scholarly journals Канцэптуальная мапа беларускага маўленчага этыкету

2020 ◽  
Vol 4 ◽  
pp. 31-36
Author(s):  
Надзея Старавойтава
Keyword(s):  
Information Visualization ◽  
Speech Acts ◽  
Concept Map ◽  
Spider Diagram ◽  
Educational Processes ◽  
Similar Idea ◽  
Mental Map

The pragmatics and semantics of speech acts of greeting, farewell, gratitude, forgiveness, wishes, requests, expressions of politeness and congratulations are presented in the form of a mental map (intellectual map or mind map) and described in the article. This map is considered to be a type of concept map or spider diagram. A similar idea of information visualization was found in antiquity, although its usage in educational processes was fi rst recorded in the 1970s as the «idea of the sun’s explosion», as well as Tony Busen’s «radial tree» or «intellectual map» (1974). It was at that time that the idea that such a refl ection of the material increases the effectiveness of learning up to 15% was suggested.

scholarly journals Knowledge Generation through Human-Centered Information Visualization

2009 ◽  
Vol 8 (3) ◽  
pp. 180-196 ◽  
Author(s):  
Katja Einsfeld ◽  
Achim Ebert ◽  
Andreas Kerren ◽  
Matthias Deller
Keyword(s):  
Information Visualization ◽  
Wastewater Treatment Plants ◽  
Knowledge Generation ◽  
Target Domain ◽  
Domain Specific ◽  
Visual Metaphors ◽  
Mental Map ◽  
Abstract Data ◽  
Visualization Techniques ◽  
Visual Interface

One important intention of human-centered information visualization is to represent huge amounts of abstract data in a visual representation that allows even users from foreign application domains to interact with the visualization, to understand the underlying data, and finally, to gain new, application-related knowledge. The visualization will help experts as well as non-experts to link previously or isolated knowledge-items in their mental map with new insights. Our approach explicitly supports the process of linking knowledge-items with three concepts. At first, the representation of data items in an ontology categorizes and relates them. Secondly, the use of various visualization techniques visually correlates isolated items by graph-structures, layout, attachment, integration or hyperlink techniques. Thirdly, the intensive use of visual metaphors relates a known source domain to a less known target domain. In order to realize a scenario of these concepts, we developed a visual interface for non-experts to maintain complex wastewater treatment plants. This domain-specific application is used to give our concepts a meaningful background.

scholarly journals Симулятивные тренинги на уроке РКИ (уровень В2)

2020 ◽  
Author(s):  
E.N. Baryshnikova ◽  
G.N. Trofimova
Keyword(s):  
Foreign Language ◽  
Speech Acts ◽  
Teacher Role ◽  
Language Training ◽  
Current Interest ◽  
Interactive Approach ◽  
Media Communication ◽  
Educational Processes ◽  
Media Space ◽  
Communication Simulation

В статье рассматривается симуляция как элемент интерактивного подхода в системе обучения РКИ, предлагается конкретный проект симуляции для цикла занятий по РКИ на основе актуального интереса современной личности к медийному пространству имедийной коммуникации. Симуляция рассматривается как мотивация и как способ активизации обучающих и образовательных процессов. Авторы отмечают, что актуальные лингводидактические принципы сознательности и коммуникативности требуют внедрения в обучение иностранному языку аутентичных речевых актов в их реальном функционировании в жизни социума. Роль преподавателя при этом интегрирует роли учителя и модератора.The article considers simulation as an element of an interactive approach in the system of teaching Russian as a foreign language and proposes a specific simulation project for the cycle of classes in Russian as a foreign language on the basis of the current interest of the modern person in media space and media communication. Simulation is seen as motivation and as a way to activate learning and educational processes. The authors note that topical lingvodidactic principles of consciousness and communicativity require the introduction of authentic speech acts into foreign language training in their real functioning in the life of society. The teacher role integrates the teacher and moderator roles.

