Academic literature on the topic 'English communication problem'

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Journal articles on the topic "English communication problem"

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Tegamuni, S., and Armiyati. "Analyzing Communication Strategies used by Junior High School English Teachers in Teaching and Learning Process at the First Grade of SMP Negeri 7 Ternate." Langua: Journal of Linguistics, Literature, and Language Education 2, no. 2 (2019): 16–24. https://doi.org/10.5281/zenodo.3542285.

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Communication takes a big role in the teaching and learning process. Communication Strategies act as a tool for solving communication problems. The teachers need to use strategies in communicating to keep conversations with both teachers and students. This research aimed at investigating the type of Communications Strategies (CSs) used by Junior High School English teacher. The data was classified into thirteen strategies based on Dornyei taxonomy. The subjects were two English teachers in the academic year of 2018/2019. This research was descriptive qualitative and the data was collected by observation, interview, and documentation. The results showed that there were five types of Communication Strategies (CSs) found in teaching and learning process used by junior high school English teachers. English teachers used non-linguistic means, code-switching, prefabricated, appeal for help and stalling or time gaining. The use of nonlinguistic means was a strategy most often used by the teachers. This is since students still have less knowledge of English. The teachers were expected to use and choose the best strategies to overcome the communication problem in the classroom.
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Koknova, Tetiana. "The problem of English communicative clichés classification." Linguistics, no. 1 (45) (2022): 111–18. http://dx.doi.org/10.12958/2227-2631-2021-1-45-111-118.

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Regular combinations of verbal units, which are defined as autonomous linguistic formations with a given traditional meaning and form, i.e., language clichés, attract particular scientific interest in the process of communication. The author considers the nature of the concept of language clichés, and the laws of their existence in English in Ukrainian and foreign scholars’ viewpoints. The researcher believes that the issue of classification of English communicative clichés is still relevant. The study aims to analyze and compare existing classifications of English clichés. In the course of the research different approaches to the classification of English clichés on a situational basis are considered and analyzed. It is established that the most common are those classes that are distinguished by the majority of the researchers (clichéd appeals, cliché to attract attention, cliché-farewell, cliché-acquaintance, cliché-congratulation, cliché-request, cliché-gratitude, cliché-apology, cliché of agreement or disagreements, clichés to express position, clichés of approval and disapproval, clichés of consolation, clichés of compassion, clichés of advice). Conversational formulas for the meeting appointment and formulas of expression of indifference are singled out. The classification of colloquial clichés given by Martin Hunt is also considered. The classification given by R. Delevska is analyzed in detail. It is based on thematic and functional features, due to which the classification becomes more generalizing. Language clichés are divided into informative, motivational, evaluative-modal, contact, and metacommunicative ones. As a result of the study it is concluded that the considered classifications are reasonable and practically used in describing the arrangement of language clichés in English. It is also noted some shortcomings related to the thematic aspect of clichés, which is due to the difficulty of distinguishing certain language situations. Analysis of these classifications shows that there is no consensus among researchers of English clichés on the allocation of classes based on situational characteristics, as selected by one linguist classes of language clichés are controversial to cliché classes identified by other researchers.
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Toomnan, Parichart, and Bodee Putsyainunt. "THAI VENDORS’ ENGLISH COMMUNICATION SKILL NEEDS." PUPIL: International Journal of Teaching, Education and Learning 6, no. 1 (2022): 216–31. http://dx.doi.org/10.20319/pijtel.2022.61.216231.

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The aim of the study was to examine the needs and problems of Thai vendors in employing English in their workplace and their needs regarding English training, and subsequently to create an English training course to enhance their professional skills. The subject of the present study were 160 vendors selling food and drinks, clothes, accessories, souvenirs, and other things at the Indochina Market, Thailand. The data were collected by using a questionnaire. Descriptive statistics were used to analyze the data, involving frequency, percentage, mean, and standard deviation. The result revealed that respondents tended to have English communication problems with foreign customers. They found that low English language proficiency is a problem when communicated with foreign customers. Most of them were interested in attending English training, particularly learning English online. Speaking and listening skills were considered the most important skills for these Thai vendors. For an English training course, they wanted to emphasize speaking, listening, writing, and reading, respectively. They desired to improve their English in everyday life and work.
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Charles, Mirjaliisa, and Rebecca Marschan-Piekkari. "Language Training for Enhanced Horizontal Communication: A Challenge for MNCs." Business Communication Quarterly 65, no. 2 (2002): 9–29. http://dx.doi.org/10.1177/108056990206500202.

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Horizontal communication between subsidiaries of the same multinational corpo ration (MNC) is a Problem faced by staff as the demands for communicating across borders are pushed downwards in the organizational hierarchy. Although the choice of English as the common corporate language alleviates some of the hor izontal communication problems, it does not solve them all-particularly not when many subsidiaries are located in non-English speaking countries. In that situation, horizontal communication between subsidiaries can be a significant casualty. In a study of communication within a Finland-based MNC, Kone Elevators, interviews with staff globally revealed problems not only for non-native speakers, but also for native speakers of English. Illustrative interview data suggests that cor porate training schemes should focus on the broad spectrum of international com munication rather than on increasing a systematic knowledge of any one language.
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Xie, Qing. "Applying Problem-Based Approach in Business English Courses for China’s English Majors." SAGE Open 12, no. 2 (2022): 215824402210933. http://dx.doi.org/10.1177/21582440221093349.

