The diploma thesis deals with the issue of phonological abilities of children with dyslalia in preschool age. The main goal of the thesis lies therefore in the analysis of the phonological abilities of the stated target group. Based on the main goal, partial objectives and research questions were defined. A method of qualitative research strategy - a case study was used to fulfil the objectives of the thesis. To gather the data, test methods and analysis of the available documents were used. To create a comprehensive picture of the monitored children, the methods mentioned above were supplemented with an interview with a clinical speech therapist. The thesis is divided into two parts, the theoretical part and the empirical part. The theoretical part consists of three chapters. The first chapter deals with the definition of key terms such as communication, communication skills, as well as the development of speech, language and communication. In this chapter, attention is paid also to a preschool child. The second chapter describes the issue of phonological abilities, which are presented in the context of the phonetic- phonological language level. The last chapter looks into the issue of dyslalia. The empirical part is then devoted to the description of the whole process of the research survey....

The results of this study showed the presence of real changes in a number of measured factors. As part of the study, a program of art-therapeutic training, as well as methods for assessing its effectiveness, was formed and tested. According to the data obtained, it was concluded that art therapy training can have a harmonizing effect, leading the results to normal values. / Результаты настоящего исследования показали наличие действительных изменений по ряду измеряемых факторов. В рамках исследования была сформирована и апробирована программа арт-терапевтического тренинга, а также методики оценки ее результативности. Согласно полученным данным сделан вывод о том, что арт-терапевтический тренинг может оказывать гармонизирующее воздействие, приводя результаты к показателям нормы.

This study aims to define the problems and potential theoretical solutions to the problems in an automotive vocational teacher department. This study is part of a comprehensive study about the potential benefits of using the metacognition concept. Metacognition as the concept of learninghow-to-learn is needed for prospective automotive vocational teachers to conduct sustainable learning. This study is a qualitative study using semistructured interviews (SSI) and a focus group discussion (FGD) to collect the data. Firstly, the SSIs were conducted twice, before and after the FGD. The first SSI explores the problems, while the second SSI was conducted after the FGD to gain a possible contextual solution to the problems based on the result of FGD. Secondly, an FGD was conducted to explore the theoretical solutions to the problems. The findings of the first SSI stated that teaching communication skills and sustainable learning are necessary to be equipped since the automotive technologies in industries have been being developed rapidly from time to time. Those skills were not facilitated well in the teaching and learning activities in the department. The integration into courses of teaching communication and habit of sustainable learning could be the possible solution. The FGD findings stated that the metacognition concept could be brought into teaching and learning to deal with those problems. The second SSI findings said that automotive fault diagnosis learning was chosen as the subject since this is a problem-solving and higher-order thinking subject. Also, the learning tool kit for this subject is still conventional, so it needs to be improved with the metacognition concept.

The purposes of this study were to examine the oral communication skills considered important to specific companies, identify the objectives emphasized in the business and professional communication courses in Texas colleges and universities, ascertain how much course time is spent in various areas, and determine the communication needs of business and industry and the degree to which the communication departments of Texas colleges and universities are meeting those needs.

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The paper examines the actual problem of adapting educational processes to the requirements of the modern digital labor market. Gamification, as the integration of game elements into the educational process, is an effective tool for increasing the motivation of students, the formation of practical skills and the development of key competencies. This work explores the methods and technologies used in gamified learning systems. Special attention is paid to the practical aspects of introducing gamification into courses in digital professions, such as digital marketing, digital product management, design and SMM. The results of the study show that gamification contributes not only to the activation of the educational process, but also to the creation of an environment where students can work in a group and develop communication skills. / Работа рассматривает актуальную проблему адаптации образовательных процессов к требованиям современного цифрового рынка труда. Геймификация, как интеграция игровых элементов в образовательный процесс, представляет собой эффективный инструмент для повышения мотивации обучающихся, формирования практических навыков и развития ключевых компетенций. Данная работа исследует методы и технологии, применяемые в геймифицированных обучающих системах. Особое внимание уделяется практическим аспектам внедрения геймификации в курсы по digital-профессиям, таким как цифровой маркетинг, менеджмент цифровых продуктов, дизайн и SMM. Результаты исследования показывают, что геймификация способствует не только активизации учебного процесса, но и созданию среды, где студенты могут работать в группе и развивать коммуникативные навыки.

