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Journal articles on the topic 'English communication problem'
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1
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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He, Yizhou. "An Intelligent Diagnosis System for English Writing Based on Data Feature Extraction and Fusion." Complexity 2021 (August 17, 2021): 1–7. http://dx.doi.org/10.1155/2021/4960893.
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English writing is conducive to the online communication and communication of language; the current diagnosis system of English writing is difficult to accurately find and diagnose the wrong words, which leads to a low diagnosis rate of wrong words in English writing system. To solve this problem, this paper designs an intelligent diagnosis system for English writing based on data feature extraction and fusion. First of all, B/S architecture is introduced on the basis of the conventional intelligent diagnosis system structure of English writing, which makes up for the problem that the C/S mode is prone to diagnostic errors. Secondly, the features of English lexical data are extracted and fused to provide better input for the diagnostic model, which effectively solves the problems of complex vocabulary and feature redundancy in English writing. The simulation results show that the proposed intelligent diagnosis system for English writing has higher diagnostic accuracy and faster query speed.
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Vardhani, Nabilla Kusuma, and Agnes Siwi Purwaning Tyas. "Strategi Komunikasi Dalam Interaksi Dengan Mahasiswa Pertukaran Asing." Jurnal Gama Societa 2, no. 1 (2019): 9. http://dx.doi.org/10.22146/jgs.40424.
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A communication process can be considered success when the communicant receives and understand the message as what the communicators meant. This effective communication will result in the achievement of a communication goal. However, the effective communication might be difficult to happen when both interlocutors do not have the same native language. It happens because the language barriers may influence the process of understanding the message while the communication happens. To overcome the problem, the communicator applies some communication strategies. This comparative study used observations and interviews to examine the communication strategies used by first- and third-year English students of Universitas Gadjah Mada Indonesia during spoken interactions in English with exchange students from Cheng Du Textile College China. The objective of this study is to observe how the first- and third- year study overcome their communication problem while talking with non-English native speaker students and use the data as inputs to develop the next curriculum. The writer uses Tarone’s communicative strategies to identify the students’ strategies. The result shows that ‘Literal Translation’ is not used by English students while communicating with exchange students, ‘Circumlocution’ and ‘Message Abandonment’ are only used by third year students, ‘Appeal for Assistance’ and ‘Topic Avoidance’ are only used by first year students, third year students’ most used strategies are ‘Mime’ and ‘Word Coinage’, and first year students’ most used strategies are ‘Approximation’ and ‘Mime’.
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Jianhong, Zhu. "Analysis and Application of Crosscultural Knowledge System Structure in English Teaching Based on Hierarchical Correlation Analysis." Journal of Sensors 2022 (September 28, 2022): 1–11. http://dx.doi.org/10.1155/2022/3874857.
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With the prosperity of the economy, China’s foreign exchanges are becoming more and more frequent, and English is becoming more and more important as the common language of international communication. For decades, Chinese educators and scholars have achieved great success in teaching English, but there are also some problems, including neglecting the teaching of crosscultural knowledge in English classrooms. And in the crosscultural English teaching based on hierarchical correlation analysis, its specific structure system is not complete, and its application scope is also less. Therefore, this paper analyzes hierarchical correlation analysis, teaching mode, etc., which lays the foundation for subsequent research. In addition, combined with the current research status, this paper analyzes the past crosscultural knowledge system and proposes a new structural model. A large number of experiments have verified the application effect of the improved knowledge architecture model in crosscultural English teaching under the hierarchical correlation analysis. The new model can improve students’ crosscultural awareness and crosscultural communication competence and improve the previous teaching system structure. There is a problem that both hierarchical teaching and overall planning cannot be taken into account. This paper studies the crosscultural issues in English teaching and conducts research from the following four aspects: first, it discusses the cultivation of crosscultural communicative competence of college students in English teaching and proposes some feasible solutions to the problem of neglecting the integration of crosscultural knowledge in English teaching. Sexual suggestions cultivate students’ crosscultural awareness of English learning and improve the efficiency of English learning. The second is to point out that college school students should pay attention to the differences in cultural communication between China and foreign countries and develop the awareness and ability of crosscultural communication. The third is to explore ways to improve students’ crosscultural communicative competence and cultivate all-round English talents for the country and society. The fourth is how to achieve crosscultural communication, so that people with different cultural backgrounds can communicate and learn smoothly. Based on the above problems, this paper adopts the method of case analysis to discuss the problem of imperfect cross-cultural knowledge system in English teaching in China, and the educational structure is incomplete.
