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Abstract BACKGROUND: The burnout syndrome can be avoided and/or have its signs and symptoms reduced by knowing the five associated factors that help identify the health and working conditions of the professors of graduate programs. OBJECTIVE: To analyze the factors associated with burnout among faculty members of graduate stricto sensu programs. DESIGN AND SETTING: A cross-sectional study was conducted among 585 faculty members of Graduate Programs in Language Teaching and Linguistics in Brazil. METHODS: Data were collected through an online questionnaire. The outcomes were the dimensions of burnout and its related factors identified through multiple templates of logistic regression. RESULTS: Faculty members with increased chances of emotional exhaustion and depersonalization mentioned the use of medications due to labor activities. The negative influence of pace and intensity of work, thoughts about quitting the program, and having to produce three or more scientific articles were associated with higher chances of emotional exhaustion, while having to achieve nine hours per week in undergraduate programs was related to reduced personal accomplishment. Having a conjugal relationship, satisfaction with health and work, post-doctoral degree, autonomy, and good interpersonal relationships with faculty members of the program reduced the chances of emotional exhaustion. Reduced chances of depersonalization occurred among those who were satisfied with work, had good interpersonal relationships with advisees and faculty members, and received productivity funding. CONCLUSION: Sociodemographic, health, and occupational factors related to the dimensions of burnout were identified.
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Metacognition, or 'knowledge and cognition about cognitive phenomena’ is our human ability to think about the way we think and learn. By engaging in metacognition, human beings can actively manage and regulate what we do before, during and after the process or action. Although metacognitive awareness is a hidden psychological construct, it manifests itself in three ways, i.e. (i) metacognitive knowledge, (ii) metacognitive experience, and (iii) strategy use. Metacognitive knowledge includes person's knowledge, task knowledge as well as strategy knowledge. Strategy use includes language learning and language use. Metacognitive knowledge is an indicative knowledge about how one is thinking and learning can be positively or negatively influenced by internal factors such as personality traits, background strategic processes, as well as external factors such as the nature and demand of learning and communication tasks. This article focusses on how neuroscientific developments can inform teaching practice
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RESUMO: A preocupação sobre o ensino da Língua Portuguesa para surdos permeou a história com diferentes interfaces e concepções. Como uma forma de apresentar proposições sobre o tema, este artigo é um recorte do relato de pesquisa descrito na tese intitulada Análise sobre ensino de Língua Portuguesa para surdos: um estudo em dois Municípios Fluminenses (Castro, 2021), que teve como objetivo geral descrever e analisar as práticas pedagógicas bilíngues utilizadas para ensinar Língua Portuguesa para surdos, em turmas bilíngues inclusivas, no 6º ano do Ensino Fundamental II, em escolas-polo bilíngues do Rio de Janeiro e de Duque de Caxias. Os objetivos específicos foram: demonstrar práticas pedagógicas bilíngues de ensino de Língua Portuguesa para surdos realizadas em turmas bilíngues inclusivas de alunos surdos de escolas-polo dos municípios pesquisados; e destacar elementos que favorecem ou não a aprendizagem de Língua Portuguesa. A realização dessa investigação baseou-se em uma metodologia de abordagem qualitativa (Bauer & Gaskell, 2003), na matriz histórico-cultural com viés multicultural, do tipo estudo de caso (Gil, 2008). A análise dos dados foi realizada na perspectiva microgenética. Como resultado, observou-se que a forma como todos os envolvidos no processo de ensino aos alunos surdos e ouvintes medeiam o conhecimento da Língua Portuguesa, utilizando artefatos da metacognição ou da comunicação inter/multimodal por meio da Língua Brasileira de Sinais - Libras (Kelman, 2015), fazendo positivamente a diferença no ensino e na aprendizagem de todos os alunos. Enfim, considera-se que a qualidade da mediação semiótica utilizada por todos no processo ensino-aprendizagem dos surdos traz resultados positivos sobre a aprendizagem em Língua Portuguesa e sobre seu próprio desenvolvimento.
