the maintenance of gender stereotypes, by impairing boys’ and strengthening girls’ performance in female connoted domains and by prompting boys to align their learning goals to the gender connotation of the domain.

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