Language Mediation in an L3 Classroom: The Role of Task Modalities and Task Types

Purpose The purpose of this paper is to examine the mediating role of burnout (i.e. exhaustion, cynicism, professional inefficacy) in the relationship between job level and job satisfaction as well as between job level and task performance. Design/methodology/approach The final sample included 342 Korean workers from selected companies. The authors employed the Hayes (2013) PROCESS tool for analyzing the data. Findings The results showed that all three subscales of burnout (i.e. exhaustion, cynicism, professional inefficacy) mediate the relationship between job level and job satisfaction. However, only two mediators (i.e. cynicism, professional inefficacy) indicated the mediating effects on the association between job level and task performance. Originality/value This research presented the role of burnout on the relationships between job level, job satisfaction, and task performance especially in South Korean organizational context. In addition to role of burnout, findings should prove helpful in improving job satisfaction and task performance. The authors provide implications and limitations of the findings.

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Assessing pragmatic competence in oral proficiency interviews at the C1 level with the new CEFR descriptors

Lodz Papers in Pragmatics ◽

10.1515/lpp-2020-0005 ◽

2020 ◽

Vol 16 (1) ◽

pp. 87-121

Author(s):

Bárbara Eizaga-Rebollar ◽

Cristina Heras-Ramírez

Keyword(s):

Rating Scales ◽

Rating Scale ◽

Oral Proficiency ◽

Pragmatic Competence ◽

Task Characteristics ◽

The Common ◽

Task Descriptions ◽

Oral Proficiency Interviews ◽

Task Types ◽

And Task

AbstractThe study of pragmatic competence has gained increasing importance within second language assessment over the last three decades. However, its study in L2 language testing is still scarce. The aim of this paper is to research the extent to which pragmatic competence as defined by the Common European Framework of Reference for Languages (CEFR) has been accommodated in the task descriptions and rating scales of two of the most popular Oral Proficiency Interviews (OPIs) at a C1 level: Cambridge’s Certificate in Advanced English (CAE) and Trinity’s Integrated Skills in English (ISE) III. To carry out this research, OPI tests are first defined, highlighting their differences from L2 pragmatic tests. After pragmatic competence in the CEFR is examined, focusing on the updates in the new descriptors, CAE and ISE III formats, structure and task characteristics are compared, showing that, while the formats and some characteristics are found to differ, the structures and task types are comparable. Finally, we systematically analyse CEFR pragmatic competence in the task skills and rating scale descriptors of both OPIs. The findings show that the task descriptions incorporate mostly aspects of discourse and design competence. Additionally, we find that each OPI is seen to prioritise different aspects of pragmatic competence within their rating scale, with CAE focusing mostly on discourse competence and fluency, and ISE III on functional competence. Our study shows that the tests fail to fully accommodate all aspects of pragmatic competence in the task skills and rating scales, although the aspects they do incorporate follow the CEFR descriptors on pragmatic competence. It also reveals a mismatch between the task competences being tested and the rating scale. To conclude, some research lines are proposed.

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The overlap between false belief and spatial reorientation in the temporo-parietal junction: The role of input modality and task

Social Neuroscience ◽

10.1080/17470919.2016.1143027 ◽

2016 ◽

Vol 12 (2) ◽

pp. 207-217 ◽

Cited By ~ 6

Author(s):

Ceylan Özdem ◽

Marcel Brass ◽

Laurens Van der Cruyssen ◽

Frank Van Overwalle

Keyword(s):

False Belief ◽

Input Modality ◽

Spatial Reorientation ◽

And Task

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The Effect of Attention on Repetition Suppression and Multivoxel Pattern Similarity

Journal of Cognitive Neuroscience ◽

10.1162/jocn_a_00387 ◽

2013 ◽

Vol 25 (8) ◽

pp. 1305-1314 ◽

Cited By ~ 18

Author(s):

Katherine S. Moore ◽

Do-Joon Yi ◽

Marvin Chun

Keyword(s):

Task Demands ◽

Initial Presentation ◽

Fmri Signal ◽

Repetition Suppression ◽

Specific Memory ◽

Pattern Similarity ◽

Parahippocampal Place Area ◽

And Task

Fundamental to our understanding of learning is the role of attention. We investigated how attention affects two fMRI measures of stimulus-specific memory: repetition suppression (RS) and pattern similarity (PS). RS refers to the decreased fMRI signal when a stimulus is repeated, and it is sensitive to manipulations of attention and task demands. In PS, region-wide voxel-level patterns of responses are evaluated for their similarity across repeated presentations of a stimulus. More similarity across presentations is related to better learning, but the role of attention on PS is not known. Here, we directly compared these measures during the visual repetition of scenes while manipulating attention. Consistent with previous findings, we observed RS in the scene-sensitive parahippocampal place area only when a scene was attended both at initial presentation and upon repetition in subsequent trials, indicating that attention is important for RS. Likewise, we observed greater PS in response to repeated pairs of scenes when both instances of the scene were attended than when either or both were ignored. However, RS and PS did not correlate on either a scene-by-scene or subject-by-subject basis, and PS measures revealed above-chance similarity even when stimuli were ignored. Thus, attention has different effects on RS and PS measures of perceptual repetition.

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Interactive, Compensatory Reading Strategies

Journal of Literacy Research ◽

10.1080/10862969609547910 ◽

1996 ◽

Vol 28 (1) ◽

pp. 55-70

Author(s):

Gregory Schraw

Keyword(s):

Reading Instruction ◽

Reading Strategies ◽

Trade Off ◽

Structural Relation ◽

External Constraints ◽

Compensatory Strategy ◽

Text Information ◽

And Task

Three experiments examined the trade-off between the text-based and task-based importance. Text-based importance was defined as information in a text that is important due to its structural relation to other text segments. Task-based importance was defined as text information that is important due to external constraints such as instructions. Undergraduates in this study spontaneously adopted an interactive, compensatory strategy in which task-based importance superseded the role of text-based importance. Implications for reading instruction and practice were discussed.

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The Mediating Role of Competency on the Relationship between Training and Task Performance: Applied Study in Pharmacists

International Journal of Business Administration ◽

10.5430/ijba.v8n7p16 ◽

2017 ◽

Vol 8 (7) ◽

pp. 16

Author(s):

Jih-Hua Yang ◽

Shih-Chieh Fang ◽

Ching-Ying Huang

Keyword(s):

Task Performance ◽

Core Competency ◽

Professional Competency ◽

Mediating Role ◽

Technical Competency ◽

Full Effect ◽

The One ◽

The Relationship ◽

And Task

This study aimed to determine the mediating role of competency (professional competency, technical competency, and core competency) between training and task performance in pharmacists. Questionnaire was the tool of collecting data from a sample of (210) pharmacists. The results of the study indicated that there is a positive effect of training on task performance. Also, there is full effect of the two mediator variables (professional competency; technical competency) and partial effect of the one mediator variable (core competency) on the relationship between independent and dependent variables.

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