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Parveen, Sabahat, Asif Iqbal, and Muhammad Faisal Farid. "Communication Confidence and Employability Skills Between Students of English Works and BS English Program: A Comparative Analysis." Global Digital & Print Media Review VI, no. I (2023): 254–63. http://dx.doi.org/10.31703/gdpmr.2023(vi-i).20.
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Effective communication and employability skills are pivotal attributes for success in today's dynamic and competitive job market. This study investigates the intrinsic relationship between communication confidence and the development of employability skills. The research employs a descriptive approach with an online survey. The 158 participants encompass a diverse demographic of recent graduates and employers from various industries. The quantitative data analysis involves correlational assessments to establish potential links between self-perceived communication confidence levels and the acquisition of employability skills such as teamwork, problem-solving, and adaptability. Preliminary results indicate a strong link between communication confidence and employability skills. Confident individuals excel in teamwork,articulating ideas, active listening, and conflict resolution. Enhanced confidence fosters better problem-solving, enabling innovative solutions and clarifications. This study enriches knowledge by highlighting communication confidence's pivotal role in shaping employability skills. The outcomes underscore the importance of integrating communication-focused training modules into educational curricula and professional development programs.
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NAGAY, I. "BUSINESS COMMUNICATIONS FROM ENGLISH LANGUAGE POINT OF VIEW." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, no. 3 (2022): 332–38. http://dx.doi.org/10.31494/2412-9208-2022-1-3-332-338.
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The proposed article is devoted to considering the problems of organizing business communications in higher educational institutions majoring in Economics and Management, as well as the need to improve business communication skills of young professionals. It is well known that the viability of a business directly depends on the ability of managers working in the field of International Business to establish and maintain business contacts with staff, consumers, and business partners. Research in the city of Berdyansk and the Berdyansk region showed that young professionals faced the problem of organizing business communications (BC) when doing business with foreign partners. In this regard, it is very important to increase the level of efficiency of mastering BC skills, which determines the relevance of this work. Knowledge and skills in the field of BC can become a decisive factor for successful business development. Being aware of the priority of Western BC traditions, due to their linguistic and economic position in the world, it should be remembered that Ukraine, like other Eastern European states, has its own communicative style, generously filled with national character and new economic realities. In addition, when preparing future specialists in the field of Foreign Economic Affairs, in the field of International Business, it is necessary to use new, interactive, professionally oriented methods along with traditional training methods. It should be noted that the knowledge acquired by students in the specialty is very important, but does not guarantee successful business development. While business communication skills are crucial. There were developed recommendations to increase the efficiency of business communication skills of future specialists in the field of Foreign Economic Affairs and International Tourism. We believe that it is of great necessity to include into the existing English language study programs special courses that provide an opportunity not only to expand students’ outlook in the field of Philology and Linguistics, to realize their interest in the subject, but also most to master foreign language professional communicative competence, which allows them to use a foreign language as means of business communication to solve specific problems in situations of business interaction. Key words: Business Communications, communicative style, corporate communication, communicative competence.
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Riabtseva, N. K. "Contemporary Terminological Problems in a Cross-linguistic Perspective." Nauchnyi dialog 11, no. 6 (2022): 123–39. http://dx.doi.org/10.24224/2227-1295-2022-11-6-123-139.
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The paper focuses on terminological problems in contemporary cross-linguistic communication that are generated primarily by two main tendencies in global scientific communication — the digitalization in information processing and the English language globalization. Both are closely connected with a new approach in linguistics — discourse clustering and its role in promoting foreign language and translation instruction. The paper provides a corpus-based account of Russian–English translation problems concerning clear-cut distinctions between Russian versus English academic style’s language-specific patterns in terminology discursive clustering, as well as their didactic and methodological importance for foreign language acquisition, Russian-English and English-Russian translation. The main idea is that the most important contemporary terminological problem in a cross-linguistic perspective is the lack of active authentic and language-specific terminology patterns in Russian–English scientific translations.
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Kysliuk, Larysa. "Adaptation of Anglicisms in Ukrainian Internet Communication." Terminological Bulletin, no. 4 (2017): 245–52. http://dx.doi.org/10.37919/2221-8807-2017-4-245-252.
