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Enunciación ◽  
2021 ◽  
Vol 26 (2) ◽  
pp. 208-216
Author(s):  
Sergio Lopera Medina
Keyword(s):  

En las interacciones verbales, los hablantes utilizan diferentes formas de tratamiento para dirigirse a sus interlocutores. En este artículo se describen las formas de tratamiento que utilizan los hablantes de una población universitaria relacionadas con el acto de habla de los cumplidos. Para la recolección de información, se aplicaron dos cuestionarios de hábitos sociales (discourse completion test, DCT) a estudiantes, empleados y profesores de una universidad pública en Medellín (Colombia); se implementaron de manera separada y en diferentes momentos, e incluían situaciones simuladas de producción y respuesta de cumplidos de posesión, apariencia y habilidad. Para la producción y respuesta de los cumplidos, los resultados indican que los participantes utilizan formas pronominales (te, usted) (“Te queda súper ese motilado”), vosean y tutean de manera implícita y explícita. También, utilizan formas vocativas (hermano, ome, mija, mami, nena, pana, viejo, bebé, linda, parce-ro) (“Parce, sos mero calidoso”) y en ocasiones utilizan el pronombre de primera persona del singular en la realización del cumplido (“Eres un teso. Ojalá yo pudiera hacerlo”). Se concluye que los informantes utilizan los vocativos unimembres con función apelativa y algunos con un tono coloquial (querida, gorda, parce, mijo, man, cuchín, bebé, hermano, huevón). Las conclusiones indican que los participantes no solo tutean o vosean, sino también utilizan formas pronominales y vocativos en la producción o respuesta de un cumplido como manifestación de afecto y solidaridad hacia su interlocutor.


2021 ◽  
Vol 3 (11) ◽  
pp. 57-64
Author(s):  
Fadi Al Khasawneh

This study aimed at exploring the linguistic mitigating devices of requests used by Saudi EFL learners. The participants of this study were 97 students enrolled in the English program at King Khalid University, Saudi Arabia. The data of this study were collected by Discourse Completion Test (DCT) questionnaire designed for the purpose of this study. The questionnaire contained five different situations of request and the factor of Social Distance (SD) was incorporated to investigate any differences of the learners’ request strategies attributed to this factor. The data were classified according to the Cross-Cultural Study of Speech Act Realization Patterns (CCSARP) by Blum-Kulka and Olshtain (1984). The findings of this study revealed that the participants preferred to use internal mitigating devices more frequently than external ones. They also were more direct when making requests and it seems that social distance does not play a significant role in the students’ modification strategies of requests.


2021 ◽  
Vol 11 ◽  
Author(s):  
Gencay Koç ◽  
Burçin Çolak ◽  
Safiye Zeynep Tatlı ◽  
Rifat Serav İlhan ◽  
Bedriye Oncu

Background: Understanding adolescents' and emerging adults' psychiatric complaints and their relations with psychiatric disorders can be challenging. Beier Sentence Completion Test (BSCT), as a projective test, can be promising in this respect. However, relations between BSCT profiles and adolescent psychopathology are not well known. Aim: This study aimed to examine and compare BSCT profiles of adolescents and emerging adults with internalizing and externalizing disorders. As well as that, the relation of BSCT profiles with depression and anxiety scores was investigated. Objective: To achieve this aim, we retrospectively collected the hospital records of 300 adolescents and emerging adults (aged. 14-21) admitted to an Adolescent Psychiatry Outpatient Unit. Method: The psychiatric diagnosis of the patients was classified as Internalizing (n =100) and Externalizing (n = 100) disorder groups; the control group (n = 100) consisted of adolescents and young adults without any psychiatric diagnosis. BSCT, the Beck Depression Inventory (BDI), and Beck Anxiety Inventory (BAI) were administered on the first admission to all cases before psychiatric evaluation and treatment. BSCT total subfactor (positive, negative, neutral, and non-response) statement scores were compared between groups, and their correlations with BDI and BAI were investigated. Besides, multivariate logistic regression analyses were conducted for estimating any diagnostic group differences, as well as bivariate logistic regression analyses for estimating BDI and BAI cutoff scores with models that included BSCT total subfactor statement scores. Results: It was revealed that lower positive and non-response statements were crucial for distinguishing externalizing and internalizing disorders and that positive and negative statements were correlated with depression and anxiety scores.In the multivariate regression model, these correlations were predictive only for the relationship between internalizing disorders group and low positive statement scores, not higher negative statement scores that can be associated with lack of positive emotional processing in this group. Also, nonresponse statement scores were found to be predictive for externalizing disorder groups. Similarly, BDI cut-off scores were predicted with low positive statement scores. Conclusion: BSCT profiles can be promising for understanding adolescents and emerging adults with internalizing and externalizing disorders. Lack of positive attributions to the self and other domains of life can be important for differentiating adolescent psychopathology.


2021 ◽  
Vol 14 (2) ◽  
pp. 402-426
Author(s):  
Chitrankana Bandyopadhyay ◽  
Akash Kumar Mahato

It has been classically postulated that alexithymia is related to a pervasive inability of emotional recognition and expression. This leaves some individuals little choice but to somatise unprocessed emotions commonly caused by internal conflicts. The present study thus aimed to explore the nature of conflicts, controls and stress tolerance, affect, self-perception, and interpersonal perception and behavior in somatization patients with alexithymia. 30 individuals of both sexes and of the age range 20-50 years, diagnosed with somatization disorder and alexithymia, were purposively undertaken for the study. Toronto Alexithymia Scale 20, Sack’s Sentence Completion Test and the Rorschach Test – Exner’s Comprehensive System were used to screen for alexithymia, to measure conflicts and the other aforementioned domains respectively. Results revealed that conflicts related to self-concept, sex, and family were primarily present in this sample. Characteristic patterns of underlying vulnerabilities seemed to account for poor stress tolerance, affective complications, negative self-perception, and maladaptive interpersonal functioning. It is suggested that alexithymia and a tendency to develop conflicts in somatization are based on the foundation of certain fundamental personality predispositions. Identifying said personality patterns could aid in appropriate and effective goal-setting in psychotherapy, specific to this otherwise treatment-resistant patient population.


