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Journal articles on the topic 'Communication and language development'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 January 2023

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1

VOLKOVA, SVETLANA. "LANGUAGE, COMMUNICATION AND PHILOSOPHY OF EDUCATION." Studia Humanitatis 21, no. 4 (December 2021): 4–9. http://dx.doi.org/10.15393/j12.art.2021.3781.

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The author argues that understanding crisis phenomena in an education system, as well as conditions of upgrading this system, is connected with development of a philosophy of education focused on such categories as language and communication. The heuristic and productive nature of theory of communicative action and hermeneutics is shown while comprehending the specific nature of learning environment where a pedagogical interaction between a teacher and students is carried out. Taking into account the ideas of J. Habermas, H. G. Gadamer and L. Wittgenstein, it is shown that education is a process of human development if it is organised as a process of searching for and generating meanings by the students. This educational process model corresponding to essential human need for self-understanding and self-expression.

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2

Chapman, B. L. M., and P. Lees. "Computer-Assisted Communication for Language Development." British Journal of Educational Technology 17, no. 3 (October 1986): 222–34. http://dx.doi.org/10.1111/j.1467-8535.1986.tb00511.x.

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3

Griffin, Sue. "Baby talk: Communication and language development." Practical Pre-School 2013, no. 145 (February 2013): 6–7. http://dx.doi.org/10.12968/prps.2013.1.145.6.

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4

Kuchigina, S. K. "THE LANGUAGE OF SOCIAL NETWORKS: DEVELOPMENT TRENDS." Bulletin of Udmurt University. Series History and Philology 31, no. 5 (October 28, 2021): 1112–16. http://dx.doi.org/10.35634/2412-9534-2021-31-5-1112-1116.

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In our time, the written language is undergoing significant changes, which is associated with the emergence of new technology, equipped with special tools for remote communication. With the help of gadgets, you can send a message at any time without making any efforts, however, this communication format is increasingly reflected in the structure of the statements themselves: they are becoming shorter and more capacious in content, while regulatory requirements, as a rule, are not observed. With the emergence of the sphere of Internet communications we began to observe the transformation of the main types of communication: the boundaries between written and oral forms are increasingly blurred, which is especially clearly seen in the analysis of messages in blogs, chat rooms, on forums when discussing any legislative or regulatory acts. Internet communication is becoming a new form of perception of the general picture of the world, the language game predetermines the trajectory of changing the consciousness of Internet users. In order to identify problem areas in this area, a sociological study was carried out, the results of which are presented in the table.

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Jantassova, D., and Dorin Isoc. "The problems of the development of foreign language communication skills of non-linguistic specialities' students." Bulletin of the Karaganda University. Pedagogy series 100, no. 4 (December 28, 2020): 145–54. http://dx.doi.org/10.31489/2020ped4/145-154.

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The article considers the role of foreign language, foreign language learning to students of non-linguistic spe-cialties is valuable for specialist development. Teaching of foreign language in non-linguistic universities has particular relevance, since foreign language communication in the professional activities of modern special-ists is characterized by increasing importance in the context of globalization and providing for the formation of students' ability to speak foreign languages in specific professional, business, scientific fields and situa-tions taking into account the features of professional thinking. Despite the development of the educational process organization, the difficulty of learning is that mastering a foreign language occurs outside the lan-guage environment with a limited number of hours. In the classroom, the task of developing students' speech skills is solved by performing a large number of language and speech exercises. In this regard, it should be noted the importance of extracurricular activities in a foreign language, which is particular relevance in achieving the subject, interdisciplinary and personal results of education. The problem of communicative skills formation of non-linguistic specialties’ students is one of the urgent problems, since graduates must have not only professional, but also experience of social, socio — cultural relations, who are able to show not only knowledge in a certain area, but also social initiative, develop performance in a team work. Teaching foreign languages for students of non-linguistic specialties has a professional-oriented basis. The students of non-linguistic specialties have a professionally-oriented basis for teaching of foreign languages, and the role of digital technologies should be noted too, what are widely used during the classes.

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6

Zarnikhi, Abolfazl. "Language development and scientific development." Terminology 11, no. 2 (December 5, 2005): 293–309. http://dx.doi.org/10.1075/term.11.2.05zar.

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The article deals with the role of terminology activities in scientific progress. It seems language development is the first step to achieving development. One way of developing a language is to understand subtleties of developed languages. As physics in Iran is an established course, its terminologies have been studied diachronically, over a period of 150 years, to know whether its language is well developed. To measure language evolution some criteria are suggested: terminologization, increasing of precision, standardization, reducing of loan-words and increasing of scientific concepts in native language. The criteria are applied to the data compiled from three distinct periods of the history of the language of physics in Iran. Today’s terminologies represent an improvement in the language of physics, compared with old word-formations. This means that physics has satisfied the precondition of development.