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The article reveals the features of word-formative development of new English lexical units in online communication. As is known, syntheticity is typological feature of Ukrainian word-formation. Contact of two typologically different languages – English with Ukrainian is leading to increased of the class of indeclinable nouns in the Modern Ukrainian. Indeclinable nouns are bases in compound words in Ukrainian. Indeclinable nouns and adjectives create problems in the creation of compound words. Differentiation bases indeclinable adjective from the noun is impossible without context. Also, the accumulation of vowels (медіа–аналіз) or consonants (бізнес–структура) is a violation of typological features of the Ukrainian language. Proved that incomplete adaptation of new English borrowing in the grammatical system of Ukrainian is cause of problems writing new compound words. To solve the problem of spelling compound words, words should be properly qualified as composites (should be write together) or yukstapozytes (should be write with a hyphen). Composites also formed without binders interfiks so-called half composite (арт–школа, медіа–арт). English are influenced on such qualitative changes in the structure of compound words. An important practical recommendation is the need to adapt the new English borrowing in Ukrainian grammatical system. It is necessary to adapt the lexical units of analytical language according to the requirements of the Ukrainian: provide the category of gender, number, case. Also not recommended to expand the class of indeclinable nouns and adjectives. These phenomena reflect the trends of the modern Ukrainian lexicon updating.
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Al Dilaimy, Hazim. "A Sociolinguistic Study of English Language Barriers and Communication." International Journal of Language and Literary Studies 6, no. 3 (2024): 120–36. http://dx.doi.org/10.36892/ijlls.v6i3.1771.
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In the field of medicine, successful student-teacher communication that happens by receiving and exchanging information depends, to a large extent, on mutual intelligibility among participants. However, failure to reach a satisfactory degree of understanding can result in confusion, misunderstanding and bitter disappointment for both parties involved in the medical class setting. One of the goals of the current study is to analyze how the English language is used by Iraqi students in the field of medical and healthcare settings where different language barriers are expected to hinder communication and learning situations. These linguistic barriers encountered by both students and instructors often result in acute communication gaps among students of science in general and students of medical departments in particular. This paper sheds light on identifying the gaps created by the lack of successful communication between instructors and their relevant students. It also tries to find ways and solutions to overcome these problems. The current inquiry studies and analyzes how language barriers pose a serious problem related to students’ cognition in language communications from socio-cognitive and linguistic points of view within students of Nursing at Al-Maarif University College. There are some linguistic and cognitive variations among students that hinder English language proficiency and communication between students and their instructors. The study adopts different tools for conducting this paper such as collecting actual writing samples by students, observations from oral interviews and a questionnaire based mainly on medical jargon. In addition, other factors that affect student-teacher communication in terms of social, cultural, male-female differences, age and educational differences will be considered. The above-mentioned problems lead to the hypothesis that they all have some negative impacts on the communication between students and instructors that create confusion and misunderstanding of lectures delivered to students mainly in English. As a result of the lack of informative communication, teachers resort to the strategy of code-switching to Arabic to achieve a full understanding of spoken or written medical discourse.
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Shofiya, Arina, and Muh Basuni. "Communication Strategies Performed in an English as Lingua Franca Context and Their Contributions Toward Students’ Engagement." IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 8, no. 2 (2023): 1. http://dx.doi.org/10.21093/ijeltal.v8i2.1439.
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Learning language is learning to communicate in spoken and written form. However, learning to speak can be difficult due to a lack of linguistic resources. The students may encounter problems in communicating ideas and thus, it ends in a communication breakdown. To overcome this problem, some communication strategies like message abandonment and fillers can be used. Furthermore, communication strategies can foster students’ engagement in classroom interaction, especially in an English as Lingua Franca (ELF) context. The present study was intended to explore how the communication strategies were performed in the context of ELF and the contribution of strategies to the students’ engagement. Using a qualitative descriptive design, the present research investigated students’ communication strategies in an international class. The findings revealed that communication strategies were creatively performed in a variety of ways. The strategies were proven to be contributive in fostering engagement by increasing students’ self-confidence, boosting their self-respect, and pushing the students to be active during classroom interaction.
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Rozhkov, Yu. "Training future veterinarians for the english professional communication by means of situa-tional tasks." HUMANITARIAN STUDIOS: PEDAGOGICS, PSYCHOLOGY, PHILOSOPHY 15, no. 2 (2024): 144–48. http://dx.doi.org/10.31548/hspedagog15(2).2024.144-148.
