Integrating form and meaning in L2 pronunciation instruction

One of the central challenges of ESL teaching is striking the right balance between form and meaning. In pronunciation pedagogy, this challenge is compounded because repetitive practice, which has been shown to enhance phonological acquisition and promote fluency, is widely viewed as being incompatible with communicative principles. This article provides a brief historical background for modern pronunciation pedagogy (from World War II to the present) as part of a backdrop for understanding the current disjuncture between pronunciation and communicative language teaching. A discussion on form-focused instruction, its applicability for pronunciation pedagogy, and challenges in implementation follows with reference to a recent article that presents evidence for the appropriateness of a communicative instructional framework for teaching L2 pronunciation (Trofimovich & Gatbonton, 2006). Finally, a communicative activity that encourages repetitive practice while integrating pronunciation with other components of language use is proposed

The Effectiveness of RPT (Repetitive-Practice Technique) In Teaching Speaking Ability

This research aims to know the significant effect of RPT (Repetitive-Practice Technique) in teaching speaking at the tenth-grade students of SMA Al-Hasaniyah NW Jenggik in 2016-2017. This research was designed as pre-experimental with pretest and posttest design. The study population was 27 and 27 as the sample in X chosen by purposive random sampling it means the sample was taken purposively because the sample is representative. Speaking tests and analytical scoring rubric were used to collect the data. Then the data were analyzed using descriptive statistics and paired sample t-test to test the hypothesis, and it was performed by SPSS 22 for windows. The descriptive statistics analysis showed that RPT (Repetitive-Practice Technique) was effective in teaching speaking ability. It was proven by improving students' scores from 40.89 in Pre-Test and 58.96 in Post-Test. While the result of hypothesis testing using paired sample t-test at significance (2-tailed) value level was .000, it was lower than .05. RPT (Repetitive-Practice Technique) is significantly effective in teaching speaking ability. It was suggested that speaking in RPT (Repetitive-Practice Technique) is suitable for teaching speaking

ENGAGE: Guided Activity-Based Gaming in Neurorehabilitation after Stroke: A Pilot Study

Introduction. Stroke is a leading cause of disability in healthy adults. The purpose of this pilot study was to assess the feasibility and outcomes of a novel video gaming repetitive practice paradigm, (ENGAGE) enhanced neurorehabilitation: guided activity-based gaming exercise. Methods. Sixteen individuals at least three months after stroke served as participants. All participants received concurrent outpatient therapy or took part in a stroke exercise class and completed at least 500 minutes of gaming. Primary baseline and posttest outcome measures included the Wolf motor function test (WMFT) and the Fugl-Meyer assessment (FMA). ENGAGE uses a game selection algorithm providing focused, graded activity-based repetitive practice that is highly individualized and directed. The Wilcoxon signed ranks test was used to determine statistical significance. Results. There were improvements in the WMFT (=0.003) and the FMA (=0.002) that exceeded established values of minimal clinically important difference. Conclusions. ENGAGE was feasible and an effective adjunct to concurrent therapy after stroke

Educators Guiding Students With Different Cognitive Levels Through Complex Assignments At Any Educative Level

Students often need guidance to recognize the techniques necessary to complete complex assignments. The challenge that educators face is choosing the appropriate teaching method for students of different cognitive levels. We utilized the critical thinking framework and repetitive practice models in preclinical and clinical courses. These forms of teaching have been utilized and acknowledged in numerous disciplines for years. For our exercise, we started by administering a brief survey to assess the students perceptions, learning preferences and confidence levels. Next we assessed the students’ cognitive levels by utilizing 3 calibrated cases and graded the responses with a 1-5 point Likert scale. This information revealed critical thinking and repetitive practice models yield maximum results. Secondly, the students were observed in a large group setting while utilizing critical thinking components to discern vital and non-vital information. Once all vital information was collected, educators then guided the students with the critical thinking framework as they completed the assignment. Constant reflection on decision making was modeled until the student attained a favorable outcome. The last component involves students implementing the repetitive practice model of repeating the maximum outcome path to the student advances on the mastery scale of novice to expert. Educator guidance was needed to facilitate student growth through the stages. Students’ perceptions, learning preferences and confidence levels were assessed with a brief survey and results compared to the beginning. These teaching techniques were applied with successful results in our class. This model can be applied in different classes with students of varying cognitive levels with minimal modifications