2021 ◽  
Vol 5 (2) ◽  
pp. 132
Author(s):  
Lili Ariani ◽  
Indah Tri Purwanti ◽  
Eliwarti Eliwarti

This research was aimed at analysing students’ strategies in giving compliments. This was descriptive qualitative research using a qualitative approach accompanied by descriptive statistics. This research involved 39 EFL students as the participants in the academic year 2019/2020 selected using cluster random sampling technique. The instrument used to collect the data was a DCT (Discourse Completion Test) containing a number of situations where the students were expected to give their compliment. The result showed that the students used many kinds of strategy in giving compliments. Explicit strategy was the most used by the students. Furthermore, the single explicit strategy appeared the most within overall strategies that appeared in the DCT. This implied that the students prefer to give a direct and simple compliment. One strategy in giving compliment appeared out of the classification which is congratulation attached to unbound semantic formula.


Author(s):  
Karin Guill ◽  
Melike Ömeroğulları ◽  
Olaf Köller

AbstractPrivate supplementary tutoring is a widespread phenomenon. However, evidence that private tutoring has positive effects on academic achievement or about the specific conditions of successful private tutoring is rare. Adapting Carroll’s (1963) model for school learning to private tutoring, we expected to find positive effects of tutoring duration, tutoring intensity, and students’ motivation to attend private tutoring. In a sample of eighth-grade students in German secondary schools (N = 8510, 18.6% currently being tutored), we conducted regression analyses with multiple covariates and did not find a positive main effect of private tutoring attendance in any of the school subjects examined. Moreover, within the subsamples of tutored students, we were not able to identify positive effects of tutoring duration, tutoring intensity, tutoring content (such as a focus on homework completion, test preparation, or study behavior), or students’ motivation to attend private tutoring. Given these disillusioning findings, we primarily derive suggestions for future research.


SAGE Open ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. 215824402110503
Author(s):  
Abudalslam Alfghe ◽  
Behbood Mohammadzadeh

This study investigates the three speech act strategies of request, suggestion and apology in Libyan Arab EFL undergraduate students (AREFLUS) and Amazigh EFL undergraduate students (AMEFLUS). It also examines their linguistic and pragmatic competence in these strategies. Two Libyan universities (Sebha and Zwara) are selected for the study, which includes 50 AREFLUS and 37 AMEFLUS participants. To investigate the students’ socio-pragmatic and pragma linguistic competence, two instruments are used: a questionnaire in the form of a Discourse Completion Test (DCT) and a rating scale. The results reveal numerous similarities between the Libyan Arab and Amazigh participants in performing all the speech act strategies of request, suggest and apology. However, some significant differences regarding gender are found among Libyan EFL students. Overall, both groups appear to be more competent in functioning than in structuring the three mentioned speech act strategies.


2021 ◽  
Vol 9 (3) ◽  
pp. 107-112
Author(s):  
Muhamad Febrian Al Amin

Social interaction in people with schizophrenia is a serious problem, because if it is not treated it will make the situation worse. This case study aims to improve social skills in people with schizophrenia using Social Skills Training. Psychological assessment using interviews, observation, Wechsler Adult Intelligence Scale (WAIS), Graphic Test, and Sack’s Sentence Completion Test (SSCT). The subject is 18 year old male. The results of the intervention showchanges in the form of being able to say hello, introduce yourself first, interact with people around, and the subject is no longer in the room often.


2021 ◽  
Vol 10 (3) ◽  
pp. 366-381
Author(s):  
Ali Yousif Mohammad ◽  
Hussein Ali Ahmed

ABSRACT          Pragmatic competence forms a basic pillar in learning and teaching   the communicative use of a foreign language (FL). Evaluating the FL pragmatic knowledge is a challenging and complex area of language testing. Far from the grammatical content of language, the current study aims to evaluate EFL learners' pragmatic competence in terms of communicating the linguistic expressions of negative politeness. Accordingly, it investigates EFL university learners’ ability to show social distance and realize power relations towards addressees. The study also presents the negative politeness strategies on the basis of Brown and Levinson's (1987) theory.             It is hypothesized that learners are pragmatically unaware of showing negative face towards addressees. It is further assumed that learners show tendency to go on record without redressive action, which often threatens addressees’ negative face. Added to that, learners are not aware of the appropriate use of politeness strategies followed according to the English culture. To investigate this, a Discourse Completion Test consisting of hypothetical situations that are familiar to learners' university life has been formulated.          The study concludes that learners experience pragmatic failures while engaging in situations where there is a need to show negative face, and utter direct speech acts frequently. In addition, learners do not distinguish between the appropriate politeness strategies (positive, negative and off record) as far as the cultural orientation of the English language is concerned. They further disregard the appropriate use of address forms that constitute a paramount aspect of negative politeness.


Author(s):  
Arum Sekar Nurhijannah

The study aims at exploring the differences of compliment responses in English among Indonesian males and females. The study consists of 20 English learners in University State of Yogyakarta. The participants are expected to respond five scenarios in a modified Discourse Completion Test (DCT). The participants’ responses are submitted to SPSS and Paired Samples T-Test is applied. It reveals that each scenario has different responses but it doesn’t have significant difference among male and female participants in responding the compliments. Both male and female participants tend to agree the compliment using appreciation token.


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