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Kismetova, G. N., and A. B. Baissova. "DEVELOPMENT OF ICT COMPETENCE OF FUTURE FOREIGN LANGUAGE TEACHERS." Chronos: psychology and pedagogy 7, no. 1(27) (June 3, 2022): 3–6. http://dx.doi.org/10.52013/2712-9683-27-1-1.

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This article is devoted to the development of information and communication competence in future teachers of a foreign language. It reveals the role of information and communication technologies (ICT) in teaching foreign languages, shows the components of ICT competence, gives the advantages of using ICT in teaching a foreign language.

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8

Moore, Richard. "Gricean communication, language development, and animal minds." Philosophy Compass 13, no. 12 (September 20, 2018): e12550. http://dx.doi.org/10.1111/phc3.12550.

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9

Roberts, Joanne E., Johanna Price, and Cheryl Malkin. "Language and communication development in down syndrome." Mental Retardation and Developmental Disabilities Research Reviews 13, no. 1 (2007): 26–35. http://dx.doi.org/10.1002/mrdd.20136.

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10

Dubisz, Stanisław. "Ciągłość rozwoju języka polskiego." Poradnik Językowy, no. 1/2022(790) (September 10, 2021): 15–33. http://dx.doi.org/10.33896/porj.2022.1.1.

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In the description of the evolution of the Polish language, there are two basic categories: the sequence of historical events and the sequence of language changes. Both of these categories determine the category of continuity as the basis for evolutionary changes. The mobility (power) of a language depends on intra-lingual and extra-lingual factors the infl uence of which enables the implementation of the basic sociolinguistic functions of that language on the systemic and textual planes. Sources provide evidence for language development continuity, which is realised in forms of public discourse and the assigned speech registers and communication-stylistic variants. The entirety of the processes determining language development continuity follows the trend of optimising it as a form of communication of a certain communication community.

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11

As'ari, As'ari. "HANDWRITING DEVELOPMENT." ALQALAM 19, no. 95 (December 27, 2002): 115. http://dx.doi.org/10.32678/alqalam.v19i95.465.

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Language is, and since its invention or discovery has always been, the most important means man ever devised It is the mean more than any other with which he makes his living, he makes his home and he makes his life. As man becomes more and more social beings, as the world becomes more and more social community, and communication even grows more imperative. Language is the basic communication. Language is the instruments with which we think, and thinking is the rarest and the most needed commodity in the world. Language, however, can be separated from the facets of communications (listening, writing, reading and speaking). Yet, the focus of this scientific of study will be on the writing (handwriting) in college. The scientific study of writing (handwriting) begins with discussing the nature of the students in these grades. Writer will then describe the instructional emphases, instructional strategies, problems, and assessments measure associated with providing an isolated space (time) to practice the writing competency in these grades.Key Words: Handwriting, Instructional, Strategies, Composition.

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12

Walsh, John. "Language and socio-economic development." Language Problems and Language Planning 30, no. 2 (August 11, 2006): 127–48. http://dx.doi.org/10.1075/lplp.30.2.03wal.

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This paper is about the debate over the role of language and culture in socio-economic development. Drawing on his experience of Ireland, the author examines the rich historical tradition of debate about the positive role which language can play in national development, and suggests a theoretical grounding for those arguments. The elaboration of such a theoretical basis is essential as a counterbalance to powerful and dominant global forces which engage in, as Stephen May puts it, “the denunciation of ethnicity”. Those pursuing these arguments have frequently used a form of economic Darwinism in order to justify the marginalisation or extermination of threatened languages or to oppose multilingualism generally. This paper lays out the foundations of an alternative approach which posits that all languages and cultures, regardless of their status or numerical size, can be integrated into processes of socio-economic development, and that none is inherently anti-development. It is hoped that the arguments presented here will also stimulate debate about the nature of the concept of development itself, and facilitate closer integration of the often distinct disciplines of language planning and policy and socio-economic development.

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PIVEN, Viktoria. "English-language communication as a means of professional competence development of aviation specialists." Scientific Bulletin of Flight Academy. Section: Pedagogical Sciences 11 (2022): 169–73. http://dx.doi.org/10.33251/2522-1477-2022-11-169-173.

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The article concerns the need for an interdisciplinary approach in teaching English in higher aviation educational establishments, where knowledge of the English language becomes not the purpose in itself of the educational process, and a means of training, forming and developing the professional competence of a future aviation specialist. Key words: competence-based approach, English-language communication, cross-disciplinary communication, professional activity, standard task of professional training, specialized course of English

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14

Scott, Jessica A., and Hannah M. Dostal. "Language Development and Deaf/Hard of Hearing Children." Education Sciences 9, no. 2 (June 16, 2019): 135. http://dx.doi.org/10.3390/educsci9020135.