Concept Mapping zum Lernen aus Texten

2008 ◽  
Vol 22 (2) ◽  
pp. 119-125 ◽  
Author(s):  
Tatjana S. Hilbert ◽  
Matthias Nückles ◽  
Alexander Renkl ◽  
Carla Minarik ◽  
Angelika Reich ◽  
...  
Keyword(s):  
Concept Mapping ◽  
Concept Map

Concept Mapping ist eine Lernstrategie, die insbesondere das bedeutungsvolle Lernen unterstützt. Ziel dieser Studie war es, den Nutzen von kognitiven und/oder metakognitiven Prompts auf den Lernerfolg beim Lernen durch Concept Mapping zu untersuchen. Die teilnehmenden Schülerinnen und Schüler (N = 112, Durchschnittsalter: 17.20 Jahre) erzielten einen signifikant besseren Lernerfolg, wenn sie durch Prompts beim Anfertigen einer Concept Map unterstützt wurden. Gemischte Prompts waren dabei im Vergleich zu nur kognitiven bzw. nur metakognitiven Prompts nicht effektiver, offensichtlich regte bereits die Verfügbarkeit von Prompts die Lernenden zu systematischerem Lernverhalten an. Als Fazit dieser Studie lässt sich festhalten, dass Prompts als Hilfestellung bei der Anwendung einer neuen Lerntechnik sehr wohl positive Effekte haben. Eine Follow-Up-Messung ohne Prompts zeigte jedoch, dass die einmalige Unterstützung durch Prompts nicht ausreichte, um die Lerntechnik weiterhin selbstständig erfolgreich anzuwenden.

"Let's do lunch sometime": An analysis of ostensible speech acts

2001 ◽  
Author(s):  
Kristen E. Link ◽  
Roger J. Kreuz ◽  
Jackie Soto
Keyword(s):  
Speech Acts

The Hyperbolic Brower as a Tool for Information Visualization, Discovery, and Retrieval on the Web and Enterprise Intranets

2009 ◽  
Author(s):  
John W. Ruffner ◽  
Nina P. Deibler ◽  
Christine L. Holiday ◽  
Timothy H. Isenberg ◽  
Angela J. Hutten
Keyword(s):  
Information Visualization ◽  
The Web

EXPERIENCE OF CREATING AND IMPLEMENTING INFORMATION-MANAGING EDUCATIONAL ENVIRONMENT AT UNIVERSITY AND FEATURES OF ITS ADAPTATION AT LYCEUM

2019 ◽  
pp. 47-55 ◽  
Author(s):  
E. V. Shevchuk ◽  
A. V. Shpak
Keyword(s):  
Continuous Process ◽  
Educational Environment ◽  
Educational Process ◽  
Information Resources ◽  
Improve Quality ◽  
Educational Organizations ◽  
Educational Processes ◽  
Facilitating Conditions ◽  
Oriented Approach

The article describes experience of creating and implementing information-managing educational environment at university. The model of creating information-managing educational environment of university with elements of artificial intelligence and indicative management is described. This environment contributes to improve quality of training and management of educational processes and resources. The stages of creating and implementing information-managing educational environment are considered systemically, as continuous process focused on a consumer. The inhibitory and facilitating conditions for introduction of the model at university are described. To provide subject-oriented approach to the use of information resources of environment, recommended clusters of information subsystems for each category of users are described.Practically implemented scientific and methodological recommendations for subjects of educational process to overcome resistance to innovations introduced in educational organizations are proposed.Features of adaptation of the developed information-managing educational environment for schools are presented.

PENERAPAN MODEL PEMBELAJARAN PETA KONSEP UNTUK MENINGKATKAN HASIL BELAJAR IPS SISWA KELAS VI SD NEGERI 022 JAYA MUKTI KOTA DUMAI

2018 ◽  
Vol 2 (3) ◽  
pp. 395
Author(s):  
Burhanuddin Burhanuddin
Keyword(s):  
Social Sciences ◽  
Data Analysis ◽  
Student Learning ◽  
Learning Outcomes ◽  
Concept Map ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Model Concept ◽  
Student Activity ◽  
Improved Learning

