International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE)

IJCRSEE Editorial Team; Gergana Dyankova; Maya  Mladenova

doi:10.23947/2334-8496-2020-8-3-93-102

Authors

Gergana Dyankova Faculty of Pedagogy, South-West Unversity “Neofit Rilski”, Blagoevgrad, Bulgaria, e-mail: diankova_g@swu.bg 2Independent scholar, Sofia, Bulgaria https://orcid.org/0000-0001-9965-9590
Maya Mladenova Independent scholar, Sofia, Bulgaria https://orcid.org/0000-0002-8564-8660

DOI:

https://doi.org/10.23947/2334-8496-2020-8-3-93-102

Keywords:

verbal-performance activities, foreign language education, communicative skills, motivation for learning

Abstract

The modern world, characterized by dynamic changes, rapid development of ICT and globalization processes sets new challenges to present-day education. This research aims at investigating the influence of applying verbal-performance activities in foreign language education. A pedagogical experiment was conducted in authentic environment with the participation of 99 pupils aged 10 to 11 who formed an experimental and a control group. The study combined qualitative and quantitative approach. It measured pupils’ entry and exit levels of practical English knowledge and communicative skills and also traced the effect of the experimental education on the pupils from the experimental group. The interpretative analyses of the results revealed that applying verbal-performance activities in foreign language education led to higher achievements in terms of knowledge and communicative competence for the pupils from the experimental group compared to the progress of the children from the control group. A measurement of the attitude of the pupils from the experimental group towards applying verbal-performance activities in the educational process proved the potential of the method to increase children’s motivation for learning. The findings of this research confirm the need of further studies on the influence of applying verbal-performance activities in a broader context of school education.

Downloads

Download data is not yet available.

References

Aesop. The travelers and the bear. Retrieved June, 1, 2018, from https://www.artsonthemove.co.uk/resources/aesop-s-fables.php

Bonnet, J. L., Herakova, L., & Deng, R. (2019, April). Setting the stage for civic-minded education: Casting new roles for librarians in critical information literacy instruction. In Recasting the narrative: The proceedings of the ACRL 2019 Conference, Edited by Dawn M. Mueller. Retrieved from http://www.ala.org/acrl/sites/ala.org.acrl/files/content/conferences/confsandpreconfs/2019/SettingtheStageforCivic-MindedEducation.pdf

Congdon, M., Herakova, L., & Bishop, J. (2018). Calling-in the family: Dialogic performances of family conflict. Communication Teacher, 32(1), 8-12. https://doi.org/10.1080/17404622.2017.1372614

Cooper, L., (2002). The Wolf’s Tale. Short and Scary. Oxford University Press. Retrieved from http://www.teachingenglish.org.uk/article/wolfs-tale

Cruttenden, A. (2007). Intonational diglossia: a case study of Glasgow. Journal of the International Phonetic Association 37(2), 257-274. https://doi.org/10.1017/S0025100307002915

Dermendzhieva, S. (2019). Studying the welfare of children at an early age in the system of institutional care. International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 7(1), 95-119. https://doi.org/10.5937/ijcrsee1901095D

Dyankova, G. (2018). Research of cognitive exchange specifics in teachers academic training. International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 6(3), 1-14. https://doi.org/10.5937/ijcrsee1803001D

Dyankova, G. (2019a). Detskata gradina v konteksta na socialnite posledici ot globalizacionnia process. [Preschool in the context of the social consequences of the globalization process]. Bulgarian Journal of Educational Research and Pedagogy, 91(5), 711-724. Retrieved from https://pedagogy.azbuki.bg/pedagogics/pedagogyarticle/pedagogyarticle2016-4/detskata-gradina-v-konteksta-na-soczialnite-poslediczi-ot-globalizaczionniya-proczes/

Dyankova, G. (2019b). Slovesnata deistvenost na uchitelia I prosocionalnoto povedenie na deteto. [Verbal activity of the teacher and the pro-social behaviour of the child]. Veliko Tarnovo: European information center.

Dyankova, G., & Mladenova, M. (2018). Pedagogical rhetoric – a criterion for mutually effective education. In Education and Quality of Life in the Condition of Transition – Thematic Collection of Papers of International significance. (278-300), University of Pristina, Faculty of Philosophy, Kosovska Mitrovica.

Herakova, L., Bonnet, J., & Congdon Jr., M. (2017). Centering information literacy (as) skills and civic engagement in the Basic Communication Course: An integrated course library collaboration. Basic Communication Course Annual, 29, Article 12. Retrieved from http://ecommons.udayton.edu/bcca/vol29/iss1/12

Hudson, R. F., Lane, H. B., & Pullen, P. C. (2005). Reading fluency assessment and instruction: What, why, and how?. The Reading Teacher, 58(8), 702-714. https://doi.org/10.1598/RT.58.8.1

Laan, G. P. (1997). The contribution of intonation, segmental durations, and spectral features to the perception of a spontaneous and a read speaking style. Speech Communication, 22(1), 43-65. https://doi.org/10.1016/S0167-6393(97)00012-5

Lowry, O. (2002). The stylistic variation of nuclear patterns in Belfast English. Journal of the International Phonetic Association, 32(1), 33-42. https://doi.org/10.1017/S0025100302000130

Markus, M. (2008). The relevance of spoken features in English as a foreign language (EFL). English Today, 24(4), 17-25. https://doi.org/10.1017/S0266078408000357

OECD (2020). PISA 2018 Results (Volume VI): Are Students Ready to Thrive in an Interconnected World?, PISA, OECD Publishing, Paris, https://doi.org/10.1787/d5f68679-en

Peneva, I., & Mavrodiev, S. (2013). A historical approach to assertiveness. Psychological Thought, 6(1), 3-26. https://doi.org/10.5964/psyct.v6i1.14

Penchev, P. (1991). Govorna kultura. [Speech culture]. Blagoevgrad.

Stanislavski, K. S. (1982). Rabotata na aktiora nad sebe si. [The work of the actor on themselves. Part II]. Nauka I izkustvo, Sofia.

Stošić, L., Dermendzhieva, S., & Tomczuk, L. (2020). Information and communication technologies as a source of education. World Journal on Educational Technology: Current Issues, 12(2), 128-135. https://doi.org/10.18844/wjet.v12i2.4815

Stošić, L., (2015). The importance of educational technology in teaching. International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 3(1), 111-114. Retrieved from https://ijcrsee.com/index.php/ijcrsee/article/view/76

Tasevska, D. (2008). SOS Semejstva v kriza, psiho - logicheska podkrepa na disfunkcionalni seme - jstva za efektivno roditelstvo. [SOS Families in crisis, psychological support of dysfunctional families for effective parenting]. University Publishing House St. St. Cyril and Methodius, Veliko Tyrnovo.

The Pet Shop. Retrieved June 1, 2018, from https://www.really-learn-english.com/english-short-stories-level-05-story-01.html

Two little kittens. (1879) Retrieved June 1, 2018, from https://www.dennydavis.net/poemfiles/travel/catpoem2.htm

Wennerstrom, A. (2001). Intonation and evaluation in oral narratives. Journal of Pragmatics, 33(8), 1183-1206. https://doi.org/10.1016/S0378-2166(00)00061-8