ABSTRACT: The concern about teaching Portuguese Language to the deaf has permeated history with different interfaces and conceptions. As a way of presenting propositions on the subject, this paper is a cutoff of the research report described in the thesis entitled Análise sobre ensino de Língua Portuguesa para surdos: um estudo em dois Municípios Fluminenses (Castro, 2021) [Analysis on Portuguese Language Teaching for the deaf: a study in two municipalities of Baixada Fluminense), whose main objective was to describe and analyze the bilingual pedagogical practices used to teach Portuguese language for the deaf in inclusive bilingual classes, in the 6th grade of Elementary School II, in bilingual schools of Rio de Janeiro and Duque de Caxias. The specific objectives were: to demonstrate bilingual pedagogical practices of Portuguese Language teaching for the deaf carried out in inclusive bilingual classes of deaf students from schools in the municipalities surveyed, and to highlight elements that favor or not the learning of Portuguese Language. The realization of this investigation was based on a qualitative approach methodology (Bauer & Gaskell, 2003), in the historical-cultural matrix with multicultural perspective, of the case study type (Gil, 2008). The data analysis was performed from the microgenetic perspective. As a result, it was observed that the way everyone who were involved in the process of teaching deaf and hearing students mediate the knowledge of the Portuguese language, using artifacts of metacognition or inter/multimodal communication through the Brazilian Sign Language (Kelman, 2015), making a positive difference in the teaching and learning of all students. In summary, it is considered that the quality of semiotic mediation used by everyone in the teaching-learning process of the deaf brings positive results on their learning of Portuguese language and on their own development.
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Debido a la escasez de materiales de apoyo para la enseñanza del inglés con fines específicos, surgió la motivación de elaborar un glosario de sinónimos de términos médicos, a fin de facilitar la traducción, interpretación y comunicación de información científico-médica por parte de los profesionales de la salud, tanto en el ámbito nacional como extranjero. Para ello se revisaron diferentes artículos de las especialidades médicas y diccionarios; el producto final consistió en un material denominado "Glosario de sinónimos de términos médicos", cuya validación se realizó a través de la comparación de los resultados académicos, antes y después de su uso, y la opinión de los docentes que lo emplearon.
The motivation of elaborating a glossary of medical terms synonyms emerge due to the lack of support materials for the English language teaching with specific ends, in order to facilitate the translation, interpretation and communication of scientific-medical information for the health professionals, both in the national and foreign environment. Different works of the medical specialties and dictionaries were checked with this purpose; the final product consisted on a material denominated "Glossary of medical terms synonyms" whose validation was carried out through the comparison of the academic results, before and after its use, and the opinion of the teaching staff that used it.
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Ensino , Materiais de Ensino , Pessoal de Saúde , Estudantes , Tradução , IdiomaRESUMO
Foreign language teaching on doctor-patient communication has played an increasingly important role in accordance with the internationalization of medical education and the development of the Belt and Road Initiative. According to the model of integrated course design (ICD), foreign language teaching on doctor-patient communication is designed and carried out in the process of analyzing situational factors, identifying learning outcomes and learning assessments, designing learning activities and integrating all the factors to improve the learners' competency on English linguistics, intercultural communication as well as medical service for foreign patients. The teaching practice and assessment results prove that ICD could guide foreign language teaching on doctor-patient communication effectively, and this kind of teaching should be carried out actively in medical colleges from cross-cultural perspective.
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In modern medical system, there is a large amount of theoretical knowledge introduced from the west, so English is one of the important abilities to develop for medical college students. While traditional college English teaching has little to do with the medical knowledge, but mostly with Band Four or Six English Tests as teaching goal. In order to meet the social need of comprehen?sive technical training of medical talent, this paper is proposed to offer a type of foreign language teaching mode based on the theory of cognitive linguistics. We want to realize the comprehensive training of medical English ability from the angle of practical skills by strengthening the language cognition for medical knowledge and using the medical subjects as the backing to combine the medical pro?fessional skills and English learning in medical colleges..