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To enhance pedagogical innovation, the study reports on an investigative study using surveys and teacher participant observation of 121 English-major undergraduates about using problem-based approach under active learning framework in business English teaching, learning outcomes, and suggestions for the teaching and learning process to cultivate professional soft skills. Based on quantitative and qualitative data analysis, the study found that the problem-based approach should focus on business English communication skills development. The study also found that participants preferred problems related to recruiting and marketing. The participants commented positively on the effectiveness of the problem-based approach and reported personal gains in soft skills. To refine the problem-based approach, the participants suggested having more diverse problems and activities, more time, and higher-quality group discussion. Follow-up problem-based activities should include more personal reflections, extended practice activities, learning materials, and teacher feedback. The study suggests strategies for implementing problem-based approach applicable for both Chinese and international contexts.
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Ahmed, Dr Ishag Adam Hassan. "Problems in English Communicating Skills for Learners of English." International Journal of Contemporary Research and Review 9, no. 07 (2018): 20484–91. http://dx.doi.org/10.15520/ijcrr/2018/9/07/548.

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This paper is devoted to presenting the methods in English communicating skills for Learners of English in general and the problems specific to University of Bahri. English language major’s graduates then; it discusses the notion of communicative competence, and defines strategic competence. It also briefly deals with the various definitions of communication strategies and taxonomies of conversation strategies. Also, I give brief definition of the word conversation, that is the act of talking together or exchange ideas, opinions, skills, and information. As accustomed, speaking is natural and automatic but communication is an art which must be learned and practiced. Also the aim of this paper is to present you with suitable suggestions about how you can solve problems while reading English? In order to comply with this objective: we considered two variables. The first one is that within our daily practice at the university we have students with different abilities while reading English. Therefore, we need to help them increase the ability in reading comprehension. However, we don’t have enough teachers and needed resources to supply them with the help they need. The second variable is related to the fact that at University there are different centers where the students’ skills can improve and their reading comprehension skills deficiencies could be overcome by getting help from the teachers. This study is small component of a larger curriculum review exercise. The findings of study in general suggest that both students and English language lecturers were in agreement that Sudanese students had a problem in writing and speaking English and due to that the conversational problems are raised. Finally, the paper concludes by representing the pedagogical implications of conversation strategies.
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Valentina, V. KOSTOVAROVA. "Plain English in legal communication: the history of formation and features." Service plus 17, no. 2 (2023): 48–57. https://doi.org/10.5281/zenodo.8232423.

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The article discusses new linguistic phenomenon in the field of professional communication in the field of law, which got the name of «Plain English». The author examines the historical background of this phenomenon origin establishes the causes of its appearance. The main objective of the article is to determine the linguistic features of professional legal communication in the format of simple English. The article not only discusses the main lexical and grammatical difficulties and ways to simplify them in legal texts, but also explains the reasons for such a transformation. The relevance of the article is focused to the existing difficulties in mastering and applying the classical legal language, which is rightfully considered one of the most difficult professional languages. However, the problem in understanding legal English arises not only among English language learners, but also among native English speakers, for whom legal English becomes a truly foreign language. The emergence of the language phenomenon "Plain English", its application at the legislative level, the creation of international organizations whose purpose is to disseminate the norms of simple and understandable English in the legal field contribute not only to the understanding of legal English texts at the international level. All this also simplifies the understanding of the law for a simple English-speaking person. The study of this problem may be interesting for translators, teachers of a foreign language in the field of jurisprudence, as well as for practicing lawyers working with a foreign language.
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Supornnee, Jampa, and K. Dennis Nutprapha. "A STUDY OF ENGLISH COMMUNICATION PROBLEM BETWEEN NON-THAI AND THAI CO-WORKERS IN LUTHERAN CHURCH IN MUKDAHAN AND UBON RATCHATHANI AREAS." International Journal of Research – Granthaalayah 4, no. 1 (2017): 131–37. https://doi.org/10.5281/zenodo.848509.

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This study investigated English communication problem between non-Thai and Thai coworkers in Lutheran church. The study focused on the problems of English listening and speaking skills. The questionnaires were used to collect the data. The data analysis was presented in descriptive statistic. The research findings: 40 Thais and 13 non-Thai co-workers were more female than male in respondents of the study. Most of the Thai co-workers have previously graduated with a bachelor’s degree. There were 38.46% of the non-Thais have previously graduated with bachelor’s degree. There were 76.92% of the non-Thais come from Norway and they do not use English as a first language. Most of non-Thai respondents used Thai language communicated with Thai co-workers. The English communication problems exist between Thai and non-Thai co-workers at their work. The most difficult English skill for Thai co-workers was speaking whereas for non-Thais, it was the listening skill in communication. All of Thai co-workers often have problems in both listening and speaking skills. The major problems in communication were accent/pronunciation, using correct grammar and using appropriate words. Whereas foreigners communicated with Thai coworkers, there were major problems with understanding Thai co-workers’ accent/pronunciation of English.
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Huo, Junyan, and Chunxia Wang. "Research on English Online Test Platform Based on Real-Time Web Communication Technology." Security and Communication Networks 2021 (December 21, 2021): 1–12. http://dx.doi.org/10.1155/2021/7813151.

