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We start from the assumption that oral discursive genres constitute specific forms of verbal expression associated with particular communicative skills, whose complexity in oral interaction practices deserves more detailed attention. To better understand this phenomenon and establish specific theoretical relationships, we propose as a methodological approach the creation of an observatory of discourse genre from four perspectives (sociocommunicative, socio-discursive interactionist, social action and polyphony of voices). This approach facilitated the development of a construct of oral discourse genre from an interdisciplinary dialogic perspective, based on the sociocultural nature of language that comprehensively addresses its dynamic and multimodal character, as well as its influence on social and cultural interactions. [ABSTRACT FROM AUTHOR]

Copyright of Revista Didasc@lia: Didáctica y Educación is the property of Universitaria de Las Tunas, Centro de Estudios de Didactica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Opuntia Brava is the property of Universidad de Ciencias Pedagogicas de Las Tunas, Centro de Documentacion e Informacion Pedagogica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of the article is to expose the results of the investigation whose objective was focused on developing activities that promote the development of oral expression in the english language in medical science students. The deficiencies in the English subject related to the development of oral expresion are shown to achieve a correct communication through the use of English language. Taking into account that the training of students in medical universities is based on having a good communicative approach, in addition, that they are prepared from a technical scientific point of view and that they have linguistic skills for exchange and collaboration which constitutes a current challenge for Cuban Universities. In this medical importance is given to knowledge with emphasis in the development of the oral expression, which constitutes a need which establishes as a graduation requirement user level equivalent to B1. [ABSTRACT FROM AUTHOR]

This article examines the cognitive strategies implemented for developing oral skills in FFL classes among 3rd-year undergraduate students. Given the difficulties encountered by learners in oral expression, it becomes essential to use teaching methods targeting specific cognitive strategies to strengthen their interaction and oral skills in French. Through a questionnaire and non-participant observation, this study aims to analyze different cognitive and socio-affective strategies implemented during oral lessons and their contribution to the speaking and oral performance of the students observed. The data collected make it possible to identify the most effective techniques to encourage the active engagement of learners and facilitate their progress in oral expression. [ABSTRACT FROM AUTHOR]

Copyright of Innovaciones Educativas is the property of Universidad Estatal a Distancia, Centro de Investigaciones en Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Lenguaje is the property of Universidad del Valle and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The present study corresponds to action research and aims to examine the contribution of the picture description strategy implemented through the TikTok® application to improve the speaking accuracy of a group of five first-year undergraduate students in the English Language I course, fits into the Translation and Interpretation program at a Chilean university. Purposive sampling was used as participants were chosen for having difficulties in their oral expression in English. The data collection included conducting oral evaluations before and after the study, holding a focus group, and asking participants to complete a self-assessment. These methods were chosen to align with the research objectives and gather comprehensive and accurate data. The percentage analysis and the thematic analysis were used in the data analysis technique. The intervention consisted of six sessions where different grammatical structures and specific vocabulary related to image description were practiced. The results indicated that the use of the picture description technique implemented through videos uploaded to the TikTok® appproved to be beneficial for the students, allowing them to improve their speaking accuracy in both the appropriate use of grammar and vocabulary management. Additionally, participants’ opinions in the focus group and self-assessment regarding the use of TikTok® within an educational context were positive, highlighting its usefulness and ease of use.

Although the oral expression in a foreign language represents the objective of some students, for many reasons, it is constantly excluded from the classes in basic education. Nonetheless the didactic collections need to include this kind of activities for the approval of the PNLD (“Programa Nacional do Livro Didático”). Starting this situation, this paper analyses the treatment given to the oral expression by the High School Spanish collections approved in the PNLD 2018. We take into account the papers of Lima (2011) and Pinho (2017) to reinforce the importance that students give to orality, and also the official documents to analyze the need of including orality in the oral speech in high school classes”. After analyzing the three collections approved by PNLD 2018, we can observe that one of them doesn’t effectively deal with the orality, instead, it just presents some situations in which orality can be present. The other two collections, on the other hand, present specific sections for the work with the oral expression, and present, as a matter of fact, several positive aspects, such as the work with various genders, and a practice realized from didactic sequences, with stages of preparation, presentation in small groups, review and presentation in the whole class. [ABSTRACT FROM AUTHOR]

