verbal communication skills

Dezvoltarea competenței de comunicare a elevilor de gimnaziu

Developing language competencies in middle school students

Vasile Radu PREDA
Abstract

Developing the communicative competence of secondary school students. The model for the development of communicative competence during the teaching learning process is based on the principles and strategies rooted in cognitive psychology (Lasnier, 2001). In order to develop students’ communicative competence, verbal communication skills and speaking skills, teachers can use a framework to be applied function of the set objectives, starting from an initial evaluation up to the formative assessment. The investigation of the teaching-learning techniques employed so as to increase the students’ communicative competence and speaking skills shows that teachers working in mainstream education, in special education and in inclusive schools rely mainly on scientifically validated psycho-pedagogical theories and formative assessment

Keywords: communicative competence, verbal communication skills, speaking skills, teaching-learning techniques, initial evaluation, formative assessment.
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DOI:10.26744/rrttlc.2024.10.1.12
Published on line: 03/31/2024
References
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Lasnier, F. (2001). Un modèle intégré pour l’apprentissage d’une competence. Pédagogie collégiale, vol. 15, nr. 1, pag. 28-33
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Modalități de dezvoltare a abilităților de comunicare la elevii din familii vulnerabile

Developing communicative abilities in children from vulnerable families

Oana PREDA
Abstract

Within families affected by socio-economic and cultural disadvantage, proper communication situations are infrequent or likely to trigger negative emotional effects. Children growing up in such families are less involved in communicative activities with their parents and may be emotionally inhibited, thus causing mothers to complain about the youngsters’ passivity (Piff, Moskowitz, 2018). Researchers have put forward several methods for preparing parents in disadvantaged families to optimize verbal communication with their children as well as to improve parent-teacher communication. In order to manage the quality of communication in the case of families vulnerable due to socio-economic and cultural disadvantage, pre-school staff, teachers, speech therapists and school counselors should establish personalized programmes meant to develop the communicative abilities of both parents and children

Keywords: vulnerable family, communicative ability, verbal communication skills, learning techniques, formative assessment
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DOI:10.26744/rrttlc.2023.9.2.07
Published on line: 10/30/2023
References
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Bodea-Haţegan, C. (2015). Tulburările de limbaj şi comunicare. În: A. Roşan (coord.).Psihopedagogie specială. Modele de evaluare şi intervenţie. Iaşi : Editura Polirom: 212—243.
Booth , Ainscow (2016) Index pentru incluziune: un ghid al dezvoltării școlare
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Pânişoară, O.I. (2003). Comunicarea eficientă. Metode de interacţiune educaţională. Iaşi: Editura Polirom
Piff, P. K., Moskowitz, J. P. (2018). Wealth, poverty, and happiness: Social class is differentially associated with positive emotions. Emotion, 18, 902–905. doi:10.1037/emo0000387
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Vianin, P. (2011). Ajutorul strategic pentru elevii cu dificultăţi şcolare. Cluj-Napoca: Editura ASCR