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Due to the multiattribute and multi-related problems of the target English test platform, the efficiency of the platform is low. In order to solve the problem of insufficient control of the difficulty of the test questions in the process of English test paper generation, this paper designs an English test platform based on real-time network communication technology. The English test platform designed in this paper includes three modules: user management module, question bank management module, and test paper management module. Among them, in the test paper management module, we extract English test questions according to the test paper generation strategy, then use real-time web communication technology according to the test paper generation target, and, through effective update of pheromone, solve the problem of high test question repetition rate in automatic test paper generation and design the network. The self-learning platform and English test platform modules have completed the design of the English test platform based on real-time network communication technology. The experimental results show that the designed English test platform has a high success rate, quick test paper generation time, and good application value.
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SupornneeJampa and Nutprapha Dennis. "A STUDY OF ENGLISH COMMUNICATION PROBLEM BETWEEN NON-THAI AND THAI CO-WORKERS IN LUTHERAN CHURCH IN MUKDAHAN AND UBON RATCHATHANI AREAS." International Journal of Research -GRANTHAALAYAH 4, no. 1 (2016): 131–37. http://dx.doi.org/10.29121/granthaalayah.v4.i1.2016.2851.

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This study investigated English communication problem between non-Thai and Thai co-workers in Lutheran church. The study focused on the problems of English listening and speaking skills. The questionnaires were used to collect the data. The data analysis was presented in descriptive statistic. The research findings: 40 Thais and 13 non-Thai co-workers were more female than male in respondents of the study. Most of the Thai co-workers have previously graduated with a bachelor’s degree. There were 38.46% of the non-Thais have previously graduated with bachelor’s degree. There were 76.92% of the non-Thais come from Norway and they do not use English as a first language. Most of non-Thai respondents used Thai language communicated with Thai co-workers. The English communication problems exist between Thai and non-Thai co-workers at their work. The most difficult English skill for Thai co-workers was speaking whereas for non-Thais, it was the listening skill in communication. All of Thai co-workers often have problems in both listening and speaking skills. The major problems in communication were accent/pronunciation, using correct grammar and using appropriate words. Whereas foreigners communicated with Thai co-workers, there were major problems with understanding Thai co-workers’ accent/pronunciation of English.
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Dissertations / Theses on the topic "English communication problem"

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Damschroder, Carrie Marie. "A Technical Communication Internship with a Technical Communication Consulting Company: Write on the Edge, Inc." Miami University / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=miami1059763908.

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Zielonka, Alexander M. [Verfasser]. "Data-Driven Problem-Solving in International Business Communication : Examining the Use of Bilingual Web-Based Tools for Text Production with Advanced English as a Foreign Language Professionals / Alexander M. Zielonka." Frankfurt a.M. : Peter Lang GmbH, Internationaler Verlag der Wissenschaften, 2017. http://d-nb.info/1138919993/34.

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Al, Kahtani Saeed S. "Application of appropriate teaching methods and materials to address communication problems facing students at Yanbu Industrial College." Muncie, Ind. : Ball State University, 2008. http://cardinalscholar.bsu.edu/610.

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Van, der Merwe Dawid Johannes. "The problems of implementing a communicative approach to English as a second language (higher grade)." Thesis, Stellenbosch : Stellenbosch University, 1994. http://hdl.handle.net/10019.1/58603.