In Burkina Faso, the teaching/learning of oral expression exists in official French secondary school programs. Oral expression is not always taught in secondary school classes in certain establishments as evidenced by the blank pages of teaching notebooks concerning its teaching-learning (G. A. Kaboré, 2018). However, language difficulties of various natures exist among learners at this level of education. However, the observation is that the practices of teachers in teaching-learning and the evaluation of oral expression, based most of the time on oral presentations appear little effective and do not seem to evolve in step with the learning needs of students. The qualitative research methodology is used to carry out this work, that is to say the one which carries out an a posteriori analysis of the empirical data collected in the field (M. Larini and C. Barthès, 2018). Also, the study uses data from observation of oral expression lessons in three secondary school classes as part of the thesis work of H. Tougri (2022) to produce a typology of the language difficulties encountered by students. On the basis of this typology and having regard to the essential importance of ICT in education, the present contribution propose a variation of learning situations through rational use technological self-regulation tools in order to improve students' oral communicative skills. [ABSTRACT FROM AUTHOR]

Copyright of Revista Transdisciplinaria de Estudios Sociales y Tecnológicos (RTEST) is the property of Editorial Exced and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Comunicació Educativa is the property of Universitat Rovira I Virgili and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Journal of Foreign Languages / Revista Internacional de Lenguas Extranjeras is the property of Universitat Rovira I Virgili and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Synergies Pologne is the property of GERFLINT (Groupe d'Etudes et de Recherches pour le Francais Langue Internationale) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Language, Society & Communication / Llengua, Societat i Comunicació is the property of Llengua, Societat i Comunicacio and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this research is to explore the assessment practices of EFL teachers in oral expression at MLD University-Setif2. An exploratory design is employed using a semi-structured adapted questionnaire administered to 12 EFL teachers of oral expression selected through purposive convenience sampling. Data are analyzed quantitatively using SPSS.22 and qualitatively via thematic analysis. The results reveal that teachers primarily aim to assign grades to students in their oral assessment practices. Additionally, they employ oral presentations, paper-pen exams, debates, and interviews as major tasks for oral assessment. Moreover, grammar, vocabulary, and oral fluency emerge as the main criteria for assessing students’ oral skills. Teachers predominantly use holistic scoring as a measurement procedure for assessment. The study offers pedagogical implications for teachers, students, administrators, and policymakers.

In today’s tech-driven globe, the role of communication and speech production has witnessed an upsurge. Teaching the language as a means of communication has become the norm in English as a foreign language (EFL) settings. The major problem underlying this endeavour lies with first-year students’ inability to maintain spontaneous talk either in the classroom or in any context. This research aims at investigating some language obstacles that EFL students face and could be a serious handicap to the improvement of their speaking skills. The data was gathered through two questionnaires administered to both first-year EFL students and the teachers covering oral expression and comprehension courses. The findings revealed that learners experienced various barriers that hinder their performance and interaction, such as self-confidence, anxiety, lack of appropriate vocabulary, and obsessive fear of making mistakes and imperfections. Based on the results, some helpful recommendations were suggested to enhance the students’ speaking proficiency.

The research was carried out at the Educational Unit in El Carmen, Manabí and aimed to describe the difficulties that arise in the development of the literacy process in children with language disorder in the second year of Basic Education. An interpretive paradigm was assumed, with a qualitative approach, from the descriptive level. The study population was 51 students and three teachers, as a sample all the teachers were taken and in the case of the students, the five children with language disorder were defined by non-probabilistic convenience sampling. An interview was applied to teachers and an observation was made to children with presumed language disorder. When analyzing the problem under study, categories were established, for the language disorder the following are presented: the difficulty of oral expression and non-verbal communication, while for the development of literacy, limited literacy skills and difficulty in comprehension are manifested. Difficulties are presented in the pronunciation of compound syllables and when pronouncing some words; Another limitation observed is the use of signed language. Children do not actively participate in activities that require verbal comprehension and expression; In addition, they understand the instructions given but with difficulty. The children under study do not always write and read words correctly, it is common for the omission of syllables or letters or the change of sound in some letters to occur. [ABSTRACT FROM AUTHOR]