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This article explores the available research literature on language development and language interventions among deaf and hard of hearing (d/hh) children. This literature is divided into two broad categories: Research on natural languages (specifically American Sign Language and spoken English) and research on communication systems (specifically iterations of signed English and cued speech). These bodies of literature are summarized, with special attention paid to intervention research and research exploring the impacts of language skills on literacy development. Findings indicate that there is generally a stronger research base on natural languages as compared to communication systems, though more studies in both categories are necessary. Additionally, there are very few intervention studies and even fewer that aim to intervene upon language with the explicit goal of impacting literacy; therefore, there is little known about whether and how interventions that aim to support language development may have direct or indirect impacts on literacy within this population. Further research on this topic, as well as replication studies and research with larger sample sizes, is strongly recommended.

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15

DAVE, Shruti, Ann M. MASTERGEORGE, and Lesley B. OLSWANG. "Motherese, affect, and vocabulary development: dyadic communicative interactions in infants and toddlers." Journal of Child Language 45, no. 4 (February 19, 2018): 917–38. http://dx.doi.org/10.1017/s0305000917000551.

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AbstractResponsive parental communication during an infant's first year has been positively associated with later language outcomes. This study explores responsivity in mother–infant communication by modeling how change in guiding language between 7 and 11 months influences toddler vocabulary development. In a group of 32 mother–child dyads, change in early maternal guiding language positively predicted child language outcomes measured at 18 and 24 months. In contrast, a number of other linguistic variables – including total utterances and non-guiding language – did not correlate with toddler vocabulary development, suggesting a critical role of responsive change in infant-directed communication. We further assessed whether maternal affect during early communication influenced toddler vocabulary outcomes, finding that dominant affect during early mother–infant communications correlated to lower child language outcomes. These findings provide evidence that responsive parenting should not only be assessed longitudinally, but unique contributions of language and affect should also be concurrently considered in future study.

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16

Sundari, Wiwiek. "The Development of English Vocabularies." Culturalistics: Journal of Cultural, Literary, and Linguistic Studies 3, no. 1 (February 27, 2019): 35–38. http://dx.doi.org/10.14710/culturalistics.v3i1.4155.

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Vocabularies are important parts of all languages across the globe. When vocabularies develop through human communication, the language is considered as a living language instead of a dead language. English is a living language that undergoes some developments both in grammar and vocabularies. Those developments include pronunciation, spelling, and meaning that occur in every period, that is to say, Old English, Middle English, and Modern English. In addition, English has cosmopolitan and resourcefulness characteristics. English is a cosmopolitan language since it borrows and adopts some vocabularies from other languages and resourcefulness means that English undergoes some affixation through derivation and inflection. This article discusses the metamorphoses of English vocabularies in several periods.

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17

Cupere, Irina. "Communication Development of Preschool Children with Insufficient Development of Language System." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 3 (July 24, 2015): 24. http://dx.doi.org/10.17770/sie2014vol3.688.

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This article explores communication development of preschool children with insufficient development of the language system. Children who have speech and language disorders have problems with interaction between persons in society, because they have poor narrative skills. Theoretical aspect is analyzed about communication development differences in preschool children with normal language development and with insufficient development of the language system.

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18

Hwa-Froelich, Deborah. "Childhood Maltreatment and Communication Development." Perspectives on School-Based Issues 13, no. 2 (August 2012): 43–53. http://dx.doi.org/10.1044/sbi13.2.43.

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Abstract Purpose: Maltreatment of children is a common and international problem. The consequences of maltreatment often are misunderstood or unknown. In this article, I will define maltreatment and explore the communication development of children with a history of maltreatment. I reviewed the literature on children experiencing maltreatment, including articles describing the communication development of children remaining in a maltreating environment, children who were recently removed from maltreatment, children in foster care, and children adopted from orphanages. In each study, I found evidence that children who experienced maltreatment demonstrated lower language performance or poorer social knowledge than children who had not experienced maltreatment. Conclusion: Children who have experienced abuse and/or neglect are at risk of poorer receptive, expressive, and social language development. I will discuss the clinical implications of this finding.

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Sklyar, L. N., and T. I. Bocharova. "DEVELOPMENT OF THE RUSSIAN LANGUAGE IN INTERNET COMMUNICATION." Вестник Московского информационно-технологического университета - Московского архитектурно-строительного института, no. 4 (2021): 55–60. http://dx.doi.org/10.52470/2224669x_2021_4_55.