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Thesis (MEd)--University of Stellenbosch, 1994.<br>ENGLISH ABSTRACT: In 1986 a new English Second Language syllabus for the Junior and Senior Secondary Course was introduced in the Cape· Province. The overall aim of the syllabus is communicative competence and it advocates a communicative approach (CA) to teaching English Second Language. At the inception of the communicative approach most teachers were i~rnorant of what it comprised and this study undertook to determine whether teachers understood what Communicative Language Teaching (CLT) was and if they applied it in their teaching. At first the demands of society and how this had influenced language teaching through the ages was investigated. Communicative competence was demanded at different stages in history and it is at these different stages where the CA has its roots. Many of the principles of the CA, it was discovered, had been applied by teachers and theorists many centuries ago. Teachers and theorists who teach language for communication see language in a different light. Language and its unique properties are investigated, and with an emphasis · on language as communication. Different ways of using language to communicate are investigated and questions like ''Where does meaning reside? What are the kinds of meaning?" and "How can we control meaning?" are discussed. Prior to the introduction of the CA, second language teaching had been devoted to mastery of structures. However, with the new insights gained about language and meaning, the focus shifted to meaning in coherent discourse rather than on discrete forms. With the shift in focus teachers also had to adjust their teaching to meet the demands. At this stage a brief discussion of the CA and the essentials of a communicative curriculum is provided. The comparison between traditional and communicative approaches is made. An account of CLT methodology is given, including exploration of communicative competence. Many practical examples of CLT are explained. In the empirical study a questionnaire was distributed to the ESL teachers at thirty schools in the Boland and Northern Suburbs of Cape Town. The aim of the research was to determine whether ESL teachers teach communicatively. The findings of the study were that teachers who were trained before 1986 and those trained subsequently have a limited view of the CA. Consequently they cannot apply it to their teaching and seem to revert to a structural interpretation of the syllabus. This study then, confirms that teachers do not have a full understanding of what the CA comprises and consequently teachers do not teach "communicatively".<br>AFRIKAANSE OPSOMMING: In 1986 is 'n nuwe Engels Tweede Taal sillabus vir die Junior en Senior Sekondere Kursus ingestel vir die Kaapprovinsie. Die oorhoofse doelstelling was kommunikatiewe bevoegdheid en dit stel voor 'n kommunikatiewe benadering (KB) in die onderrig van Engels Tweede Taal. Met die bekendstelling van die benadering was die meeste onderwysers onbewus daarvan studie onderneem om te bepaal of die kommunikatiewe taalonderrig behels en onderrig toegepas het. en is daar met hierdie onderwysers verstaan wat of hulle dit in hulle Eerstens is die eise van die gemeenskap en hoe van taal deur die eeue beinvloed het, bestudeer. bevoegdheid is op verskillende tye deur die dit die onderrig Kommunikatiewe loop van die geskiedenis vereis en dit is juis aan hierdie verskillende tye wat die kommunikatiewe benadering sy ontstaan te danke het. Dit is ontdek dat van die beginsels van die kommunikatiewe benadering al van vroee tye toegepas is deur onderwysers en teoriste. Onderwysers en teoriste wat taal onderrig vir kommunikasie sien taal in 'n ander lig. Taal en die unieke eienskappe daarvan word ondersoek en taal as kommunikasie word beklemtoon. Verskillende wyses waarop taal gebruik kan word om te kommunikeer word ondersoek en vrae soos: "Waar is betekenis gesetel? Wat is die soorte betekenis?" en "Hoe kan betekenis beheer word?" word bespreek. Voor die bekendstelling van die KB is taalonderrig beperk tot die bemeestering van taal strukture. Helaas, met die nuwe insigte wat verkry is van taal en betekenis het die klem verskuif na verb~ndhoudende diskoers eerder as op sinsontleding. Met die klemverskuiwing moes onderwysers ook hul onderrig aanpas om aan die eise te voldoen. 'n Bondige bespreking van die kommunikatiewe benadering en die voorvereistes van 'n kommunikatiewe kurrikulum word gegee. Daar word ook onderskeid getref tussen tradisionele en kommunikatiewe benaderings. 'n Kommunikatiewe taalonderrig-metodologie word voorsien en kommunikatiewe bevoegdheid word ook bespreek. praktiese voorbeelde verduidelik. van kommunikatiewe taalonderrig Baie word In die empiriese studie Engels Tweede Taal in is 'n vraelys aan die onderwysers van dertig hoer skole van die Boland en Noordelike voorstede van Kaapstad gestuur. Die doel van die studie was om te bepaal of Engels tweede taal onderwysers kommunikatief onderrig. Die bevindinge van die studie was dat be ide onderwysers wat voor 1986 opgelei is en daarna, 'n beperkte siening van die kommunikatiewe benadering het. Gevolglik kan hulle nie die benadering toepas nie en wil dit voorkom of hulle 'n strukturele vertolking van die sillabus volg. Die studie bevestig dus dat onderwysers nie die kommunikatiewe benadering ten volle verstaan nie en gevolglik kan die onderwysers nie kommunikatief onderrig nie.
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Chan, Kin-han Barbara. "Some problems in the written English of lower-sixth form students in Hong Kong a study of errors made in the verb group /." Click to view the E-thesis via HKUTO, 1987. http://sunzi.lib.hku.hk/hkuto/record/B43893181.

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Chan, Kin-han Barbara, and 陳建嫻. "Some problems in the written English of lower-sixth form students in Hong Kong: a study of errors made in the verbgroup." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B43893181.

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Mykhalchuk, Nataliia, and Yuliia Chala. "The ways of solving the problem of the communicative behavior of people in English-speaking countries." Thesis, 2016. http://repository.kpi.kharkov.ua/handle/KhPI-Press/46369.

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Graham, Leah Sharice. "English language learning in Mexico : a case study of implementing problem based learning into a technology enhanced writing curriculum." Thesis, 2006. http://hdl.handle.net/2152/24026.

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English for Academic Purposes literature is often criticized for its very functional interpretation of language (e.g. Benesch, 2001) which ignores the intellectual, cultural, and social side of learning in an attempt to appear “neutral.” Furthermore, writing is the EAP skill area which seems to provide students with the most difficulty. Many EAP students express high levels of frustration toward their writing despite years and years of ESOL writing courses (e.g. Johannson, 2001). Thus, the purpose of this study was to invent and describe a curriculum which would approach the teaching and learning of EAP writing in a way that addressed student frustrations toward L2 writing, shifted the idea of EAP writing back toward the more authentic purpose of communication and, described students’ reaction to the curriculum. The resultant PBL2 curriculum evolved into a method, under the umbrellas of Communicative Language Teaching and the Process Approach, that “fleshed out” EAP curricula with regard to second language writing by recognizing students as intellectual, cultural, and social beings, promoting life-long learning, emphasizing the importance of discourse communities, and by shifting the focus of writing to communication. This dissertation is a teacher research-evaluative case study that took place in an exit-level EFL course at a small bilingual university in Mexico City. The students were all Mexican nationals, of an average age of 21, whose majors included psychology, business administration, international studies, and computer information systems. All were enrolled in the class in order to complete the mandatory English requirements of the university. The data collected included observations via a teacher-researcher journal/lesson report per Richards & Lockhart (1994), three audio taped semi-structured student interviews per Seidman (1998), and various course related documents such as student assignments and instructor evaluations. Three types of analyses were used: (1) emergent theme-constant comparative analysis, (2) cross case analysis, and (3) document analysis. During analysis, issues concerning the impact of the learners’ feelings toward the L2 emerged along with issues of culture, hegemony and power; moreover, classroom management and learning communities were highlighted in addition to the invaluable role of technology in facilitating the PBL2 inquiry process.<br>text
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(6634796), Ashley J. Velazquez. "What's the 'Problem' Statement? An Investigation of Problem-based Writing in a First Year Engineering Program." Thesis, 2019.