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The article examines the possibilities and effectiveness of using the method of solving professional situations in the process of preparing future doctors of veterinary medicine for professional English-language communication. The expediency of the formation of professional communication for future veterinarians is substantiated. The essence of foreign language professional communication, which is an integral component of the professional competence of a modern specialist, is clarified. It is emphasized that a powerful potential for the development of professional English communication has the application of professional situations (situational tasks or problems that a veterinarian may face in his/her practice). Situational tasks are aimed at the implementation of such functions as the organization of cognitive and independent activities, effective and corrective functions. The requirements for the situational tasks are characterized by: a real professional situation, emerging professional conflict (controversial issue), tension of the situation (perhaps the urgency of the solution), complexity and ambiguity of the problem, clarity of description of the subjects of the problem or situation, multivariate solutions, limiting conditions. Examples of professional situations that can be used in the preparation for professional English communication of future veterinarians in English language classes are offered. It was found that the use of situational tasks develops professional English-speaking communication skills and the ability to perceive verbal information from a professional point of view, to independently interpret, make decisions and determine optimal ways of its implementation.
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Juan, Wu, Xiong Wei, and Liao Hongyi. "Numerical Analysis and Optimization of English Reading Corpus for Feature Extraction." Wireless Communications and Mobile Computing 2022 (September 6, 2022): 1–10. http://dx.doi.org/10.1155/2022/2172580.
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In order to solve the problem of comparative analysis ability of English reading corpus, meet the needs of the construction of language feature analysis system of English reading corpus, make up for the shortcomings of English reading corpus, and improve the wide application of English, the construction method of English reading corpus is proposed. For a long time, English has been an important communication tool in terms of national politics and final economic communication. Especially with the in-depth development of economic globalization, English plays a vital role in international communication. Therefore, the study of the semantics and features of English texts can provide important information materials for English learning and communication in nonnative English speaking countries. Taking this as the starting point, this paper focuses on the numerical analysis and optimization of English reading corpus based on feature extraction and puts forward a language feature analysis system of English reading corpus. At the same time, feature extraction and text classification are used to improve the comparative analysis ability of English reading corpus. The research shows that the feature extraction oriented English reading corpus can solve the problem of English reading learning and improve the ability of reading and analyzing English articles.
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Shin, MyeongHee. "The Impact of Problem-Based Learning on Collaborative Problem-Solving and Communication Skill Development." Korean Society of Culture and Convergence 45, no. 8 (2023): 133–40. http://dx.doi.org/10.33645/cnc.2023.08.45.08.133.
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This study aimed to investigate the impact of problem-based learning on students' collaborative problem-solving and communication skills. Conducted from September 2022 to December 2022, the research involved university-level students enrolled in a general English course. Participants were divided into an experimental group, receiving problem-based learning instruction, and a control group, receiving traditional instructional methods. The study measured collaborative problem-solving and communication skills and compared the differences between the two groups. Results indicated significant differences in collaborative problem-solving ability (M = 19.67) and communication skills (M = 86.88) for the experimental group. These findings emphasize the value of implementing problem-based learning in educational settings to enhance students' collaborative problem-solving and communication skills, potentially leading to improved academic achievement and social competence.
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Keshtiarast, Bahareh, Hadi Salehi, Omid Tabatabaei, and Roya Baharlooie. "SOLVING ESP PROBLEMS: STUDENTS AND TEACHERS’ PERCEPTIONS OF INTEGRATING INFORMATION AND COMMUNICATION TECHNOLOGY INTO ESP INSTRUCTION." Journal of Nusantara Studies (JONUS) 7, no. 2 (2022): 444–72. http://dx.doi.org/10.24200/jonus.vol7iss2pp444-472.
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Background and Purpose: English for Specific Purposes (ESP) instruction in Iran is still mostly focused on traditional ways. This study aims to investigate ESP teachers’ and students’ perceptions of integrating Information and Communication Technology (ICT) in ESP instruction to solve traditional ESP instruction problems in Iran.
 
 Methodology: This concurrent parallel mixed method study investigated students’ and teachers’ perceptions of solving ESP instruction problems through ICT. The sample concluded 300 undergraduate engineering students and 24 experienced and novice ESP teachers. In the quantitative phase of the study, data were collected through two adapted questionnaires. In the qualitative phase, data were obtained from interviews with 12 undergraduate students, three experienced, and three novice ESP teachers.
 
 Findings: The findings revealed that the participants had positive perceptions of integrating different ICT tools for solving the problems with traditional ESP materials and methods, problems with low language skills, lack of autonomy, demotivation problem, inactivity problem, and problems with lack of exposure to real-life situations. The findings also showed that integrating different ICT tools and ICT-based interactive activities promote students’ communication skills subconsciously through experiencing direct participation in communications.
