Pre-test and structural analysis of the pragmatic awareness questionnaire destined to teachers’ communicative instruction
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Tipo de documento: | Artigo |
Idioma: | spa |
Título da fonte: | Acta Scientiarum. Language and Culture (Online) |
Texto Completo: | http://www.periodicos.uem.br/ojs/index.php/ActaSciLangCult/article/view/34181 |
Resumo: | This paper reports the results from the exploratory factor analysis of the Pragmatic Awareness Questionnaire destined to Teachers’ Communicative Instruction (PAQ-TCI). In the pre-test phase a sample of 112 teachers of Spanish primary education schoolsparticipated in the self-assessment of their communication skills in teaching practice. According to results, the 26 items that were established in the initial version of the questionnaire were maintained, but were redistributed in a new three factors structure. From a theoretical point of view, thisis compatible with the three pragmatics model, according to which addresser, message or addressee are more or less emphasized in the communication process. The study aims to lay the groundwork for future research focused on teachers’ communicative instruction and, secondarily, contributes to strengthen the link with allied disciplines. |
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Acta Scientiarum. Language and Culture (Online) |
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Pre-test and structural analysis of the pragmatic awareness questionnaire destined to teachers’ communicative instructionPretest y análisis factorial del Cuestionario de Conciencia Pragmática destinado a la Instrucción Comunicativa del Profesoradocommunication skillsteaching practiceself-assessmentexploratory factor analysishabilidades comunicativaspráctica docenteautoevaluaciónanálisis factorial exploratorio. This paper reports the results from the exploratory factor analysis of the Pragmatic Awareness Questionnaire destined to Teachers’ Communicative Instruction (PAQ-TCI). In the pre-test phase a sample of 112 teachers of Spanish primary education schoolsparticipated in the self-assessment of their communication skills in teaching practice. According to results, the 26 items that were established in the initial version of the questionnaire were maintained, but were redistributed in a new three factors structure. From a theoretical point of view, thisis compatible with the three pragmatics model, according to which addresser, message or addressee are more or less emphasized in the communication process. The study aims to lay the groundwork for future research focused on teachers’ communicative instruction and, secondarily, contributes to strengthen the link with allied disciplines. En este trabajo se lleva a cabo el análisis factorial exploratorio del Cuestionario de Conciencia Pragmática destinado a la Instrucción Comunicativa del Profesorado (CCP-ICP). En la fase de pretest participó una muestra de 112 maestros de centros de educación primaria españoles que autoevaluaron sus habilidades comunicativas en la práctica docente. De acuerdo con los resultados, los 26 ítems que fueron establecidos en la versión inicial del cuestionario se mantuvieron, pero se redistribuyeron en una nueva estructura de tres factores. Desde un punto de vista teórico, esta se considera compatible con el modelo de las tres pragmáticas, según el cual el emisor, el mensaje o el receptor son más o menos destacados en el proceso de comunicación. El estudio pretende sentar las bases de futuras investigaciones centradas en la instrucción comunicativa del profesorado y, subsidiariamente, contribuye al fortalecimiento del nexo con disciplinas afines. Universidade Estadual De Maringá2018-03-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/vnd.openxmlformats-officedocument.wordprocessingml.documenthttp://www.periodicos.uem.br/ojs/index.php/ActaSciLangCult/article/view/3418110.4025/actascilangcult.v40i1.34181Acta Scientiarum. Language and Culture; Vol 40 No 1 (2018): Jan-June; e34181Acta Scientiarum. Language and Culture; v. 40 n. 1 (2018): Jan-June; e341811983-46831983-4675reponame:Acta Scientiarum. Language and Culture (Online)instname:Universidade Estadual de Maringá (UEM)instacron:UEMspahttp://www.periodicos.uem.br/ojs/index.php/ActaSciLangCult/article/view/34181/pdfhttp://www.periodicos.uem.br/ojs/index.php/ActaSciLangCult/article/view/34181/751375145330Copyright (c) 2018 Acta Scientiarum. Language and Cultureinfo:eu-repo/semantics/openAccessRodríguez Muñoz, Francisco José2022-02-20T22:25:58Zoai:periodicos.uem.br/ojs:article/34181Revistahttp://periodicos.uem.br/ojs/index.php/ActaSciLangCultPUBhttp://www.periodicos.uem.br/ojs/index.php/ActaSciLangCult/oai||actalan@uem.br1983-46831983-4675opendoar:2022-02-20T22:25:58Acta Scientiarum. Language and Culture (Online) - Universidade Estadual de Maringá (UEM)false |