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20

ABRAR-UL-HASSAN, SHAHID. "Language Development Hinges on Communication: An Emergentist Perspective." TESOL Journal 2, no. 4 (December 2011): 510–20. http://dx.doi.org/10.5054/tj.2011.269749.

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21

Weintraub, Angela, Janice Lougeay-Mottinger, and Robert Stillman. "Facilitating communication development in a language-disordered child." Child Language Teaching and Therapy 7, no. 3 (October 1991): 260–72. http://dx.doi.org/10.1177/026565909100700302.

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22

Pinnell, Gay Su, and Charles M. Galloway. "Human development, language, and communication: Then and now." Theory Into Practice 26, sup1 (December 1986): 351–57. http://dx.doi.org/10.1080/00405848709543298.

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23

Warren, Steven F., and Leonard Abbeduto. "Introduction to communication and language development and intervention." Mental Retardation and Developmental Disabilities Research Reviews 13, no. 1 (2007): 1–2. http://dx.doi.org/10.1002/mrdd.20153.

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24

Prizant, Barry M. "Brief report: Communication, language, social, and emotional development." Journal of Autism and Developmental Disorders 26, no. 2 (April 1996): 173–78. http://dx.doi.org/10.1007/bf02172007.

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25

Suima, Iryna. "DEVELOPMENT OF SPEAKING SKILLS WHILE LEARNING UKRAINIAN AS A FOREIGN LANGUAGE." Theory and Practice of Teaching Ukrainian as a Foreign Language, no. 16 (October 6, 2022): 128–38. http://dx.doi.org/10.30970/ufl.2022.16.3728.

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The study of foreign languages in modern society becomes an integral part of the professional training of specialists of various fields of activity, and their further career growth may largely depend on the degree of their language training. Studying the Ukrainian language as a foreign one contributes to the development of communicative competence, forms the student’s ability to use it as means of communication. At the center of the educational process for foreign students should be activities aimed at developing knowledge and communication skills in the Ukrainian language in a professional context. Its purpose is the formation and improvement of communication skills and abilities of students studying the Ukrainian language, that is, the ability to communicate using a foreign language in various situations in the process of professional interaction with other communication participants. In the learning process, it is possible to take some tasks that ensure the formation and improvement of professional communication in a foreign language: actualization of knowledge of lexical units and grammatical rules; formation of the ability to choose and use adequate language norms depending on the purpose and situation of communication; improving the ability to understand different types of communicative situations, as well as to build coherent and logical utterances; development of abilities to choose verbal and non–verbal means in case of communication failure; expanding knowledge about the socio–cultural features of the representatives of the countries of the language being studied, their traditions and norms of language behavior, as well as the formation of the ability to understand and adequately use them in the process of communication, while keeping student’s own culture. It is necessary to emphasize the special relevance of business communication in the orientation of preparation for personal and professional development of the student. At the same time, language information is the most reliable and perfect social means of communication and information acquisition, which serves as an exchange of thoughts and feelings and at the same time expresses the meaning of social relations. Therefore, the motivation of communicative orientation is one of the most important means of increasing the effectiveness of students’ foreign language learning. Key words: speech activity, dialogue, monologue, communicative approach, communicative task, initiating replica, replica–reaction.

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26

Zabaleta, Iñaki, Nicolás Xamardo, Arantza Gutierrez, Santi Urrutia, and Itxaso Fernandez. "LANGUAGE DEVELOPMENT, KNOWLEDGE AND USE AMONG JOURNALISTS OF EUROPEAN MINORITY LANGUAGE MEDIA." Journalism Studies 9, no. 2 (April 2008): 195–211. http://dx.doi.org/10.1080/14616700701848238.

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27

Steeves, H. Leslie. "Liberation, Feminism, and Development Communication." Communication Theory 11, no. 4 (November 2001): 397–414. http://dx.doi.org/10.1111/j.1468-2885.2001.tb00250.x.

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28

Kozak, Alla, and Lyudmyla Blyznyuk. "INTERCULTURAL COMMUNICATION IN A GERMAN LANGUAGE STUDY." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 12(80) (December 23, 2021): 143–46. http://dx.doi.org/10.25264/2519-2558-2021-12(80)-143-146.