 
 Conclusion and Contributions:he findings might contribute significantly to change the ESP instruction status quo in Iran, which is not based on the ESP students’ communication needs, and replace it with innovative approaches to meet the needs of the modern ESP student. The results also provide a unique outlook of promoting ESP instruction in tertiary education by integrating ICTs through divergent stakeholder perceptions.
 
 Keywords: English for Specific Purposes (ESP), Information and Communication Technology (ICT), Perception, Promoting English for Specific Purposes instruction
 
 Cite as: Keshtiarast, B., Salehi, H., Tabatabaei, O., & Baharlooie, R. (2022). Solving ESP problems: Students and teachers’ perceptions of integrating information and communication technology into ESP instruction. Journal of Nusantara Studies, 7(2), 444-472. http://dx.doi.org/10.24200/jonus.vol7iss2pp444-472
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Dmitrenko, N. "Methodological Principles of Autonomous Learning of Professionally Oriented English Communication of Prospective Teachers." Vìsnik KNLU. Serìâ “Psihologìâ ta Pedagogìka” / Visnyk KNLU. Series "Pedagogy and Psychology" 34 (July 8, 2021): 41–47. http://dx.doi.org/10.32589/2412-9283.34.2021.236902.
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Abstract. Introduction. The systematic analysis of methodological concepts revealing the problem specificityof the methodological principles of autonomous learning of professionally oriented English communication ofprospective teachers are carried out. Purpose. To substantiate theoretically and develop the methodological systemof autonomous learning of professionally oriented English communication of prospective teachers. Methods. Reviewing the studies on methodological problem of autonomous learning with the aim to analyze existingconcepts and substantiate methodological principles of autonomous learning of professionally oriented Englishcommunication of prospective teachers. Results. The methodical bases of autonomous teaching and learningof professionally oriented English communication of prospective teachers are substantiated in the article.The author presents the components of the methodical system of autonomous learning of professionally orientedEnglish communication of prospective teachers, describes organizational conditions of autonomous learningof professionally oriented English communication of prospective teachers, and also develops a method ofimplementing autonomous learning of professionally oriented English communication of prospective teachers.The criteria for assessing the formation level of autonomous learning of professionally oriented Englishcommunicative competency are defined and the concept of «autonomous learning of professionally orientedEnglish communication of prospective teachers» is specified. Conclusions. The results reveal the objectivityand cogency of the data and are the argument to prove the efficiency of the developed methodological principlesof autonomous learning of professionally oriented English communication of prospective teachers.
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Li, Ruoheng. "Analysis and Research on Chinese-English Intertranslation in the Context of Cross-Cultural Communication." Communications in Humanities Research 5, no. 1 (2023): 117–21. http://dx.doi.org/10.54254/2753-7064/5/20230112.
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In recent years, with the increasingly frequent exchanges of film and television works around the world, the problem of Chinese-English intertranslation has become more and more prominent, and the influence of cross-cultural communication is expanding. This thesis focuses on the current situation of translation and the analysis of English-Chinese intertranslation in the cross-cultural context, and also lists the representative movie titles and line translations in Chinese and Western movies for comparison. In order to better reflect how intercultural communication affects English-Chinese intertranslation, this paper is studied through literature analysis, comparative analysis and case study method. This thesis finds that the study of intercultural communication is necessary because it has an important influence on English-Chinese intertranslation and can help translators to correct some problems in translation to a certain extent.
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Khalmuratova, Manzura Khoshmuratovna. "COMMON PRONUNCIATION PROBLEMS THAT ESL AND EFL STUDENTS FACE." GOLDEN BRAIN 1, no. 12 (2023): 118–25. https://doi.org/10.5281/zenodo.7902344.