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Upon IRB approval, a corpus of 1,192 texts consisting of three assignments written by a total of 1,736 first year engineering students was compiled, and 117 pedagogical materials were collected. Using an iterative quantitative-qualitative approach to written discourse analysis, instances of formulaic language (4- and 6-word sequences) were identified in the corpus; formulaic language was then coded for the rhetorical functions expected in problem statements as qualitatively identified in the pedagogical materials. Additionally, three discourse-based interviews were conducted with First-year Engineering Faculty. Interview data was coded for themes of effective communication and used to triangulate the findings from the corpus analysis.
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Ma, Aiying. "Cultural translation from Chinese to English: a case study of the problems in the translation and interpretation of selected contemporary texts." Thesis, 2002. https://vuir.vu.edu.au/15428/.

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The present thesis argues for an "extended (cross-)cultural approach to literary translation". It proposes that socio-cultural elements pertaining to a literary text extend beyond the commonly understood scope and depth of literary translation into the macro-contextual sphere, as they arise before and after, as well as during, the actual translating process. These elements include those in the forms of everyday existence of people and their behaviour, reflected through the common human values and shared knowledge that is always structured as part of a historical system, constantly changing and evolving under the impact of social, political and economic events. To achieve the best result possible, it is also contended that seemingly opposing translation strategies (i.e. alienation / foreignization strategy versus adaptation / domestication strategy) should both be made use of and the orientation and emphasis should vary from case to case according to the purpose of the translation project, the needs of the intended reader, the text-type, stylistic profile, lexical and cultural quality of the item to be translated, and last but not least, the strengths of the translator.
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Books on the topic "English communication problem"

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Henson, Carol. English & communication for colleges. 2nd ed. South-Western Educational Pub., 1997.

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Camp, Sue C. College English and communication. 9th ed. McGraw-Hill/Irwin, 2007.

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Porter, Patricia A. Communicating effectively in English: Oral communication for non-native speakers. 2nd ed. Wadsworth Pub. Co., 1992.

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Porter, Patricia A. Communicating effectively in English: Oral communication for non-native speakers. Wadsworth Pub. Co., 1985.

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Orakpor, Adaora M. Communicating in English without fear. J'Goshen Publishers, 2006.

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Stewart, Marie M. College English and communication. 5th ed. Gregg Division/McGraw-Hill Book Co., 1987.

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Porter, Catherine. English connections.: Grammar for communication. Edited by Minicz Elizabeth. Contemporary Books, 1994.

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Chamot, Anna Uhl. Up close.: English for global communication. Thomson Heinle, 2002.

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Wiley, Terrence G. Communicating in the real world: Developing communication skills for business and the professions. Prentice-Hall, 1987.

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Dr, Pathak R. S., and Doctor Harisingh Gour Vishwavidyalaya. Dept. of English and Other European Languages., eds. Indian fiction in English: Problems and promises. Northern Book Centre, 1990.

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Book chapters on the topic "English communication problem"

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Stanton, Nicki. "Common Problems with English." In Communication. Palgrave Macmillan UK, 1990. http://dx.doi.org/10.1007/978-1-349-20925-5_20.

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Stanton, Nicky. "Common Problems with English." In Mastering Communication. Macmillan Education UK, 1996. http://dx.doi.org/10.1007/978-1-349-14133-3_20.

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Stanton, Nicky. "Common problems with English." In Mastering Communication. Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-0-230-36574-2_20.

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Jamshidnejad, Alireza. "The Construction of Problems in L2 Oral Communication." In Speaking English as a Second Language. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-55057-8_7.

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Jamshidnejad, Alireza. "The Construction of Problems in L2 Oral Communication." In Speaking English as a Second Language. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-55057-8_8.

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Klushina, Natalia, and Maria Vasilchenko. "Current Problems of Studying Academic Communication in Contemporary Russian and English Studies." In Lecture Notes in Networks and Systems. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-89477-1_48.

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Zhang, Keke, Xu Chen, Yongjun Jing, Shuyang Wang, and Lijun Tang. "Research on Named Entity Recognition Method of Network Threat Intelligence." In Communications in Computer and Information Science. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-8285-9_16.