This study indicates that communication skills and communication apprehension of English First Additional Language (EFAL) learners are important aspects in teaching and learning, as well as for academic performance. A learner‘s major hurdle to overcome in communication in a second language classroom is a fear of failure. Communication skills and communication apprehension are challenges teachers have to face in language classrooms. Communication barriers that may lead to fear, distress and poor performance should be identified at an early stage. Therefore, it is critical for teachers to know about the communication process, communication skills, and communication apprehension to design positive solutions and teaching strategies to assist learners to overcome fear of communication, especially in the area of second and additional languages. A sample of 779 male and female learners in the secondary phase in Kannaland District, Western Cape participated in the study. For this non-experimental quantitative study, data were gathered using two questionnaires, Communication Skills Scale, and the Personal Report Communication Apprehension questionnaire. To explore the relationship between communication skills, communication apprehension and academic achievement, the first and second term EFAL marks of grades 7-9 learners were used. The data were presented as descriptive statistics, factor analysis, reliability analysis, correlations and comparisons. Results distinguished no differences between males, females, or grades. Findings were discussed with regard to communication skills and the academic achievement, as well as communication apprehension and academic achievement of the learners. Results indicate that there is no significant relationship between communication skills and academic achievement. Nevertheless, distinct relationships between communication skills and communication apprehension (group work, meetings and public speaking) were established and discussed. Communication apprehension (group work, conversations and in the classroom) and academic achievement presented clear relationships that were reported in detail. The factors identified may have a negative impact on learners‘ academic achievement in EFAL. Insight generated by the research in Kannaland District, Western Cape will help to develop an understanding of the situations that affect the degree of communication apprehension of secondary phase EFAL learners. It will allow for a better understanding of the influence of communication skills and could assist teachers to understand EFAL learners‘ fear, distress or ability to communicate. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2015

This study indicates that communication skills and communication apprehension of English First Additional Language (EFAL) learners are important aspects in teaching and learning, as well as for academic performance. A learner‘s major hurdle to overcome in communication in a second language classroom is a fear of failure. Communication skills and communication apprehension are challenges teachers have to face in language classrooms. Communication barriers that may lead to fear, distress and poor performance should be identified at an early stage. Therefore, it is critical for teachers to know about the communication process, communication skills, and communication apprehension to design positive solutions and teaching strategies to assist learners to overcome fear of communication, especially in the area of second and additional languages. A sample of 779 male and female learners in the secondary phase in Kannaland District, Western Cape participated in the study. For this non-experimental quantitative study, data were gathered using two questionnaires, Communication Skills Scale, and the Personal Report Communication Apprehension questionnaire. To explore the relationship between communication skills, communication apprehension and academic achievement, the first and second term EFAL marks of grades 7-9 learners were used. The data were presented as descriptive statistics, factor analysis, reliability analysis, correlations and comparisons. Results distinguished no differences between males, females, or grades. Findings were discussed with regard to communication skills and the academic achievement, as well as communication apprehension and academic achievement of the learners. Results indicate that there is no significant relationship between communication skills and academic achievement. Nevertheless, distinct relationships between communication skills and communication apprehension (group work, meetings and public speaking) were established and discussed. Communication apprehension (group work, conversations and in the classroom) and academic achievement presented clear relationships that were reported in detail. The factors identified may have a negative impact on learners‘ academic achievement in EFAL. Insight generated by the research in Kannaland District, Western Cape will help to develop an understanding of the situations that affect the degree of communication apprehension of secondary phase EFAL learners. It will allow for a better understanding of the influence of communication skills and could assist teachers to understand EFAL learners‘ fear, distress or ability to communicate. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2015

This study explores the challenges faced by high school science learners when they use English language as a medium of instruction in a South African context. Questionnaires were administered and focus group interviews were conducted with both science learners and science educators. Results indicated that learners are challenged in a number of ways when English is used to teach science especially if English is not their home language. Both learners and educators prefer to be taught and teach science respectively in English though ideally learners would like to be taught in their home languages. To overcome these challenges a home language scientific register should be drawn to cater for all learners’ home language, learners should also be proficient in English or language of science instruction. / Science and Technology Education / M. Ed. (Natural Science Education)

Text in Afrikaans / In hierdie verhandeling word gepoog om teen die agtergrond van multikulturele skoolsituasies in Suid-Afrika 'n oorsig van die problematiek random kommunikasievaardighede te gee. Algemene intra- en interpersoonlike kommunikasievaardighede word uitgelig. In aansluiting by 'n literatuurondersoek is kwalitatiewe data deur middel van onderhoude met skoolhoofde en onderwysers wat by multikulturele skoolsituasies betrokke is, ingesamel. Die wyse waarop mense met mekaar praat is deurslaggewend. Kommunikasieprobleme kan ontstaan wanneer kultuurgroepe met mekaar kommunikeer. Die hantering van misverstande en konflik in multikulturele skoolsituasies is belangrik. Onderwysbestuurders moet verskeie kommunikasievaardighede tydens 'n konfliksituasie aanwend. Die doeltreffende funksionering van 'n skool word grootliks medebepaal deur effektiewe kommunikasievaardighede wat toegepas word om verhoudinge tussen verskillende groepe te verbeter. Onderwysbestuurders behoort opgelei te word om effektief met alle betrokkenes in 'n konfliksituasie te kommunikeer. / This paper endeavours to give a review of the problematic nature of communication skills against the background of multicultural school situations in South Africa. General intra and interpersonal communication skills are highlighted. Further to the literature review, qualitative data has been gathered through interviews with a number of principals and teachers who are involved in multicultural school situations. The manner in which people speak to each other is important. Communication problems can occur when culture groups communicate. The management of misunderstandings and conflict is important in multicultural school situations. Education managers must utilise several communication skills during a conflict situation. The successful functioning of a school is essentially co-determined by the employment of effective communication skills to improve relationships between different groups. Education managers should be trained to communicate effectively with all persons involved in a conflict situation. / Educational Leadership and Management / M. Ed. (Onderwysbestuur)