scholarly journals Development of foreign language discurrent competence of applicants (students) in university education

2021 ◽  
Vol 7 (Extra-B) ◽  
pp. 125-134
Author(s):  
Nataliia Oskina ◽  
Eleonora Stryga ◽  
Bohdana Avramenko ◽  
Viktoriia Piven ◽  
Larysa Verhun
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Writing Skills ◽  
Integrated Approach ◽  
University Education ◽  
School Students ◽  
Methods Of Synthesis ◽  
Grammar Systems ◽  
Relationship Of ◽  
The Relationship

The purpose of the study is to establish step-by-step indicators of intensification of foreign language proficiency in the learning process, the possibility of developing foreign language discursive competence in higher school students by promoting their speech and writing skills. Methods. The study is based on an integrated approach. This article uses a number of methods of synthesis and analysis. The method of experiment, which is the basic in work, is also presented. The evaluation of the effectiveness of the experiment was carried out with the involvement of a questionnaire, which was conducted in stages. The hypothesis is that well-developed discursive competence promotes a better understanding of oral and written texts not only locally but also globally, in addition to creating a more universal and comprehensive discourse to improve speaking and writing skills. In the future, scientists need to focus not on the actual linguistic competence, vocabulary and grammar systems, but also to explore the relationship of complexity in the implementation of foreign language discursive practices, ways to develop students' discursive competence in reading and speaking.

scholarly journals Evaluating the appropriateness and consequences of test use

2011 ◽  
pp. 93
Author(s):  
Yi-Ching Pan
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Test Validity ◽  
Historical Review ◽  
Junior Colleges ◽  
Foreign Language Proficiency ◽  
Valid Test ◽  
Test Use ◽  
Relationship Of ◽  
The Relationship

This paper addresses the issue of whether it is appropriate for universities or junior colleges to set foreign language proficiency requirements for graduation and offers a historical review of the relationship of test validity and test use. Examples of how to evaluate the appropriateness and consequences of test use are presented in order to discover what factors must be taken into account that contributes to the decision-making process. Finally, a model that specifies what evidence needs to be collected in support of a valid test decision is offered to help make decisions of test use more convincing and accordingly more beneficial to those individuals and groups who are affected by the tests.

scholarly journals Relationship of Foreign Language Proficiency to Study Abroad Outcomes and Inputs

2011 ◽  
Vol 21 (1) ◽  
pp. 63-85 ◽  
Author(s):  
Victor Savicki
Keyword(s):  
Study Abroad ◽  
Foreign Language ◽  
Language Proficiency ◽  
Intercultural Competence ◽  
Study Abroad Programs ◽  
Foreign Language Proficiency ◽  
Research Findings ◽  
Relationship Of ◽  
The Impact ◽  
The Relationship

Even though we might expect foreign language proficiency to have an effect on intercultural competence and other study abroad outcomes, the research findings are uncertain. Part of the inconsistency between expectation and research findings with regard to the impact of language proficiency may lie in the different methodologies of language proficiency assessment. The current study seeks to address two related issues. The first is to examine the relationship between three different measures of language proficiency. The second is to discover the relationship between these measures and study abroad outcomes and inputs. Different measures of language proficiency may be useful for different purposes, and the potential predictive connection to outcomes and inputs may be instructive in designing and implementing study abroad programs. 

Relationship Between Different Types of Violence and Mental Health in High School Students From Northern Mexico

2021 ◽  
pp. 088626052110219
Author(s):  
Oscar Armando Esparza-Del Villar ◽  
Sarah Margarita Chavez-Valdez ◽  
Priscila Montañez-Alvarado ◽  
Marisela Gutiérrez-Vega ◽  
Teresa Gutiérrez-Rosado
Keyword(s):  
Mental Health ◽  
High School ◽  
High School Students ◽  
Partner Violence ◽  
Health Indicators ◽  
School Students ◽  
Social Violence ◽  
Different Types ◽  
Relationship Of ◽  
The Relationship