Copyright of ABHATH is the property of ABHATH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Tejuelo: Didáctica de Lengua y Literatura is the property of Tejuelo. Didactica de la Lengua y la Literatura. Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Chinese spell checking is a task to detect and correct Chinese spelling errors, which is very important for natural language understanding. Generally, studies on Chinese spell checking are mainly based on n-gram language model and neural network models. However, the validity of the n-gram model needs to balance the value n and the storage resources, and most neural networks cannot efficiently handle the cases with severely uneven distribution of the correct and incorrect characters. This makes spell checking be limited in text application scenarios that contain many oral expressions. To solve the issues, a confusionset-guided decision network for spoken Chinese spell checking is proposed. By using confusionset to generate candidate set, the model can reasonably locate the wrong characters with decision network which ensures bidirectional long short-term memory pay more attention to the characteristics of the wrong characters. To verify the correctness and effectiveness of our model, extensive experiments were carried out on a logistics question and answer corpus and SIGHAN Bake-off dataset. Experimental results show that the model is efficient. It is much effective in spell checking for spoken Chinese, and it outperforms all competitor models. Besides, it can efficiently correct the wrong characters in real scenarios. [ABSTRACT FROM AUTHOR]

Language development in infants is achieved through interaction with their peers in a social context allowing them to acquire cognitive and linguistic skills to understand the world around them. The purpose of this study was to analyze the experiences of Peruvian teachers regarding the language development of preschool students in the context of virtual education due to the pandemic. A qualitative study was conducted with a hermeneutic phenomenological design, focused on four categories: virtual education, language development, role of the family and future perspectives of preschool education. The participants were five preschool teachers working in an urban school in the city of Lima-Peru, who were selected through a purposive sampling. An in-depth interview was used; structured in 15 questions, framed in the categories of analysis of the study, following four stages: clarification of assumptions, descriptive, structural and discussion. During distance education, preschool teachers have incorporated several virtual strategies for language development; however, linguistic competencies have not been as expected for the age of infants in the school stage. The participation of families was determinant in the achievements or limitations of children's linguistic processes during the pandemic. Virtual education was not sufficiently effective in the development of language in preschool children in the context studied, evidencing limitations in oral and gestural expression, in addition to a limited repertoire of words expected for their age. [ABSTRACT FROM AUTHOR]

Oral expression is crucial for effective communication in a foreign language that repeatedly generates difficulties for its development, as observed in the French Teaching Bachelor (LEF), where an unsatisfactory level in this skill is registered. Given this situation, the objective is to identify the attributes of role-playing, simulation, debate, and metacognition strategies to promote oral expression in virtual environments based on an educational intervention with situated activities. Methodologically, the study is from a quantitative perspective with a descriptive scope and longitudinal design. The results point to the attributes as triggers of oral expression to reach the B1 level of proficiency and increase the performance of activities with systematized patterns. In conclusion, such strategies represent an innovative methodology for teaching a foreign language with cognitive and metacognitive skills for interaction. [ABSTRACT FROM AUTHOR]

In the teaching-learning process of Spanish as a Foreign Language, the purpose of communication between users is taken into account. This communication can be addressed thanks to issues of global interest and taking into account multiculturalism, multilingualism, multimodality and the Sustainable Development Goals that have a direct impact on society, as well as grammatical and lexical content that includes all training plans. These aspects can be implemented in the classroom through oral mediation activities, which until now have had little presence in second language manuals. In this article, an investigation is carried out on the oral mediation, written mediation and ODS in the most recognized manuals in the world of ELE; and the design of activities based on the SDGs is proposed, taking into account the types of oral mediation. [ABSTRACT FROM AUTHOR]