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The article deals with a study of intercultural communication formation problems in the process of learning German language. Foreign languages in a modern society are becoming increasingly important, as well as the growing need for a high level of proficiency, but it is impossible to fully communicate with other cultures without knowing anything about the characteristics of this people. A foreign language is an effective factor in the development of personality in a multicultural space. As a phenomenon of the spiritual life of mankind, it plays a major role, it promotes the process of communication, socialization, professionalization and social adaptation. At the present stage of development of teaching foreign languages methods, researchers identify three main goals of teaching a foreign language as a language of international communication and communication itself. It is noted that a foreign language should be studied in an inseparable unity with the world and culture of the peoples who speak these languages. The main components of foreign culture include the following elements: everyday behavior; traditional household culture; traditions, as well as rites that can be perceived as traditions; national pictures of the world that reflect the specifics of perception of the world around; artistic culture, which can also be attributed to the elements of ethnography and ethnology. It is emphasized that it is necessary to use authentic materials for its mastering when including aspects of intercultural communication in the content of foreign language teaching. We have identified the following ways to simultaneously study of German language and culture by the students who have proven themselves best during the learning process: role-playing games, preparation of individual messages, group messages or dialogues, presentations of the topics, home reading, contacts with other cultures, general discussion, homework on a given topic. Thus, the emphasis in the educational process on the features of intercultural communication make foreign language classes more diverse, interesting, which leads to the increased learning motivation and perception of the real picture of the world.

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Rona Merita and Sony Eko Adisaputro. "Knowing Communication Strategy for Better Communication." J-KIs: Jurnal Komunikasi Islam 2, no. 2 (December 31, 2021): 137–46. http://dx.doi.org/10.53429/j-kis.v2i2.336.

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Nowadays, the importance of communication is undeniable. In oral communication, the learners employ speaking skills which requires the mastery of communication strategies in order to solve the communication problems which they found during oral communication and to get across the communicative goals to the interlocutors. Unfortunately, speaking is still considered one of the most difficult skills to be acquired by English language learners. English learners need more practices and also strategies in communication. In addition, communication ability also influenced by some factors such as target language proficiency, learning and communicating contexts, task types, gender differences and learners’ personality. Driven by this condition, this paper is aimed to discuss theoretical framework about communication strategies and its development since firstly proposed by Tarone (1977). This paper is beneficial for English language practitioner and English language learners, ELT researcher as well.

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30

Sereda, A. "Evolution of methods of teaching foreign language and prospects for foreign language education." New Collegium 3, no. 105 (November 22, 2021): 47–53. http://dx.doi.org/10.30837/nc.2021.3.47.

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The article substantiates relevance of improving methods of teaching foreign language in order to meet social needs, which are determined by the fact that communication in a foreign language environment has now become an important component of a specialist's professional culture. The subject of research is history of development and change of methods of teaching foreign languages. A brief description of methods which were used in different historical periods is given in terms of goals and expected learning outcomes. Relationship between historical development of teaching methods and change in comparative-historical, system-structural and anthropocentric (linguo-cognitive) paradigms in linguistics as theoretical basis of methodology of teaching foreign languages is considered. The urgency at the present stage of changing technology and principles of teaching foreign languages has been substantiated, ultimate goal of which should be formation of ability for effective intercultural communication. The conclusion is made about prospects for development of modern teaching methods, which should be based on the linguo-cognitive paradigm, i.e. consider language as a multicomponent means of human communication, and also take into account the latest achievements of cognitive linguistics, cultural linguistics, theory of intercultural communication. This will improve methods of teaching foreign language, purpose of which will be to form a linguistic personality that is able to overcome linguistic and cultural barriers, to carry out pragmatically effective communication with representatives of other cultures, criterion of which is not only understanding, but also productivity, achievement of mutually beneficial results.

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van der Kroon, Linda, Kristi Jauregi, and Jan D. ten Thije. "Telecollaboration in Foreign Language Curricula." International Journal of Computer-Assisted Language Learning and Teaching 5, no. 3 (July 2015): 20–41. http://dx.doi.org/10.4018/ijcallt.2015070102.

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The development of intercultural communicative competence is increasingly important in this globalised and highly digitalised world. This implies the adequate understanding of otherness, which entails a myriad of complex cognitive competences, skills and behaviour. The TILA project aims to study how the use of digital communication means in foreign language education can contribute to the development of intercultural understanding when communicating with peers across borders. Understanding is the result of a collaborative construction of shared knowledge, which can be supported through the use of meta-communicative devices (MCDs) (). This case study investigates how pupils used communication strategies during video communication sessions to achieve intercultural understanding. Results reveal that task-based telecollaboration sessions offer learners the opportunity to achieve mutual understanding by utilizing a variety of meta-communicative devices that help the learners to compare their cultures in relation to time, space and habits, verify meaning and clarify utterances.

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Popoola, Muyiwa. "The Language Factor in Nigeria’s National Development: a Development Communication Perspective." IOSR Journal of Humanities and Social Science 19, no. 3 (2014): 84–91. http://dx.doi.org/10.9790/0837-19358491.

