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Search Results: 1 - 10 of 8201 matches for " cognitive and pragmatic approach "
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COGNITIVE AND PRAGMATIC APPROACH IN THE DEVELOPMENT OF STUDENTS REFLECTIVE SKILLS
Usheva Tatyana Fedorovna
Magister Dixit , 2012,
Abstract: The article reveals experience of the development of students reflective skills from the point of view of cognitive and pragmatic approach. The author shows the characteristics of the organization of pedagogical work with students in the educational process. The necessity of the use of individual education programs is powered in this article.
The Problems of Transitivity Studies and Its Solution  [PDF]
Huijing Wang
Open Journal of Social Sciences (JSS) , 2015, DOI: 10.4236/jss.2015.310023
Abstract: Transitivity is an important grammatical issue and has been a hot topic in linguistic theories. It has been studied from different approaches. This paper aims to describe the main features and propositions about transitivity in the view of different theories. After pointing out the unsolved problems of traditional and typological views, the paper believes that cognitive approach to transitivity is promising.
Cognitive Linguistics–Inspired Empirical Study of Chinese EFL Teaching  [PDF]
Youmei Gao
Creative Education (CE) , 2011, DOI: 10.4236/ce.2011.24050
Abstract: Aiming to verify how and why insightfulness of the CL-inspired approach can facilitate L2 or FL learners in the process of learning English as a second or a foreign language, an empirical study of Chinese EFL learners has been carried out in the authentic Chinese EFL classroom on the campus of Tianjin Foreign Studies University. After the classroom treatment, it has been found that the EG outperformed the CG by 21.7% based on the results from the delayed posttest in Experiment 1; by 6.73% in Experiment 2; by 6.61% in Experiment 3; by 21.7% in Experiment 4. The study has concluded that through awakening students’ metaphoric awareness and analyzing features of the image schematic structure, the CL-inspired approach benefits L2 or FL learners in the process of learning English as a foreign language with respect to lexical and grammatical competence, metaphorical and pragmatic or sociolinguist competence, including semantic comprehension in reading, writing and translation, particularly in terms of long-term retention of memory.
A Cognitive Approach to the Metonymy and Metaphor-Based Study of “Black” in English  [PDF]
Hui Fan, Yonghong Liao, Yougen Lou
Creative Education (CE) , 2017, DOI: 10.4236/ce.2017.810117
Abstract: According to the contemporary theories, metonymy and metaphor are two major types of word meaning extension, which reveal how people perceive unfamiliar, abstract concepts via familiar, concrete one on the basis of bodily experience. Through the data of “black” from Oxford Advanced Learner’s English-Chinese Dictionary (6th Edition), under the theories in cognitive linguistics, namely, the prototype theory, conceptual metaphor theory, metonymy theory, this paper takes the basic color term “black” in English as an example to analyze the cognitive semantic structure and summarizes the cause of it. This paper aims to strengthen the accuracy of words meaning and translation as well as the cross-cultural awareness and capacity.
Combination of Spirituality and Cognitive-Behavioral Family Therapy on Treatment of Generalized Anxiety Disorders  [PDF]
Mohammad Khodayarifard, Sayyed Mohsen Fatemi
Psychology (PSYCH) , 2013, DOI: 10.4236/psych.2013.44060
Abstract:

Therapeutic interventions based on specific religious and spiritual teachings have proven to be effective in dealing with psychological disorders especially general anxiety disorders. Notwithstanding the signs of effectiveness within the integral approaches consisting of religious, spiritual and family therapy’s interventions, there are few studies that indicate the exploration of the integrative implications of the aforementioned interventions. Objective: The present research was to examine the effectiveness of integrative therapeutic interventions consisting of spirituality and Cognitive Behavioral Family Therapy on treatment of generalized anxiety disorders. Method: Case study. Participants: Two clients (one male aged 43 and one female, 37 years old). Procedure: Data was obtained based on the clinical interview, DSM-IV-TR criteria, psychological tests and psychiatrist’s diagnosis. In the course of 55 weekly therapeutic sessions for the male client and 39 weekly sessions for the female client, a series of techniques with a focus on cognitive restructuring were applied. The participants were also given coaching skills, relaxation skills, problem solving techniques, relationship management skills, and positive psychology techniques. The techniques were: a focus on the integrative implications of spiritual therapy and its emphasis on shared love for all human beings, love for others regardless of their ethnicity, belief in monotheism and belief in the day of judgment and hereafter. Findings: The results of pre-tests and post-tests along with a one year follow-up indicated the efficiency of the treatment while highlighting the vital role of integrative interventions based on spirituality and family cognitive behaviour therapy. The results also supported the role of families in contributing to the treatment of the anxiety disorder. Discussion for Further Research:

The Asymmetry of Chinese/English Action-Result Events Encoding: A Cognitive Approach  [PDF]
Duxin Cao
Open Journal of Modern Linguistics (OJML) , 2013, DOI: 10.4236/ojml.2013.32017
Abstract: The present paper attempts to look at Chinese resultative verb compounds form the perspective of cognitive relativism, namely through the contrastive study of Chinese and English verb-resultatives. Based on the comparison, the present thesis tries to explore the underlying conceptual approaches to structuring events consisting of both action and result by Chinese native speakers and English native speakers and show the discrepancies between them in cognition or more specifically, conceptualization of reality. Resultative verb compounds in Chinese are analyzed in terms of Talmy’s conceptual structure and are shown to present a problem for Talmy’s well-known typological dichotomy between \"verb-framed\" and \"satellite-framed\" languages. It is also argued that the so-called \"resultative complement\" in Chinese resultative verb compounds can be treated as the center of predication, even as the main verb. Pending further psycholinguistic evidence, it appears that Chinese speakers place relatively more emphasis on the result of an event, whereas English speakers more on the process of an event.
