Evaluation of the second grade physics book in the light of associative thinking skills

The study was conducted in Iraq / University of Al-Qadisiyah, and aims to evaluate the physics book for the second intermediate class in the light of associative thinking skills, and to achieve it, the researchers reviewed the literature and previous studies related to associative thinking skills. Skills, which is the only classification of these skills. Then the researchers built a standard for associative thinking skills, which consists of three skills, and under each skill there are fifteen indicators, Then the researchers presented the criterion to a group of experts and arbitrators in the field of methods of teaching physics, methods of teaching life sciences, measurement, evaluation and educational psychology to verify the validity of the criterion and that its paragraphs match what was prepared for it. The researchers analyzed the content of the physics book for the second intermediate grade scheduled for the academic year (2020-2021) in light of the criterion, as the number of analyzed pages reached (80) pages, and the researchers adopted the idea unit as a unit of analysis, and the researchers By calculating the validity and reliability, as the researchers relied on the Holstey equation to calculate the reliability as a statistical method. In order to achieve the second goal in the model (Afaneh and Nashwan, 2016) for the second grade, the thinking and associative skills are averaged as required, and for the second grade, they reach the evaluation score of (75%). In light of the research results, the researcher came up with a set of effective: 1. Physics books for the intermediate stage include topics that include teaching students the skills of associative thinking and in the required form, taking into account the spoken percentages and methods of inclusion. 2. Work to establish training courses for physics teachers dealing with the latest global developments regarding strategies that develop associative thinking skills and use them to highlight the reciprocal relationship between employing these skills and solving the problems they face. The researchers suggested the following: Conducting studies to analyze the content of science books in the primary stage and physics books for the preparatory stage according to the skills of associative thinking. Keywords (calendar, textbook, associative thinking).

Interpreters – experts in careful listening and efficient encoding? Findings of a prose recall test

Research Questions: The purpose of the present experiment was to study interpreters’ recall of spoken prose. Design: The prose recall of simultaneous and consecutive interpreters was compared to that of foreign language teachers and non-linguistic experts. The professional experience of participants (21–24 participants in each group) was 10 years as a aminimum. The auditory presentation of the prose passage to be recalled, divided into eleven speech sequences, resembled the working conditions of interpreters. Data: Transcripted prose recall recordings were analysed quantitatively through an idea unit measure and qualitatively through meaning-based expressions. Findings: The foreign language expert groups outperformed the non-linguistic experts in both quantitative and qualitative measures. Additionally, compared to foreign language teachers, interpreters indicated a better recall of time expressions and topic sentences, as well as of complicated emotional and causal expressions. The explanation for these findings could indicate expertise-dependent tendencies: possibly a continuous practising of careful listening and the demand for a quick comprehension of the source text under the extreme time pressure of interpreters’ work leads to better results in prose recall. However, the findings can only be generalized to a limited extent because the prose passage used contained only one or two expressions of each type studied in the qualitative analysis. Originality: The study differs from previous studies in that the memory of interpreters, and especially of consecutive interpreters, was studied for the first time with a prose recall measure. Significance: The prose recall test revealed that the abilities of careful listening and effective comprehension of coherence and causality seem to play a significant role in explaining memory functions of simultaneous and consecutive interpreters compared to those of foreign language teachers and non-linguistic experts.

Relatedness of content and sentence formation in Japanese

Leech (1983: 63-70) distinguishes two kinds of pragmatics, interpersonal prag­ matics and textual pragmatics. Our article is concerned with textual pragmatics, spe­ cifically with the textual motivations behind a format such as a sentence in Japanese. Studying spontaneous spoken discourse, Chafe (1980) proposed two units of spoken discourse on the basis of phonetical and intonational criteria, i.e. the "idea unit" and the "intonation sentence". He finds justification for both units in cognitive processes as follows. Idea units, most often verbalized as clauses, are the linguistic expression of cognitive units that Chafe calls "foci of consciousness". A focus of consciousness is a chunk of information small enough to be processed and verbalized in one step. Next, an intonation sentence, consisting usually of several idea units (or sometimes just one) is the verbal expression of a larger cognitive unit, the "center of interest", a chunk of information too large to be verbalized in one step. Concerning the center of interest, Chafe puts forward the following hypothesis.