In our never-ending search for the most efficient and eloquent ways of teaching English as a foreign language, we have identified “Guided meditation” as an interesting and challenging alternative approach and strategy. This paper discusses the notions of “linguistics”, “applied linguistics” and “psycholinguistics” and it tackles several teaching methods connected to guided meditation, such as “Suggestopedia” and the “Natural Approach”. It further deals with the main differences between “mindfulness”, “guided meditation” and “transcendentalism”, and then it aims at showing and explaining ways of using guided meditation practice for boosting teaching and learning English as a foreign language, mainly based on Tatiana Slama-Cazacu’s dynamic-contextual methodology (1999). The paper also designs an experiment that is going to be implemented in the first semester of the academic year 2021-2022, based on the hypothesis that the students engaged in guided meditation strategies can generate new ideas (be creative), cooperate with their colleagues, learn, reflect and think critically, improving thus their communication abilities in English. For this purpose, the research framework of the paper presents the subjects, the main research methods, the data collection instruments and the stages of the experiment (administering an initial and an achievement test, a pre-survey and a post-survey, conceiving activities, collecting work samples and the teacher’s observation notes).
The contemporary world bears the mark of a great development process that triggers new challenges and opportunities. In order to evolve, organizations and their members must constantly adapt to this ever-changing environment and, in this regard, communication and feedback play a major role. This chapter deals with the importance of communication, in general, and of internal communication and feedback, in particular, within organizations. The theoretical part of the chapter tackles several important issues related to communication and feedback, such as definitions, models and types of communication, the main barriers to effective communication, and feedback within organizations. The second part of the chapter is focused on a study analyzing the answers to a questionnaire administered to the employees of an insurance company, in order to assess its internal communication and to find correlations between the satisfaction degree resulted from the communication process and the way of viewing the organization's efficiency.
Chemistry English in Context. Course Book II is the second volume of a course material designed for first - and second year chemistry students who have an intermediate or upper-intermediate level of knowledge of English. The book comes as tle logical sequel of the first volume, adding more topics nad more grammatical complexity. It can also be used independently, by professionals in the chemical field who use English in their research and work.
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