Different types of violence have been present in Mexico but there have been few studies that have analyzed their relationship with mental health in adolescents, especially in cities with high rates of social violence. It is important to compare different violence types and their relationship with mental health since not all relationships are the same. It appears that social violence has a stronger relationship with mental health, and for this reason it receives more attention, but other types of violence have a stronger relationship and do not receive as much attention. Chihuahua has been one of the most violent states in Mexico, and Juarez has been the most violent city in the world in 2009 and 2010. The purpose of the study is to compare the relationship of different types of violence (social, cyberbullying, partner violence, and child abuse and neglect) with mental health indicators (depression, anxiety, stress, self-esteem, and paranoid thoughts). There were 526 high school students, from the cities of Juarez ( n = 282) and Chihuahua ( n = 244). The mean age was 16.5 ( SD = 1.4) years and 50.6% reported being males. The relationships among the variables were analyzed using Pearson’s correlations and multiple linear regressions. Both cities that have experienced social violence like carjacking, kidnapping, and sexual assault, but they have very small or no relationships with mental health indicators. Other types of violence have stronger correlations. Our findings suggest that interventions should not focus only in preventing and dealing with social violence, but that other types of violence must also be addressed in adolescents.

scholarly journals The relationship of body mass index to penile length and testicular volume in adolescent boys

2012 ◽  
Vol 52 (5) ◽  
pp. 267
Author(s):  
Rizky Adriansyah ◽  
Muhammad Ali ◽  
Hakimi Hakimi ◽  
Melda Deliana ◽  
Siska Mayasari Lubis
Keyword(s):  
Body Mass Index ◽  
Body Mass ◽  
Junior High School ◽  
Testicular Volume ◽  
Adolescent Boys ◽  
Penile Length ◽  
School Students ◽  
Cross Sectional ◽  
Relationship Of ◽  
The Relationship

Background Evidence suggests that obesity may be related toearly onset of puberty in girls. However, few studies have found alink between body mass index (BMI) and puberty onset in boys.More study is needed to assess the relationship of BMI to penilelength and testicular volume.Objective To investigate the relationship ofBMI to penile lengthand testicular volume in adolescent boys.Methods A cross􀀿sectional study was carried out on adolescentboys aged 9 to 14 years in Secanggang District, Langkat Regency,North Sumatera Province in August 2009. Subjects' BMIs werecalculated by dividing body weight (BW) in kilograms by bodyheight (BH) in meters squared. Penile length (em) was measuredwith a spatula. We took the average of three measurements fromthe symphysis pubis to the tip of the glans penis. Testicular volume(mL) was estimated by palpation using an orchidometer. Pearson'scorrelation test (r) was used to assess the relationship of BMI topenile length and BMI to testicular volume.Resu lts There were 108 participants, consisting of 64primary school students and 44 junior high school students.Subjects' mean age was 11.7 (SO 1.62) years; mean BWwas 35.2 (SO 8.48) kg; mean BH was 1.4 (SO 0.11) m;mean BMI was 17.5 (SO 2.34) kg/m'; mean penile lengthwas 4.5 (SO 1.25) cm; and mean testicular volume was 3.6(SD 1.20) mL. We found no significant association betweenBMI and penile length (r􀀻-0.25, P􀀻0.06), nor betweenBMI and testicular volume (r􀀻-O.21; P􀀻O.09).Conclusion T here was no significant relationship ofBMI to penilelength nor BMI to testicular volume in adolescent boys.[Paediatr lndanes. 2012;52:267-71].

scholarly journals Goals and Their Associations with Beliefs about Success in and Perceptions of the Purposes of Physical Education

1995 ◽  
Vol 14 (2) ◽  
pp. 140-156 ◽  
Author(s):  
Mary D. Walling ◽  
Joan L. Duda
Keyword(s):  
High School Students ◽  
Physical Education ◽  
Goal Orientation ◽  
Task Orientation ◽  
Physical Education Class ◽  
School Students ◽  
Know How ◽  
Education Class ◽  
Relationship Of ◽  
The Relationship

This study examined the relationship of students’ goal orientation to their beliefs about what leads to success in physical education and perceptions of the purposes of physical education. High school students (N = 144,78 females and 66 males) completed a modified version of the Task and Ego Orientation in Sport Questionnaire and measures of beliefs and perceived purposes specific to physical education class. Results indicated that students high in task orientation were significantly more likely to believe that success is achieved through intrinsic interest/effort/cooperation than were those low in task orientation. High ego-oriented students believed that success is achieved when students possess high ability more so than low ego-oriented students. The high task/low ego students were most likely to reject the notion that success in physical education occurs when students know how to use deceptive tactics and were less likely to perceive that an important function of physical education is to provide an easy class.

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