Copyright of Human Review is the property of Eagora Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The school should aim to educate people competent in oral communication, including linguistic, sociolinguistic and pragmatic knowledge of the language. Therefore, this research offers an analysis of how the language books of the EKI project develop the oral expression in primary education. In addition, an analysis was made on whether activities are proposed to facilitate the transfer of knowledge related to oral communication between languages. The results show that the teaching materials developed by the EKI project offer different types of activities to work on oral expression in the three languages. However, in the field of orality, there is not enough coordination between the three languages to promote knowledge transfer. [ABSTRACT FROM AUTHOR]

Copyright of Revista Anagramas is the property of Editorial Universidad de Medellin and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pensamiento, Palabra y Obra is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The poetry of Candelario Obeso (1849-1884) and José María Arguedas (1911-1969) rescues the vernacular of the afro-descendants and indigenous communities of the Magdalena River in Colombia and Quechua speakers of Peru, respectively. The work of both authors is closely related to the oral expression of the peoples and the musicality that emerges from the word in traditional songs and celebrations. This article analyzes the poetic work of these two authors in their purpose of recovering marginalized voices in nation-building projects. Their writing claims the poetic richness of the formsof everyday expression of these communities.

The aim of this research is to examine the oral expressions of the students studying at the faculty of education in terms of consistency. The study is a qualitative research. The study group consists of 20 people. Data were collected with a voice recorder. Descriptive analysis and content analysis were used in the analysis of the data. As a result of the analysis of the data in this study, the average consistency of the verbal expressions of the students in the form of narrative narration was 3.0; The consistency average of the oral explanations in the form of explanatory expression was 2.8. Consistency errors made by the students in the form of narrative narration from the most to the least were also revealed as "plan of the text, incomplete information, sudden transitions, subject integrity, harmony in the text, repetitive information, interruption of the narration, incomprehensible places and contradictory information" in his oral expressions in the form of explanatory speech, "the plan of the text, incomplete information, sudden transitions, the integrity of the subject, the repetitive information, the interruption of the narration, the incomprehensible places, the harmony and contradictory information in the text" were also revealed. As a result, the level of consistency in the verbal expressions of the students was moderate in the narrative structure and slightly below the moderate level in the explanatory structure. It was observed that the most common mistakes made by the students regarding consistency in their oral expressions were generally the same in narrative and explanatory structures. [ABSTRACT FROM AUTHOR]

Copyright of Dirasat: Educational Sciences is the property of University of Jordan and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The English as a Foreign Language (EFL) learners seem to care more about developing their speaking and communication skills and have little idea about the strategies they need to improve their listening abilities. This research aims to investigate students' difficulties during listening comprehension in an oral expression class, and to identify the different strategies they use to improve this receptive skill. Data was collected through a questionnaire that targeted third-year LMD students. The findings showed the participants give more attention to speaking and care less about improving their listening abilities. Teachers need to identify and understand their students' problems and difficulties to provide them with effective listening strategies, authentic materials, and motivating techniques in their learning activities. [ABSTRACT FROM AUTHOR]

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Introduction: Oral communication is the most important skill in learning a foreign language. The conventional English teaching method that is applied at different educational levels based on grammar and writing, does not allow the development of communication skills necessary for the Covid-19 pandemic. Communication is the process through which ideas are sent and received. In this sense, the communicative approach takes on a special importance that communication is the basis of the teaching-learning process. Method: The research approach was quantitative with a descriptive scope. Results. The investigation found that the oral expression strategies met 58.2% of conditions at the beginning, 37.8% presented the process level and 4.1% presented the achieved level. The strategies carried out to improve pronunciation were found at 33.7% in initial conditions, 60.2% were present at the level in the process and 6.1% at the achieved level. In the strategies for improving fluidity, 42.9% presented at the beginning level, 44.9% presented at the process level and 12.2% presented at the achieved level and while the strategies for vocabulary improvement were found at 33.7% of conditions at the beginning, 50% present the level in process and the 16.3% present the level achieved. [ABSTRACT FROM AUTHOR]

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