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Serdiuk, Liudmyla, Olena Chykhantsova, and Ingrida Baranauskienė. "FOREIGN COMMUNICATIVE COMPETENCE AS A FACTOR OF PERSONAL DEVELOPMENT." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 5 (May 20, 2020): 537. http://dx.doi.org/10.17770/sie2020vol5.5096.

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Life in Ukraine has provided people with diversity and possibility in communication with the corresponding increase in intercultural communication. Therefore, foreign language teaching and learning at the universities should not only be instrumental, but it should set a new goal to train students with intercultural communicative competence to meet the needs of our globalized world. The article deals with the role of foreign language communicative competence and the problem of forming foreign language skills in communication that influence on the development of the person in the process of education in higher education institutions. Communicative competence means having ‘a competence to communicate’. The aim of the article is to investigate the level of foreign language communicative competence of the individuals and its impact on personality development. We used such research methods as observation, interview and questionnaire, analysis of the results of communication and teaching of students in a foreign language, the author’s method of determining the level of foreign language mastering, the expert assessments method. The results of our study determined that communicative competence implies the appropriate skills, the formation of which is a prerequisite for learning a foreign language in the educational environment. The results of the experiment allowed us to establish the psychological specificity of the process of mastering a foreign communication. The communicative competence is considered as a factor of personal development in the process of effective mastering of foreign languages. The foreign communicative competence is a recent notion and there is no clear consensus about what it is. Sometimes this term is referred to as global competence, international competence, multicultural competence and so forth.

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McDonald, David, and Lara Meredith. "The right advice at the right time: The role of health visiting teams in children's communication." Journal of Health Visiting 8, no. 11 (November 2, 2020): 466–70. http://dx.doi.org/10.12968/johv.2020.8.11.466.

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This article will reflect on the importance of health visiting teams for supporting the speech, language and communication development of all children, including those with speech, language and communication needs (SLCNs). It will outline the national focus on early identification and intervention for children with SLCNs, and some ways in which health visiting and speech and language therapy teams can work together to boost children's communication. It will go on to highlight evidence-based messages about learning two languages and new online resources health visiting teams can share with parents and carers to support children's early speech, language and communication development.

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35

Ammon, Ulrich. "Languages in Science Communication." Thema's en trends in de sociolinguïstiek 3 62 (January 1, 1999): 25–37. http://dx.doi.org/10.1075/ttwia.62.03amm.

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The article shows the rise of English and the decline of German and French as inter-national languages of science in the 20th century. It depicts the course of this development on the basis of statistical data as well as suggesting explanations for it. It then focusses on the consequences for the declining languages of science, especially German, and their communities, which are, among other things: domain limitation of the national language within the communities, slow-down of lexical modernization, the unpreparedness of scientists for the new situation and their absencefrom the international scene, and increased costs and difficulties for publishers in competing with publishers of the Anglophone countries. One way of ameliorating the situation would be more linguistic tolerance on the Anglophone side towards non-native English, or even the "non-native speakers' right to linguistic peculiarities". Another possibility seems to be to introduce English as a language of teaching at the universities of the other language communities, which is presently happening in Germany but might have highly problematic side-effects.

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JOLLEFF, N., and M. M. RYAN. "Communication development in Angelman's syndrome." International Journal of Language & Communication Disorders 30, S1 (October 1995): 233. http://dx.doi.org/10.1111/j.1460-6984.1995.tb01676.x.

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Rosenkranz, Christoph, Marianne Corvera Charaf, and Roland Holten. "Language Quality in Requirements Development: Tracing Communication in the Process of Information Systems Development." Journal of Information Technology 28, no. 3 (September 2013): 198–223. http://dx.doi.org/10.1057/jit.2012.33.

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Knowledge transfer, communication, and shared understanding between project stakeholders are important factors in requirements development and in the information systems development process. Nevertheless, the impact and analysis of language and linguistic communication during requirements development is still an open issue. In our research, we claim that requirements development depends on the ability to deal with language and communication issues in practice and reach shared understanding of requirements. We propose the concept of language quality as a suitable means for analyzing the emergence of coherent and meaningful requirements. By applying the thereby developed dimensions of language quality to a real information systems development project, we are able to obtain practice-grounded propositions to further evaluate the consequences of different actions on the interaction and communication process of stakeholders in requirements development.

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Holubnycha, Liudmyla, Ilona Kostikova, Natalia Soroka, Tetiana Shchokina, and Inna Golopych. "Intercultural Competence Development at Universities." Postmodern Openings 12, no. 1Sup1 (April 29, 2021): 200–214. http://dx.doi.org/10.18662/po/12.1sup1/279.