dc.title.none.fl_str_mv |
Pre-test and structural analysis of the pragmatic awareness questionnaire destined to teachers’ communicative instruction Pretest y análisis factorial del Cuestionario de Conciencia Pragmática destinado a la Instrucción Comunicativa del Profesorado |
title |
Pre-test and structural analysis of the pragmatic awareness questionnaire destined to teachers’ communicative instruction |
spellingShingle |
Pre-test and structural analysis of the pragmatic awareness questionnaire destined to teachers’ communicative instruction Rodríguez Muñoz, Francisco José communication skills teaching practice self-assessment exploratory factor analysis habilidades comunicativas práctica docente autoevaluación análisis factorial exploratorio. |
title_short |
Pre-test and structural analysis of the pragmatic awareness questionnaire destined to teachers’ communicative instruction |
title_full |
Pre-test and structural analysis of the pragmatic awareness questionnaire destined to teachers’ communicative instruction |
title_fullStr |
Pre-test and structural analysis of the pragmatic awareness questionnaire destined to teachers’ communicative instruction |
title_full_unstemmed |
Pre-test and structural analysis of the pragmatic awareness questionnaire destined to teachers’ communicative instruction |
title_sort |
Pre-test and structural analysis of the pragmatic awareness questionnaire destined to teachers’ communicative instruction |
author |
Rodríguez Muñoz, Francisco José |
author_facet |
Rodríguez Muñoz, Francisco José |
author_role |
author |
dc.contributor.author.fl_str_mv |
Rodríguez Muñoz, Francisco José |
dc.subject.por.fl_str_mv |
communication skills teaching practice self-assessment exploratory factor analysis habilidades comunicativas práctica docente autoevaluación análisis factorial exploratorio. |
topic |
communication skills teaching practice self-assessment exploratory factor analysis habilidades comunicativas práctica docente autoevaluación análisis factorial exploratorio. |
description |
This paper reports the results from the exploratory factor analysis of the Pragmatic Awareness Questionnaire destined to Teachers’ Communicative Instruction (PAQ-TCI). In the pre-test phase a sample of 112 teachers of Spanish primary education schoolsparticipated in the self-assessment of their communication skills in teaching practice. According to results, the 26 items that were established in the initial version of the questionnaire were maintained, but were redistributed in a new three factors structure. From a theoretical point of view, thisis compatible with the three pragmatics model, according to which addresser, message or addressee are more or less emphasized in the communication process. The study aims to lay the groundwork for future research focused on teachers’ communicative instruction and, secondarily, contributes to strengthen the link with allied disciplines. |
publishDate |
2018 |
dc.date.none.fl_str_mv |
2018-03-01 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://www.periodicos.uem.br/ojs/index.php/ActaSciLangCult/article/view/34181 10.4025/actascilangcult.v40i1.34181 |
url |
http://www.periodicos.uem.br/ojs/index.php/ActaSciLangCult/article/view/34181 |
identifier_str_mv |
10.4025/actascilangcult.v40i1.34181 |
dc.language.iso.fl_str_mv |
spa |
language |
spa |
dc.relation.none.fl_str_mv |
http://www.periodicos.uem.br/ojs/index.php/ActaSciLangCult/article/view/34181/pdf http://www.periodicos.uem.br/ojs/index.php/ActaSciLangCult/article/view/34181/751375145330 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2018 Acta Scientiarum. Language and Culture info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2018 Acta Scientiarum. Language and Culture |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/vnd.openxmlformats-officedocument.wordprocessingml.document |
dc.publisher.none.fl_str_mv |
Universidade Estadual De Maringá |
publisher.none.fl_str_mv |
Universidade Estadual De Maringá |
dc.source.none.fl_str_mv |
Acta Scientiarum. Language and Culture; Vol 40 No 1 (2018): Jan-June; e34181 Acta Scientiarum. Language and Culture; v. 40 n. 1 (2018): Jan-June; e34181 1983-4683 1983-4675 reponame:Acta Scientiarum. Language and Culture (Online) instname:Universidade Estadual de Maringá (UEM) instacron:UEM |
instname_str |
Universidade Estadual de Maringá (UEM) |
instacron_str |
UEM |
institution |
UEM |
reponame_str |
Acta Scientiarum. Language and Culture (Online) |
collection |
Acta Scientiarum. Language and Culture (Online) |
repository.name.fl_str_mv |
Acta Scientiarum. Language and Culture (Online) - Universidade Estadual de Maringá (UEM) |
repository.mail.fl_str_mv |
||actalan@uem.br |
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1799317466172620800 |