Emerging Young Children’s Thinking through Social and Cognitive Development in the Project Approach  [PDF]
Masayu Dzainudin, Hamidah Yamat, Faridah Yunus
Creative Education (CE) , 2018, DOI: 10.4236/ce.2018.914155
Abstract: Young children learn by interacting with their physical and social environments. The physical environment must be planned to invoke their curiosity and the social is to promote trust. The interaction often occurs as children explore their environment with their peers and/or with adults through social interactions. This paper presents and discusses a part of an action research on exploring young children’s learning through the project approach at a private preschool. The objective of this paper is to illustrate the children’s social and cognitive development as observed and as measured by the Assessment, Evaluation and Programming System (AEPS®). Six children aged five in one private preschool in Selangor were observed in this study and their interactions with peers and adults (teachers) were recorded. The findings illustrate that the children’s cognitive ability or thinking emerged through the social interactions that took place while they were involved in the project work. This implies that the learning environment should be shaped or designed to allow abundant of social interactions to take place that will stimulate, encourage and eventually emerge deeper thinking skills among young children. It is therefore recommended that preschools should focus on developing young children’s social skills to enhance their cognitive skills.
Discourses regarding ethical challenges in assessments - Insights through a novel approach
Madia M. Levin,Anne Buckett
South African Journal of Industrial Psychology , 2011, DOI: 10.4102/sajip.v37i1.949
Abstract: Orientation: From a pragmatic approach, a novel method called ‘the town hall focus group’ was utilised to provide insight into discourse regarding ethical issues in psychological assessments. This article contributes to the understanding of the practice of ethics in assessments and suggests the use of this particular method to facilitate discourse regarding ethical issues. Research purpose: To illustrate a forum where ethical discourse can occur in a practical fashion in order to deal with the diversity of situations, questions, demands and responsibilities experienced by psychologists. Motivation for the study: Although codes and guidelines on assessment exist, many psychologists feel that despite the existence of ethical beacons, they are often faced with challenges for which no obvious solution is evident. A need exists for ethical discourse by which psychologists grapple with unique situations through an active dialectical process. Research design, approach and method: A qualitative research approach was employed using the town hall focus group. The study was conducted with a convenience sample of 108 psychologists and practitioners. Main findings: The town hall focus group method provided an opportunity and platform for ethical discourse regarding the ethical challenges experienced by psychologists. Practical/managerial implications: This article contributes to the understanding of the practice of ethics in assessments by illustrating a platform for ethical discourse regarding ethical issues experienced in assessments. The town hall method appears to be valuable as it provides a forum to discuss ethical challenges where members are allowed to share their experiences and thus gain access to peer support, insight and shared resources. Contribution/value-add: Although the focus group results are not transferable, this article proposes it as a useful method contributing to the understanding of the ethical issues and challenges experienced in assessments. The novel method applied and described facilitates peer discourse regarding ethical challenges. This method could be replicated and applied in other contexts as a means of contending with ethical challenges within a supportive environment. How to cite this article: Levin, M.M., & Buckett, A. (2011). Discourses regarding ethical challenges in assessments - Insights through a novel approach. SA Journal of Industrial Psychology/SA Tydskrif vir Bedryfsielkunde, 37(1), Art. #949, 13 pages. http://dx.doi.org/10.4102/sajip.v37i1.949
Theatre Translation as Collaboration: A Case in Point in British Contemporary Drama
Andrea Peghinelli
Journal for Communication and Culture , 2012,
Abstract: Theatre translation is usually seen as a more elaborate dimension of literary translation because the text being translated is considered to be just one of the elements of theatre discourse. When translating a play, the translator should always adapt for performance the text he or she is recreating and be aware that a performer will deliver the lines. The translator, then, must take into account both the pragmatic and the semantic expressiveness of the word and remember that they are always at work simultaneously. I will take examples both from my personal experience and from remarkable cases in point of how a good translation may affect an audience reception of a foreign play and I will show that it is primarily through a pragmatic approach that it is possible to obtain an awareness of what is the most appropriate way of rendering the original text.
Conversa??o entre abordagens da estratégia em organiza??es: escolha estratégica, cogni??o e institui??o
Fonseca, Valéria S. da;Machado-da-Silva, Clóvis L.;
Revista de Administra??o Contemporanea , 2010, DOI: 10.1590/S1415-65552010000600004
Abstract: this paper was written with the objective of checking on the treatment given to the concept of organizational strategy within each of the strategic choice, cognitive and institutional approaches. to carry out this objective, theoretical and methodological criteria were defined. the identification of these criteria was presented in a descriptive fashion, starting with the examination of the referential background for each approach. the descriptions of their respective indicators were grouped into content matrixes, and analyzed by the means of a comparative methodology. the indicators of the theoretical criteria were the representations of the individual, the organization and the environment. the indicator of the methodological criteria was the dimension of analysis. the results obtained reveal significant variations which configure specific arrangements of definition and treatment of the constitutive elements of conception of organizational strategy in each of the approaches under analysis.
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