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The aim of the paper is to identify and describe some specifics of intercultural competence development at the tertiary level in the framework of language and culture. Different views on intercultural competence development in higher education are presented as well as intercultural competence development in different countries and many scholars’ points of views. The results show certain specifics of intercultural competence development including linguistic competence, linguistic and cultural competence, as well as the components of intercultural competence development: the knowledge of foreign languages, cultural background knowledge, and basic soft skills. It is stated that knowing foreign languages, understanding the national culture of the target language, and having universal soft skills are necessary for successful intercultural competence development. Some soft skills are developed too, such as: tolerance, a sense of responsibility for one’s actions, the ability to empathy, understanding and acceptance of a foreign culture, the ability and desire to understand the difference and unity of one’s culture and the country culture of a target language, a sense of adequate and friendly perception of a foreign language and its realities. It is concluded that it is important to know a theory and have a practice for intercultural competence development and intercultural communication, since a foreign language, culture can only be acquired through activities. As for the specifics of intercultural competence development at the tertiary level in national universities, an indirect character of its development and patterning during intercultural communication are characterized.

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Weinstein, Brian. "Language Planning and Political Development." Language Problems and Language Planning 12, no. 1 (January 1, 1988): 55–57. http://dx.doi.org/10.1075/lplp.12.1.11bri.

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Xodjiakbar Qizi, Shukurova Marifat, Omina Mukhiddinova Sharofiddin Qizi, and Abdurakhmon Norinboev Vokhidovich. "Methodological Support Of Teacher Training In English Language Teacher’s Development." American Journal of Social Science and Education Innovations 02, no. 12 (December 30, 2020): 313–17. http://dx.doi.org/10.37547/tajssei/volume02issue12-54.

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Modern English as a foreign language (EFL) teachers are required to be competent in solving problems occurred in teaching and learning processes. They should be conscious of up-to-date information about new approaches, methods and techniques, as well as, they should be capable in use of information and communication technologies (ICT) and of course should work on improvement of their language components. So that EFL teachers could succeed in those goals, they are enrolled to in-service teacher trainings (INSET).

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De Swaan, Abram. "Language and culture in Transnational society." European Review 7, no. 4 (October 1999): 507–18. http://dx.doi.org/10.1017/s1062798700004440.

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The modern world system also comprises a global constellation of languages, arranged in hierarchies and linked by multilingual individuals. The communication value of a language depends on the proportion of the people who speak it, multiplied by the proportion of multilingual speakers. The special characteristics of languages make them into hypercollective goods. In the West language is identified with state. A language of supercentral communication will permit the nations of the European Union to communicate and will exist in a dynamic, precarious balance with the indigenous languages.

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Sundh, Stellan. "A Corpus of Young Learners’ English in the Baltic Region – Texts for Studies on Sustainable Development." Discourse and Communication for Sustainable Education 7, no. 2 (December 1, 2016): 92–104. http://dx.doi.org/10.1515/dcse-2016-0018.

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Abstract In order to reach far in the work for sustainable development, communication in foreign languages prior to strategic decisions is required from international partners. In this communication English has become the lingua franca. Even though the use of EFL (English as a foreign language) is widely spread, it is clear that in some geographical regions English has quite recently taken the role as the language of international communication. It is therefore relevant carry out studies in order to identify possible causes for misunderstandings when communicating in EFL. With the aim of providing material for research on EFL by 12-year-olds, the creation of a language corpus on the use of English in the Baltic region is in process. The first part of the data collection was completed in August 2016 and the data comprises some 2,200 texts written in 2015–2016 by Estonian, Latvian, Lithuanian, Russian and Swedish learners. The aim of the present study is to investigate young learners’ written communication on issues related to sustainable development. A qualitative method was used on a limited sample of to identify key words in the production by young learners of five different nationalities. Abstract nouns related to topics which can be regarded to refer to sustainable development were collected and analyzed. The results show that 12-year-olds are able to communicate in English for discussions on issues related to sustainable development. This indicates that successful international communication in English on these matters is within reach with a continued process of English language learning at schools in the Baltic region.

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Kubieva, Venera, Aelita Sagiyeva, Aelita Sagiyeva, Zamira Salimgerey, and Mira Baiseitova. "Multilingualism is a trend in the development of modern Kazakhstan." Global Journal of Sociology: Current Issues 11, no. 1 (April 15, 2021): 40–44. http://dx.doi.org/10.18844/gjs.v11i1.5480.