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AbstractWith the continuous emergence of new network threat means, how to turn passive defense into active prediction, the rise of Cyber Threat Intelligence (CTI) technology provides a new idea. CTI technology can timely and effectively obtain all kinds of network security threat intelligence information to help security personnel quickly identify all kinds of attacks and make effective decisions in time. However, there are not only a large number of redundant information in threat intelligence information, but also the problems of Chinese English mixing, fuzzy boundary, and polysemy of related security entities. Therefore, identifying complex and valuable information from this information has become a great challenge. Through the research on the above problems, a named entity recognition model in the field of Network Threat Intelligence Based on BERT-BiLSTM-Self-Attention-CRF is proposed to identify the complex network threat intelligence entities in the text. Firstly, the dynamic word vector is obtained through Bert to fully represent the semantic information and solve the problem of polysemy of a word. Then the obtained word vector is used as the input of BiLSTM, and the context feature vector is obtained by BiLSTM. Then the output result is introduced into the self-attention mechanism to capture the correlation within the data or features, and finally the result is input into CRF for annotation. To verify the effectiveness of the model, experiments are carried out on the constructed network threat intelligence data set. The results show that the model significantly improves the effect of Threat Intelligence named entity recognition compared with several other classical models.
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Rahal, Aicha. "English as a Lingua Franca." In Advances in Linguistics and Communication Studies. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1219-7.ch004.

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English has occupied a unique place in today's interconnected world. The emergence of ELF opens questions revolving around the change of the teaching and learning habitus. Researchers point to the disparity between theory and practice in this new paradigm and the need for bridging gap between them. The suggested study tries to explore this problem. Its purpose is to reflect on new approaches, which go hand in hand with how English is currently being used, and how it can also be integrated in classrooms. It first presents the development of ELF. The monolingual view of language and language use and the plurilingual view are also highlighted. Then, the discussion will be turned to the central topic of the study. It focuses on approaches to bridge the gap between theory and practice.
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Marangoni, Allen, and Rhonda Haley. "Serving an International Higher Education Partner Using a Problem-Based Learning Format." In Handbook of Research on Effective Communication in Culturally Diverse Classrooms. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9953-3.ch019.

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Merida, Mexico, a community partner for service learning with Wheeling Jesuit University's (WJU) Doctor of Physical Therapy (DPT) program, is a city with a population of 800,000 people. This city lacked rehabilitation services to treat cardiopulmonary conditions, and the school of rehabilitation at the Universidad Autonoma de Yucatán (UADY) had no established educational programs addressing these conditions. In 2013 two English-speaking faculty members from the WJU DPT program provided the service of knowledge-sharing to this higher education partner through an extensive cardiopulmonary rehabilitation workshop in Merida. The workshop participants included physical therapists, occupational therapists, a physician, and rehabilitation students, all with Spanish as their primary language. Written and spoken language was identified as the primary barrier to providing the necessary education to the international students. The WJU Basic Science and Physical Therapy Skills courses, written in the English language, follow a problem-based format where students are asked to use resources to answer questions regarding patients with cardiopulmonary problems. These courses became the foundation for the solution to the language barrier problem. The information and students' answers from WJU courses were translated by UADY university professors over a several month period of time. During the workshop, the participants were separated into groups, each researching a topic using the provided translated materials to educate the others on their assigned topics. The participants used various methods to convey their new knowledge. There were interpreters available at all times during the workshop. Surveys at the conclusion of the workshop indicated that the learning experience was effective and enjoyable.
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Shen, Libi. "Multilingualism in International Business." In Advances in Linguistics and Communication Studies. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6992-3.ch008.

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Language situations vary in different nations. In some countries, a variety of languages are spoken; in others, a single language is used. People who have the linguistic competence to speak several languages are multilingual. What role does multilingualism play in multinational corporations? Is multilingualism a problem or a solution for international business? Does English as a lingua franca play a role in international business? How business leaders react to multilingualism or Englishization? Opinions are divided. Multilingualism has been the focus of interest in recent decades due to globalization, tourism, technology advancement, international trade, and so forth. Language barriers and linguistic diversity surfaced which may impact corporate communications in international business. Specific language policies might be needed for corporate communications. The aims of this chapter are to explore the roles of multilingualism and Englishization in international business, and to seek approaches for better corporate communications. Associated issues and problems as well as solutions and recommendations will be explored and discussed.
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Conference papers on the topic "English communication problem"

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Kissova, Olga, and Jiri Tendler. "EMPOWERING UNIVERSITY LEARNERS: UNLEASHING THE POTENTIAL OF ESP THROUGH THE 7CS FRAMEWORK." In 11th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2024. SGEM WORLD SCIENCE, 2024. https://doi.org/10.35603/sws.iscss.2024/s08/53.