This research is motivated by the learning result of Social Sciences of Grade VI SD Negeri 022 Jaya Mukti KotaDumai which is still very low. This study aims to improve the learning outcomes of Social Sciences students.From the data analysis there is an increase of both teacher activity, student activity, and student learning result,that is teacher activity at meeting 1 cycle I percentage is 65% (enough) and at meeting 2 increase to 80%(good). In the second cycle of meeting 3 it increases again to 90% (very good) and at meeting 4 increases to95% (very good). Judging from the student activity also increased from the 1st meeting of cycle I was 60%(enough) and at meeting 2 increased to 70% (good). In the second cycle of meeting 3 it increased to 85% (verygood) and at the 4th meeting to 95% (very good). Judging from student learning outcomes, the average basicscore 63 increased to 75 in the first cycle of increase 12 points later in cycle II increased to 95 in cycle II largeincrease of 20 points. From the data analysis there is an increase both from teacher activity, student activity,and student learning outcomes. It can be concluded that the Improved Learning Model concept map can improvethe learning outcomes of IPS students of class VI SD Negeri 022 Jaya Mukti Kota Dumai.

Orientalist Speech-acts and Israeli Middle East Studies: Cautions and Criticisms of Edward Said Beyond the Battle of Ideas

2019 ◽  
Vol 18 (2) ◽  
pp. 221-237
Author(s):  
Eyal Clyne
Keyword(s):  
Middle East ◽  
Speech Acts ◽  
Edward Said ◽  
Discursive Practices ◽  
Academic World ◽  
The Social ◽  
Social Theories ◽  
Middle East Studies

Drawing on speech acts theory, this article discusses the illocutionary and perlocutionary forces of discursive practices with which certain academic circles seek to discredit the Saidian ‘Orientalism’ framework. Identifying the unusual value attached to Said as object of attachment or detachment, desirability and exceptionality, this analysis turns away from deliberations about ‘orientalism’ as a party in a battle of ideas, and studies common cautionary statements and other responses by peers as actions in the social (academic) world, that enculture and police expectations. Cautioning subjects about this framework, or conditioning its employment to preceding extensive pre-emptive complicating mitigations, in effect constructs this framework as undesirable and ‘risky’. While strong discursive reactions are not uncommon in academia, comparing them to treatments of less-controversial social theories reveals formulations, meanings and attentions which are arguably reserved for this ‘theory’. Conclusively, common dismissals, warnings and criticisms of Said and ‘Orientalism’ often exemplify Saidian claims, as they deploy the powerful advantage of enforcing hegemonic, and indeed Orientalist, views.

Pragmatic instruction in L2-Russian

2020 ◽  
Vol 4 (1) ◽  
pp. 62-95
Author(s):  
Daniele Artoni ◽  
Valentina Benigni ◽  
Elena Nuzzo
Keyword(s):  
Foreign Language ◽  
Speech Acts ◽  
Control Group ◽  
Written Discourse ◽  
Instructional Treatment ◽  
Completion Task ◽  
Positive Effect ◽  
Experimental Group ◽  
National Corpus ◽  
Pragmatic Instruction

Over the last three decades, a growing number of studies have investigated the effects of instruction on the acquisition of pragmatic features in L2. The bulk of this research has focused mainly on the teaching of English as a second/foreign language. However, instructional pragmatic studies in L2-Russian are lacking. The main purpose of our study is to contribute towards filling this gap by analysing the effects of pragmatic instruction on the acquisition of two speech acts by Italian learners of Russian. Furthermore, we aim to explore whether the Multimodal Russian Corpus (MURCO), a multimedia subcorpus of the Russian National Corpus, can be an effective tool for teaching speech acts in L2-Russian. Our research was composed of one experimental group (n = 18) and one control group (n = 11); each was composed of two intact classes of Italian university students at an intermediate level of L2-Russian, who were pre- and post-tested using a written discourse completion task. The experimental group was subjected to a programme of pragmatic instruction – eight thirty-minute MURCO-based lessons devoted to requests and advice, while the control group was taught according to the standard syllabus, that is, with no pragmatic instruction. The results revealed that the use of the target pragmatic features varied significantly in the experimental group, but not in the control group, thus showing a general positive effect of the instructional treatment based on the MURCO corpus. However, some limitations were identified with regard to the usability of this tool by teachers and learners.

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