Genre as cognitive construction

Baicchi, Annalisa; Erviti, Aneider Iza

doi:10.1075/pc.19006.bai

Cited by 4 publications

(3 citation statements)

References 36 publications

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“…ICC encompasses a range of components that contribute to their overall development. These components include possessing certain characteristics or attributes, such as being open-minded, patient, motivated, flexible, adaptable, and tolerant, among others (Baicchi & Erviti, 2018;Nadeem, 2022). Additionally, ICC entails three dimensions of capability: relations, communication, and collaboration, which collectively enable effective intercultural engagement (Fantini, 2020;Liddicoat, 2008).…”

Section: Intercultural Communicative Competence (Icc)mentioning

confidence: 99%

MALL integrated with metacognitive skills to promote preservice English teachers’ intercultural communicative competence

Haerazi

2023

J. Eng. Foreign. Lang.

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Utilizing mobile phones for education, particularly in mobile-assisted language learning (MALL), enhances comprehensive learning, intercultural communication, and metacognitive skill development among preservice teachers. This approach fosters the acquisition of intercultural communicative competence (ICC). Therefore, this study aims to investigate the effect of MALL integrated with metacognitive skills to promote preservice English teachers’ ICC. This pre-experimental study with one group design involved 28 preservice English teachers at a university in Mataram, Indonesia. The ICC and metacognitive questionnaires were utilized to collect the data, and the collected data were analyzed using descriptive and inferential statistical analysis using IBM SPSS devices. The results show that MALL helped preservice English teachers become autonomous learners and actively engage in self-regulating their cognitive abilities to think critically, adapt, and interact within diverse cultural contexts. MALL integrated with metacognitive skills significantly affected preservice teachers’ ICC, and the level of metacognitive skills influenced the success of improving their ICC. The implication of MALL can delve into the pedagogical approaches and design principles that optimize MALL interventions within mobile learning environments.

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Section: Intercultural Communicative Competence (Icc)mentioning

confidence: 99%

MALL integrated with metacognitive skills to promote preservice English teachers’ intercultural communicative competence

Haerazi

2023

J. Eng. Foreign. Lang.

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“…Baicchi and Iza Erviti (2018) and Iza Erviti (2015Erviti ( , 2017aErviti ( , 2017b have studied the convergences of traditional discourse markers and conjunctions in terms of their common connectivity functions. These studies have also examined their role in the establishment of conceptual coherence by combining different predications into one complex unit.…”

Section: Introductionmentioning

confidence: 99%

X Never Mind Y: un enfoque cognitivo dentro del contexto de las construcciones de alternancia complementaria

Iza Erviti

2024

CLR

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Las construcciones de alternancia complementaria son emparejamientos de forma y significado que se utilizan para vincular dos estados de cosas diferentes de manera que el segundo elemento se suma al primero basándose en el juicio subjetivo del hablante, como en “No puedo permitirme un coche de lujo, y mucho menos un jet privado”. Otras construcciones de esta familia incluyen conectores como much less, never mind y to say nothing of (Iza Erviti, 2015). Cada una de estas configuraciones exhibe una variedad de propiedades de significado distintivas dentro del espectro de la alternancia complementaria. Este estudio sostiene que los diversos significados atribuidos a estas construcciones son el resultado de la activación de diferentes operaciones cognitivas. Para respaldar esta afirmación, este artículo presenta un estudio exhaustivo de la construcción X Never Mind Y, revelando cómo las diferentes operaciones cognitivas subyacentes afectan la naturaleza de las conexiones intratextuales que crea y los efectos de significado que transmite. Además, este artículo aclara por qué esta construcción es aplicable en una amplia variedad de contextos. Estos hallazgos respaldan una clasificación novedosa de las construcciones de alternancia complementaria basada en las operaciones cognitivas involucradas en las construcciones.

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“…Classroom discourse analysis is an essential aspect of classroom process research that aims to understand how teachers use language in the classroom (Baicchi & Iza Erviti, 2018;Danilina et al, 2019). It has been studied by numerous researchers to improve the quality of teaching and learning.…”

Section: Introductionmentioning

confidence: 99%

Investigating English Teachers’ Communicative Strategies and Learning Feedback in Constructing Classroom Discourses of EFL Learners

Cahyani,

Al-Qasri,

Ofara

2023

JOLLS. Lang. Liter. Studies

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Communication refers to the process of exchanging information between individuals, namely the sender and the receiver, with the aim of achieving mutual understanding. In an educational setting, communication strategies serve as a blueprint for how information is exchanged. In particular, the use of effective communication strategies by teachers is critical in constructing classroom discourse in English as a Foreign Language (EFL) classrooms. Such strategies and feedback from teachers are indispensable for students to enhance their abilities and performance in the classroom. Classroom discourse plays a vital role in the learning process, and teachers should consider it during the teaching and learning process. Consequently, this study aims to investigate the communication strategies utilized by teachers in constructing classroom discourse in EFL classrooms, as well as the types of feedback they employ to maintain interaction with their students during teaching and learning processes. To collect the required data, the researcher conducted qualitative descriptive research, using interview notes, note-taking, and observation. The participants were male and female English teachers who taught at different grade levels, including tenth and eleventh grades. The researcher interviewed English teachers regarding their communication strategies and the types of feedback they use during teaching and learning processes. The findings revealed that teachers employed five types of communication strategies, including literal translation, code-switching, nonverbal signals, fillers and hesitation-gambits, self and other-repetition, and appeals for help. The results indicate that the use of such strategies is effective in improving students' performance and ability in class. Additionally, the feedback that teachers use during teaching and learning processes can be categorized into two types, namely oral and visual feedback, which can be given on an individual or group basis.

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Genre as cognitive construction

Cited by 4 publications

References 36 publications

MALL integrated with metacognitive skills to promote preservice English teachers’ intercultural communicative competence

MALL integrated with metacognitive skills to promote preservice English teachers’ intercultural communicative competence

X Never Mind Y: un enfoque cognitivo dentro del contexto de las construcciones de alternancia complementaria

Investigating English Teachers’ Communicative Strategies and Learning Feedback in Constructing Classroom Discourses of EFL Learners

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