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Delivering an oral presentation requires mastery of all four language competencies. It also involves a thorough understanding of different linguistic registers and varieties. This involves focusing on non-verbal signs and gestures, with the precise aim of informing or persuading the audience. Therefore, evaluating these complex oral presentation skills can be challenging, especially if clear evaluation criteria are not established and followed through during the entire educational process.Our study aims (1) to identify an extensive educational assessment tool for oral presentation skills, and (2) to test the validity of this tool among our students during formative evaluation sessions. Our study involves two groups of university undergraduate students learning English for Specific Purposes. They are from the Bucharest University of Economic Studies, Romania, and the Technical University of Sofia, Bulgaria. Looking at the assessment intention from a communicative approach, in this research we stress the importance of the congruence between three educational stages – teaching, learning, and evaluation.
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This research makes a return on the notion of the competence of the oral communication on the basis of a theoretical reference which draws on the sciences of language to unveil the difficulties tarnishing its teaching - learning at the Moroccan primary school. It aims to lead a reflection on the didactical approach of the oral to emphasize its shortcomings to endow the learners with discursive capacities nevertheless perceived as essential in any didactic project envisaging the acquisition of the competence of oral communication.We postulate that to explain the limits of the didactical approach of oral currently installed in the Moroccan primary school, it is interesting to stop on the acceptance that one gives to the notion of competence of communication. Our reflection, which was carried out through an examination of the different moments of implementation of this approach, shows a tendency to reduce the didactic intervention at the level of the sentence unit without taking into account the discourse as object of teaching-learning. Consequently, the discursive dimension does not constitute an issue of the so-called approach that seems to focus only on linguistic and socio-cultural capacities.
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This article presents the hitherto unknown letters the Czech writer Egon Hostovský (1908–1973) wrote to the Norwegian writer, critic, essayist, editor and translator Sigurd Hoel (1890–1960). These letters date from 1949–1956 and are preserved in the National Library of Norway in Oslo. Not only do they provide interesting information about Hostovský’s efforts to publish his works in Scandinavia, but they also testify to a close friendship between the two writers. The article also presents two letters by Graham Greene (1904–1991) which are also preserved in the file containing Hostovský’s letters in the Norwegian National Library.
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The current social science problem is the use of quantitative or statistical research methods rather than qualitative and descriptive methods in social studies. That, in consequence, creates a contradiction in the process of genuine selection of a research method according to the specificity of the research subject. Therefore, the article aims to emphasise the necessity of the natural selection of a research method considering the subject of research and, moreover, to draw attention to the problem of overusing the survey method and statistical analysis as the primary type of research method used in scientific papers in social sciences prepared and published in Eastern Europe. The example from management sciences was used as a reference point for constructing the argument. The asymmetric assessment of research methods used in management sciences is applied in this article. The disadvantages of quantitative methods and the advantages of qualitative methods are highlighted. The findings indicate a necessity to integrate qualitative and quantitative research methodologies through a mixed approach, particularly within the domain of management sciences. Additionally, there is a compelling rationale to reassess the prevailing standards and methodologies in research, as well as the expectations of publishers in the field of social sciences.
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Among the most significant contributions of Veselin Beševliev in Bulgarian science are his studies on the Byzantine sources for the rule of Khan Krum. He draws attention to the original texts of some sources that are little known in the Bulgarian science. Combining historical and philological methods of analysis, Beševliev makes an in-depth comparison of the individual texts, which sheds light on poorly studied historical events. Today, some of his theses have been revised, but this does not diminish their value, and his theories are the starting point for research by future generations of scientists.
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