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Objective] To probe into a case of bilingual classroom teaching model in a TCM university, expect to find that if the current bilingual teaching could achieve the goal of raising ability both in disciplinary knowledge and language competence advocated by content-based instruction teaching idea, explore the possible problems and propose some corresponding solutions. [Methods] Empirical research method was used to execute quantification statistics on classroom teaching activity and the discourse between teacher and students, combining with qualitative data from questionnaires and interviews. By the methods above, this paper expected to embody the present situation and problems of the bilingual teaching in a TCM university. [Results] For classroom teaching both in disciplinary knowledge and language forms, there was a phenomenon that input and output forms were single, so that the function of other effective classroom activities was ignored. It was still a teacher-centered classroom with teacher as the main body of classroom. Students' insufficient competence and teachers' limited level were still a main problem to be solved. Compared with time of disciplinary knowledge, focus on language was less and the output time of language was compressed. [Conclusion] It's necessary to richen the classroom teaching mode. Cognition of both teacher and students on bilingual teaching shall change, giving consideration to disciplinary knowledge and language competence, overcoming language weakness and facilitating the two-sided promotion.
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Language is primary to human race. It is one of the most essential cognitive faculties which empower man to conduct in society. It is as much a biological function as is a social function. It is acquired naturally but mastering it requires careful guidance and teaching. The article reviews Dr. Krishna Kumar‟s “The Child‟s Language and the Teacher” (2000) in light of linguistic and sociological theories wherever possible. The article is an attempt to justify the relevance of the book for each and every language teacher. The book talks about several easy reformations in pedagogical techniques that can ensure better language comprehension and acquisition among the tiny tots. Written in a clear and lucid style the book stresses the role of a teacher and the huge impact that a teacher‟s attitude can have on the psyche of a student.
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Objective To explore the effects of task-based language teaching approach on the speaking anxiety and achievements of spoken English for nursing.Methods Two classes of nursing majors in grade 2010 from Youjiang Medical University for Nationalities were chosen as the research respondents,among which Class one (47 students) and Class two (51 students) were set as the experimental and control class respectively.To teach spoken English for nursing,task-based language teaching approach was used in the experimental class and traditional method was used in the control class.The anxiety scale and the proficiency test of the spoken English for nursing were adopted after the experimental teaching in order to compare the significant differences between the two classes.Results The speaking anxiety level of English for nursing in the experimental class was lower than that in the control class,and there was significant difference between the two classes.The total test score of the spoken English for nursing in the experimental class was higher than that in the control class,and the total score,the scores of fluency,vocabulary and grammar in the experimental class were significantly different to those in the control class.Conclusions Task-based language teaching approach could reduce the speaking anxiety of English for nursing,and improve the nursing majors' achievements of spoken English for nursing.
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[Objective] Via an empirical survey, this study is aimed to explore the imparting and mastering of Chinese cultural knowledge in China ’s present col ege English teaching, so as to offer some effective strategies for dealing with“Chinese culture aphasia”in current col ege English teaching in China. [Methods] Resorting to the research methodology of tests, questionnaires and interviews, it carries out an investigation of a number of col ege students and English teachers in Zhejiang Province into their mastering of Chinese cultural knowledge and its conveying in English as wel as the curriculum design of their col eges or departments. The relevant data derived from the research are analyzed qualitatively and quantitatively. [Results] The subjects al demonstrate the phenomenon of“Chinese culture aphasia”concerning both its comprehension and its English translation to varying degrees. Besides, cross-cultural commu-nication is twofold, so it is indispensible for learners to study simultaneously their native culture,which is a solid cornerstone and the crucial foundation for foreign language learning, but has been seriously deficient in col eges’curriculum design and students’textbooks; integrating Chinese as one of the com-pulsory courses and establishing corresponding examining and evaluating systems incorporating formative assessment and summative assessment, are sure to cope with“Chinese culture aphasia”in present col ege English teaching in China effectively. [Conclusion] The research and solution above are expected to shed light on teaching syl abus formulations and curriculum designs, enhance students ’humanistic quality and their communication capabilities in reality, and consequently popularize the excellent Chinese culture.