Strengthening interventions for people after stroke

Stroke is one of the leading causes of death and disability. Muscle weakness in the paretic arm and leg is one of the most common impairments after stroke. Muscle weakness has been identified as one of the main contributors to activity limitations (such as walking or reaching and manipulation) and participation restrictions. This thesis includes a systematic review with meta-analysis and two assessor-blinded, multi-centre randomised controlled trials. The systematic review investigated if interventions involving repetitive practice improve strength after stroke, and if any improvements in strength are accompanied by improvements in activity. The overall SMD of repetitive practice on strength was 0.25 SD (95% CI 0.16 to 0.34) in favour of repetitive practice. The first trial investigated the effects of Functional Electrical Stimulation cycling on mobility and strength after acquired brain injury caused by stroke or trauma. The mean between-group differences (95% CI) for mobility and strength of the knee extensors of the paretic lower limb were –0.3/21 points (–3.2 to 2.7) and 7.5 Nm (–5.1 to 20.2), respectively, where positive values favoured the experimental group. The second trial investigated the effects of intensive sit-to-stand training on sit-to-stand ability and gross lower limb extension strength in people who are unable to stand up independently after stroke. The mean between-group differences (95% CI) for clinicians’ impressions of sit-to-stand change and gross lower limb extension strength were 1.57/15 points (0.02 to 3.11) and 6.2 degrees (0.5 to 11.9), respectively. The results from this research program suggest that: 1. Interventions involving repetitive practice should be prioritised in stroke rehabilitation programs because these interventions can improve both strength and activity after stroke. 2. Functional Electrical Stimulation cycling in addition to usual care may provide more opportunities for people who are very weak and immobile after acquired brain injury caused by stroke or trauma to improve lower limb strength, but there are no accompanied improvements in mobility. 3. Intensive sit-to-stand training in addition to usual care improves sit-to-stand ability and gross lower limb extension strength in people who are unable to stand up independently after stroke

Student Nurse Perceptions of Effective Medication Administration Education

Nursing faculty strive to educate students in a manner that prevents errors, promoting quality, patient-centered care. This endeavor is dependent upon meaningful and effective education that incorporates educational experiences reflective of the service sector. Anecdotal reports from clinical faculty and student nurses suggest that academic medication administration education may not optimally prepare students for safe entry into clinical practice. The aim of this phenomenologic qualitative research is to understand student nurse perceptions regarding teaching strategies and learning activities that prepared them for safe medication administration in acute care clinical settings. Focus group interviews resulted in two broad themes that are identified as Effective Education and Gaps in Education. Within these broad themes, findings revealed that students value faculty demonstrations, peer-learning opportunities, and repetitive practice with timely feedback. Study findings also pointed to educational gaps. Students reported needing to learn communication and conflict resolution strategies that would help them manage real-world interruptions, distractions, and computer generated alerts. Study findings recommend implementing relevant decision-support technology within academic lab learning activities

The application of precisely controlled functional electrical stimulation to the shoulder, elbow and wrist for upper limb stroke rehabilitation: a feasibility study.

Functional electrical stimulation (FES) during repetitive practice of everyday tasks can facilitate recovery of upper limb function following stroke. Reduction in impairment is strongly associated with how closely FES assists performance, with advanced iterative learning control (ILC) technology providing precise upper-limb assistance. The aim of this study is to investigate the feasibility of extending ILC technology to control FES of three muscle groups in the upper limb to facilitate functional motor recovery post-stroke

Evidence and Interventions for Children with Handwriting Deficits

The purpose of this project was to determine effective interventions shown to increase fine motor skills in children who experience handwriting deficits related to ADD/ADHD or other attention deficits. The project was prepared for a pediatric outpatient OT at Hasbro Children’s Hospital. The information was found via the USM databases through specific search terms and parameters.This work is significant because many OTs and teachers are working with children who have deficits in handwriting and fine motor abilities. There needs to be additional research conducted specifically with children who have ADD/ADHD and exhibit fine motor and handwriting deficits.The research shows that the most effective interventions consist of three different themes: sensory, motor, and cognitive. The motor interventions include repetitive practice, handwriting clubs, interactive metronome training, and three-dimensional robotic guided repetitive motion fine motor training. The sensory interventions include short-term sensorimotor intervention and a sensorimotor intervention combined with repetitive practice. The cognitive interventions include cognitive orientation to occupational performance (CO-OP) intervention and self-guided and task-oriented interventions.My recommendations were to include intensive handwriting practice combined with worksheets and homework, handwriting clubs with a group where clients are allowed to pick their own writing topic and to assure any intervention occurs twice weekly for at least 20 sessions