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The development years of sovereign Kazakhstan show that polylingualism in the society not only infringes on the rights and dignity of the Kazakh language but also creates necessary conditions for its development and progress. According to the state program for language development, three languages' priority has been approved: Kazakh, Russian, and English. In addition to Kazakh as the State language and Russian as the language of inter-ethnic communication, English is an essential means of communication. The most important strategic task of Education in Kazakhstan is, on the one hand, to preserve the best Kazakh educational traditions and, on the other hand, to provide school leavers with international qualifications and develop their linguistic consciousness, based on mastering the State, native and foreign languages. Meanwhile, as specified in the concept of language policy of RK, the main difficulty in further realization of language policy in Kazakhstan is "creation of optimum language space of the state". On the other hand, we are talking about a professional gap in specialists' training, studying Russian and Kazakh language. Our study used the following methods: UNT 2015-2019, a survey of 1st-year students of ARGU named after K. Zhubanov. The results of the study can be used to develop a methodological complex for training foreign language teachers.

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Лукашеня and Z. Lukashenya. "Language of Schematic Images as Means of Educational Communication." Modern Communication Studies 5, no. 5 (October 17, 2016): 45–51. http://dx.doi.org/10.12737/21931.

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In article the solution of an interdisciplinary problem of understanding of information in the course of educational communication is considered. Interest in language of schematic images is one of manifestations of objective communications between didactics and logic. Process of development of schemes is productive and creative. In it abilities of students creatively to think and fix this process in a sign and symbolical form reveal. At implementation of educational communication in practice of the author are used epistemological, logical, the subject-object, psychological, gnoseological, methodological, scientific and subject schemes and scheme of equipment of thinking. The technology of work on schemes in the course of vocational training of future teachers is used for assimilation of educational information, for development of algorithms of work with it, for fixation of own reflection by results of educational communication. Use of language of schematic images in educational communication promotes development of future teachers, both in professional, and in the personal plan.

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Swift, Tania. "Communication and language through active play." Early Years Educator 23, no. 1 (August 2, 2021): 34–36. http://dx.doi.org/10.12968/eyed.2021.23.1.34.

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Movement and active play is central to children's learning, as is communication and langauge. Tania Swift considers ways in which we can support active development of communication and language through both child and adult-directed learning.

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Sudrajat, Ajat, and Ita Rahmania Kusumawati. "Quran, name, and scientific communication." Informasi 51, no. 2 (January 3, 2022): 365–80. http://dx.doi.org/10.21831/informasi.v51i2.46749.

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The objective of this study is to investigate the views of the Qur'an about the origin of the name and its position in relation to language and the development of science. The research model is literature research utilizing the sources collection (heuristic), source criticism, interpretation, and writing. The findings of this study are: (1) the Qur'an states that Allah SWT gives teachings about the names to the Prophet of Adam As; (2) These names correlate with the language because they are composed of the names that have been introduced to the Prophet Adam As; (3) The name and language are two sides of money; (4) Names, languages, and concepts can further be the main capital that humans have to develop scientific communication.

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Qu, Xi Long, and Lei Xiao. "Design and Development of Simple and Instant Communication Tool." Applied Mechanics and Materials 50-51 (February 2011): 1024–27. http://dx.doi.org/10.4028/www.scientific.net/amm.50-51.1024.

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Instant Message is currently the most popular way to communicate on the Internet, so various Instant Messaging software are continuously appearing; Service providers offer more and more communication service nowadays. Java programming language (Java 2 Standard Edition) is one of popular programming languages. With its features of cross-platform, security, multi-threaded capability, Socket Programming, data flow concepts and so on, Java has its own distinctive and functional advantages. Therefore, based on the research and analysis of LinuxQQ, with the Java language and J2EE, this paper designs an instant messenger—JICQ (Java for I seek you), and then analyzes its architecture, modules, as well as its key technologies. During the design and modeling process of instant messenger system, the UML and method of object-oriented analysis and design are used. Furthermore, the modeling tool of Rose is included. Based on the system j2se1.5, j2ee1.4, the Eclipse development tool in the development process, and refactoring development method, the system design is optimized. Due to these factors, the system is safe, efficient and practical in different operating system platforms.

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Adamson, Lauren B., and Roger Bakeman. "Viewing Variations in Language Development: The Communication Play Protocol." Perspectives on Augmentative and Alternative Communication 8, no. 2 (May 1999): 2–4. http://dx.doi.org/10.1044/aac8.2.2.

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Akhtar, Nameera, and Michael Tomasello. "The Development of Communication: From Social Interaction to Language." Language and Speech 38, no. 2 (April 1995): 203–5. http://dx.doi.org/10.1177/002383099503800205.

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Adamson, Lauren B., and Roger Bakeman. "The Communication Play Protocol: Capturing Variations in Language Development." Perspectives of the ASHA Special Interest Groups 1, no. 12 (March 31, 2016): 164–71. http://dx.doi.org/10.1044/persp1.sig12.164.

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