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La competencia comunicativa surge como uno de los elementos constitutivos de la competencia profesional. Su definición ha variado a través de los años, lo que ha traído aparejado el surgimiento de diversas escuelas y tendencias en diferentes países. Disímiles son las áreas del saber que han analizado la competencia comunicativa. El siguiente trabajo presenta un desglose cronológico del surgimiento, evolución y desarrollo de dicho concepto, a partir de algunas de las figuras más representativas dentro de este campo. Dada la importancia que la misma posee, no solo para la enseñanza de idiomas sino para otras disciplinas que se nutren de los postulados y teorías que esta proclama, se hace necesario su estudio y profundización en aras de perfeccionar y enriquecer los contenidos y programas que conforman la carrera de Medicina y, de este modo, dar un paso de avance en los esfuerzos por graduar médicos más capaces y mejor preparados.
Communicative competence appears as a constituent element of professional competence. Its concept has varied through the years, which has brought about the emergence of different schools and trends in various countries. Communicative competence has been analyzed by dissimilar areas of science. This work presents a chronological study of the emergence, evolvement and development of the term from the ideas of the most outstanding personalities in the field. Given the relevance of the topic, not only for the teaching of foreign languages but for many other disciplines that are fuelled by the postulates and theories that it proclaims, it is necessary to study and deepen into the concept as a way to enrich and improve the contents and syllabuses which are part of the Medicine career curriculum so that a step forward is taken in the efforts to educate more capable and better prepared doctors.
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Se plantearon opiniones y argumentos de distintos autores reconocidos en la esfera de la enseñanza de idiomas en relación con el uso de la lengua materna en esta actividad, fundamentalmente en la enseñanza del inglés. Se expusieron los criterios y experiencias de los autores en este campo al igual que se dieron sugerencias para el uso de la lengua materna en el contexto de la enseñanza del inglés como lengua extranjera en las universidades médicas cubanas.
Criteria and reasoning of different outstanding authors in the sphere of language teaching regarding the use of mother tongue in this activity, mainly in English teaching, were presented. Author's criteria and experiences were exposed in this field as well as suggestions for the use of mother tongue in the context of the teaching of English as a foreign language in Cuban medical universities.
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This paper introduces the definition and typology of communication strategy given by various researchers,and provides a review of empirical studies on the teachability of communication strategy.Inspiration on the foreign language teaching in China is also drawn from all these researches.
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The author thinks the causes of foreign language anxiety includes the imbalance between input and output,the neglect of individual differences because of the teacher-centered input model and the passive affects of dull classroom environment etc. Meanwhile,from the author's point of view,teachers should realize the passive affects of foreign language anxiety,and try to overcome it in the teaching process.
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Based on the analysis of Language Learning Strategies of foreign language learners and their characteristics,this paper illuminates that training on Language Learning Strategies in regular language classes helps foreign language learners become successful and independent learners.
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Task-based language teaching is one of the most widely adopted teaching approaches.When applying task-based language teaching,college English teachers should stick to the people-oriented principle,pay attention to the practical need of their students and reasonably design different tasks so as to achieve an ideal construction of task-based language teaching model.
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Objective: To improve the language teaching ability of teachers.Method: The teachers younger than 35-year-old youth from the Premedical courses were selected for observation of teaching,and they were divided into control and experimental classes in teaching language classes for quantitative evaluation skills.Result: The distribution of scores of the classes focused on the 80 to 95 between classes and the scores were mostly concentrated in between 65 to 80.P
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This paper intends to discuss the respective characteristics of communicative competence and intercultural communicative competence in order to elaborate the feasibility and necessity of cultivating intercultural communicative competence in foreign language teaching.It also puts forward several methods which can be applied in cultural knowledge teaching.
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The article analyzed the problems of the improper orientation of the teaching objective, the imperfect coursesystem, the excessive shifting of the teaching approaches and the reverse effect of the test system. It also put forward thesolutions such as working out the syllabus fit for all the colleges and universities, giving free rein to the extracurricularactivities, and strengthening teachers' training and improving the test system ect.[
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Based on the principle of training students for rural areas and serving for grass roots,Mudanjiang medical college cultivates talents mainly from countryside and rural areas,thus it is of great importance to build up decent and accurate values for those will-be doctors who heal the wounded and prevent and cure diseases.As well as enhancing their professional qualifications,medical college teachers should also cultivate students' world view,philosophy,values,responsibility,occupational ethics,and a scientific development outlook.