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The article explores how the 7Cs framework, a student-centric approach and a new learning paradigm, can foster language proficiency, cultural understanding, and interdisciplinary collaboration in professional English learning among university students in English for Specific Purposes (ESP). In this study, the �JobLab approach� was used to simulate real-world tasks tailored to the specific needs of graduates, meeting the demands of the 21st century. The approach�s seven key elements, content, context, communication, collaboration, creativity, critical thinking, and culture, were seamlessly integrated into English training for 4 groups of participants (N=82), two groups in experimental and two in control groups. The �Six Thinking Hats� and �SCAMPER� tools also encouraged diverse perspectives and facilitated creative problem-solving. The research combines qualitative and quantitative methods. Data was examined statistically using SPSS software based on semi-structured interviews, questionnaires, and verbal creativity testing. The findings advocate adopting the 7Cs framework as a holistic and studentcentred approach, promoting effective communication skills, critical thinking abilities, and rising intercultural competence.
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Petraru, Ana-Magdalena. "PHILOSOPHICAL PSYCHOTHERAPY AND COUNSELING IN THE MEDICAL ENGLISH CLASSROOM." In 11th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2024. SGEM WORLD SCIENCE, 2024. https://doi.org/10.35603/sws.iscss.2024/s06/36.

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The teacher of English as a foreign/ second language (EFL, ESL), in general and the one for specific purposes (ESP), in particular needs to bring specialty knowledge to the classroom to adjust to the requirements of the students� specialism. Alongside comes the (cap)ability to pass on language skills to learners and sensitize them in matters of intercultural communication. In this sense, Medical English classes (mainly addressed to students in General Medicine but also fitting Nursing and Nutrition ones) could particularly benefit from practical philosophy. Therefore, we draw on Lou Marinoff�s work, Plato, Not Prozac! Applying Eternal Wisdom to Everyday Problems (2000) or the more scholarly views on counseling via existential psychotherapy encapsulated in Irvin D. Yalom�s novels, When Nietzsche Wept (1993) and Lying on the Couch (1997). Thus, the aim of this paper is to account for the two authors� work to the extent to which it can be used in Medical English seminars when dealing with the communication between doctor and patient in its professional to lay acception of intralingual translation.
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Yu, Lidan. "The Problem of Intercultural Communication in English Teaching in University." In International Conference on Education, Language, Art and Intercultural Communication (ICELAIC-14). Atlantis Press, 2014. http://dx.doi.org/10.2991/icelaic-14.2014.187.

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Filyasova, Yulia A. "ACADEMIC PERFECTIONISM IN TEACHING TECHNICAL ENGLISH TO UNIVERSITY STUDENTS SPECIALIZING IN NATURAL RESOURCES PROCESSING." In 22nd SGEM International Multidisciplinary Scientific GeoConference 2022. STEF92 Technology, 2022. http://dx.doi.org/10.5593/sgem2022/5.1/s22.091.

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The problem of academic perfectionism in teaching technical English at a higher education institution stems from a number of external and internal factors � the current educational targets set by managing social groups and student ambitions. The research methods included the analysis of objectives, contents and teaching methods intended for the first and second year bachelor degree students. The findings show that the target competence, being focused on the technical English, also incorporates the ability to solve communicative tasks in a wide variety of social and business situations. Therefore, pedagogical activity is determined by three vast areas � technical English, general English, and business communication. Academic perfectionism has certain distinctions depending on the level of student communicative competence. At the beginner level academic perfectionism is caused by the intention to reach ambitious educational goals for a short period of time. However, at the advanced level the ultimate goal is undefined. Academic perfectionism is determined by student motivation and the immense language material in the technical areas available for perfecting language skills. In either case, academic perfectionism poses risks of workaholism and burnout.
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Kryva, K. O., and I. Yа Glazkova. "The problem of pedagogical barrier in the organization of education process of learning English." In PHILOLOGICAL SCIENCES, INTERCULTURAL COMMUNICATION AND TRANSLATION STUDIES: AN EXPERIENCE AND CHALLENGES. Baltija Publishing, 2021. http://dx.doi.org/10.30525/978-9934-26-073-5-2-69.

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GOLUBOVSCHI, Oxana. "Interactive strategies for teaching english: enhancing language acquisition through communicative and task-based learning." In "Higher education: traditions, values, perspectives", international scientific conference. Ion Creangă Pedagogical State University, 2024. https://doi.org/10.46727/c.27-28-09-2024.p240-244.

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To better understand how interactive techniques can improve language acquisition, this article focuses on communicative and task-based learning approaches. It emphasises the necessity of moving away from classic teacher-centred practices and toward more dynamic, student-centred ones that emphasise engagement and practical communication. The communicative approach helps students become more fluent and self-assured by emphasising meaningful discourse and the integration of language in context. Task based learning, on the other hand, motivates students to complete real-world assignments, fostering problem solving and practical language use. The article offers some description of practical strategies for putting ideas into application in the classroom, like project-based learning, role-playing, and group discussions. It also examines how digital tools and online platforms might help in making the learning process more interactive. Through active engagement in the learning process and cooperation, these tactics foster critical thinking and intercultural communication skills in addition to improving language competency. It also considers the difficulties and advantages of implementing task-based and communicative learning strategies, providing insights into their applicability in a variety of learning contexts as well as their capacity to promote learner autonomy and long-term language retention.
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Dugošija, Tatjana. "Integrating the 21st Century Skills into the Business English Classroom." In 7th International Scientific Conference ERAZ - Knowledge Based Sustainable Development. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2021. http://dx.doi.org/10.31410/eraz.2021.283.

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In a globalized world, characterized by the interdependence of the world’s economies, cultures and populations and therefore requiring a shared means of communication, English has obtained the status of the lingua fran­ca in both academic and business contexts and it has been extensively used in scientific, economic and political fields. Consequently, English has become essential for the entire workforce whose career prospects on the labor mar­ket are largely dependent on their English language proficiency, the ability to communicate effectively and overcome language and cultural barriers. Being spoken by over one billion people, English is used in a wide range of settings such as international business, diplomacy, science, technology, ed­ucation, travel and entertainment. The status of English as an international language and its impact on the improvement of career prospects have re­sulted in enormous development of English for Specific Purposes (ESP), an approach primarily focusing on developing learners’ communicative compe­tence in specific professional fields such as business and economics, science, medicine, technology, tourism, social studies, etc. Business English (BE), as a branch of ESP, implies teaching specialized vocabulary and different skills en­abling learners to effectively communicate in a business environment. However, major technological and scientific advances in the last few decades and the age of the knowledge-based economy in which we now live have caused society and the business environment to be changing rapidly. As a re­sult, employers are looking for skills that go beyond academic qualifications and work experience, and match the requirements of the current age. These skills, variously labeled and frequently referred to as the 21st-century skills, comprise communication, critical thinking and problem solving, teamwork, creativity and innovation, decision making, digital literacy, leadership, etc. The aim of this paper is to explore how the 21st-century skills can be integrat­ed and developed in the Business English classroom at tertiary education level since the traditionally taught skills such as giving opinions, negotiating, par­ticipating in meetings, reporting, making arrangements, telephoning and so­cializing in business contexts, no longer seem to meet the requirements of the current age and the contemporary labor market. Business English courses at the university level can significantly contribute to developing these skills and thus prepare students for their future careers.
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Koniashvili, I. O. "TRANSLATION AS A MEANS OF COMMUNICATION BETWEEN CULTURES AND THE PROBLEM OF FUNCTIONAL ADEQUACY OF POLYSEMIC WORDS ON THE BASIS OF THE ORIGINAL AND ENGLISH VERSIONS OF «THE MARTYRDOM OF THE BLESSED QUEEN SHUSHANIK» BY IAKOB TSURTAVELI." In Proceedings of the XXV International Scientific and Practical Conference. RS Global Sp. z O.O., 2021. http://dx.doi.org/10.31435/rsglobal_conf/25012021/7357.

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The present paper deals with the importance of communication and translation as a means of communication between cultures. It also highlights the intra and extra linguistic factors that are significant for translator works and thus, effective communication. In this respect the paper is an attempt to represent the equivalents of Georgian polysemic words within the frame of paradigms and syntactical functions on the basis of two English versions of Georgian hagiographic text, of the V century AD, The Martyrdom of the Blessed Queen Shushanik by Iakob Tsurtaveli. The Paper deals with the problem of reference between the notions and subjects, the process of decoding and the reasons for possible simultaneous misconceptions or misunderstanding. It also outlines the formation of a concept word through the linguistic-stylistic studies of the information by both translators which in turn provides the correct perception of the hagiographic text for the English speaking reader. The research is base don comparative and component analysis.
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Baizdrakhmanova, Dariga, and Madina Tussupbekova. "METHODS OF TEACHING ENGLISH TERMINOLOGICAL VOCABULARY FOR STUDENTS OF NON-LINGUISTIC SPECIALTIES." In Modern pedagogical technologies in foreign language education: trends, transformations, vectors of development. ACCESS Press, 2021. http://dx.doi.org/10.46656/proceeding.2021.foreign.language(6).

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This article is devoted to the problem of teaching terminological vocabulary of the English language for non-linguistic specialties. The main attention in the work is focused on the development of methodological foundations for the assimilation of terminological units of non-linguistic specialties. The possession of lexical skills necessary for professional communication in a foreign language is analyzed. The author emphasizes that the introduction of terminological vocabulary is an integral system of introductory exercises that systematize and consolidate new terminological information.
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Sinkus, Tatjana, and Inese Ozola. "Integrating intercultural dimension in esp course for undergraduate IT students." In 22nd International Scientific Conference Engineering for Rural Development. Latvia University of Life Sciences and Technologies, Faculty of Engineering, 2023. http://dx.doi.org/10.22616/erdev.2023.22.tf159.

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Increased interdependent relationship between nations in the modern world requires professionals to be able to communicate effectively with people of diverse cultures. It is generally acknowledged that English is the most important language of the Information and Communication Technology sphere and most IT students will need to use English at work. However, nowadays, an impressive command of the English language is incomplete in the professional IT context, developing intercultural competence is becoming a progressively vital trend. The Latvia University of Life Sciences and Technologies is no exception to this tendency, in order to enhance employability and competitiveness, ESP courses comprising an intercultural dimension are designed for undergraduate IT students. The aim of the present research is to explore ways how promoting intercultural competence can be integrated within an ESP syllabus and to examine students’ opinions about participating in the course. Two groups of undergraduate IT students were involved in the experiment. The results of questionnaires and semi-structured interviews indicate that intercultural dimension is viewed by the students as a meaningful integral part of the ESP course and the communicative activities they participated in can develop knowledge, skills and attitudes and in this way promote intercultural competence. The students admitted that the culture-based activities developed problem-solving skills, motivated to take part in discussions and boosted their confidence to communicate in English, and they were useful for the future job as they help avoid intercultural misunderstandings.
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