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<em>Pronunciation is the cornerstone of efficient spoken communication. If the speakers’ pronunciation is incorrect, their utterances will be incomprehensible to listeners, and they will not be successful in their communication. The goals of this study were to look into EFL students’ English pronunciation issues and the elements that influence their English pronunciation. The discovery found that English phonemes at the initial syllable position that cause pupils problems included /ð/, /θ/, /dʒ/, /ʒ/, /v/ and /z/ sound respectively and the /ð/, /θ/, /v/, /f/, /s/, and /l/ sound at the final syllable position. According to this study, the students’ basic grasp of English pronunciation was the most significant contributor to this difficulty. However, another key cause of their pronunciation issues was the gap between the Uzbek and English sound systems. </em>
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HERASYMENKO, Liudmyla, Olha PIDLUBNA, and Iryna KULISH. "INNOVATIVE APPROACHES TO PROFESSIONAL COMMUNICATION TRAINING IN AVIATION ENGLISH COURSE." Scientific Bulletin of Flight Academy. Section: Pedagogical Sciences 13 (2023): 204–11. http://dx.doi.org/10.33251/2522-1477-2023-13-204-211.
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The article describes the peculiarities of professional communication between pilots and air traffic controllers and presents new approaches to its training. Developing communication skills is an important element for future pilots and air traffic controllers’ training due to the significant role of the linguistic factor. The main methods of professional communication training are described: interactive, problem-based, project-based, and scenario methods. Key words: professional communication, aviation specialists’ training, pilots, air traffic controllers, radio exchanges, phraseology, methods.
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Deng, Wensheng. "Beyond Identity Problem: Perspective of a Chinese Teacher of English." Theory and Practice in Language Studies 10, no. 2 (2020): 197. http://dx.doi.org/10.17507/tpls.1002.07.
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With intensive globalization, Chinese teachers of English have more and more involved into cross-cultural communication. Throughout the communication, cultural conflicts have also arisen. Thus, Chinese English teachers have to face the conflicts in their teaching practice. For their specific and unique role, they are in the dilemma to either preserve his identity of Chinese culture or lose it to get a new identity of English culture. That is why the thesis has started to explore. The thesis digs out the reasons which have led to the conflicts of cultural identity---ideologies, the roots of the conflicts. As to the crisis of identity, the thesis offers the following solutions to Chinese English teachers. First, he should have a kind of consciousness or experience of Chinese culture and Western culture; second, he should get something critical in absorbing other cultures; third, he should remember that it is his goal to cultivate young generation with proper identity of moral attitudes, beliefs, personalities and values.
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Alshiabani, Bashayer Mohsen, and Farah Nasser Algraini. "The Perceptions of Saudi EFL Students Toward the Effect of Anxiety on Their Oral Communication." International Journal of English Linguistics 14, no. 3 (2024): 33. http://dx.doi.org/10.5539/ijel.v14n3p33.
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Oral communication is one of the most important skills of communication among individuals with each other. It refers to communication between the students and their teachers through the spoken language, which includes a group of distinctive words, phrases, and sentences which are associated with specific meanings. However, there are many barriers that affect this communication. Therefore, this study addresses some of the barriers of anxiety when communicating using the English language in which it constitutes a major problem for EFL students and hinders their goals in learning the English language. This study aims to investigate the EFL students&rsquo; perceptions towards the effect of anxiety on their oral communication in various Saudi universities. Moreover, it explores some strategies that may help EFL students to overcome this problem. The research instrument used in this study was a questionnaire that was modified for the purposes of the study. The questionnaire consisted of 20 items divided into two parts. Furthermore, 102 EFL students participated in this study. The results showed that EFL students suffer from anxiety while speaking English, whether in a discussion class with the teacher or when presenting a presentation. The participants also agreed with most of the strategies stated in the survey. Based on the findings, recommendations and suggestions for further research are provided.
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Professor ShathaAlsaadi. "Iraqi EFL Students between the Scylla of English Language Etiquette and the Charybdis of Arabic Language Etiquette." Journal of Education College Wasit University 2, no. 25 (2021): 1607–16. http://dx.doi.org/10.31185/eduj.vol2.iss25.2754.
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The aim of this investigation is to shed light on the cultural etiquette of the foreign language that hinders the students from communicating in English. The research problem is encompassed in the following question: Do English cultural etiquettes have an impact on students’ communication? The investigator makes a critical survey of the basic knowledge of teaching in the class . Then, she pinpoints the most important cues that help in communication.Tasks showing good and bad manners good and bad manners in etiquette teachingare designed. The results show an amazing progress in communicating in English
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Deng, Jianguo. "Translation as A Problem of Communication: Some Reflections on Translating Speaking into the Air." Media Theory 5, no. 2 (2022): 55–72. http://dx.doi.org/10.70064/mt.v5i2.929.
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The 2017 Chinese translation of John Durham Peters’ (1999) Speaking into the Air challenged many of the typical ways that North American communication theory had shaped the historical development of communication studies in universities in China. It also challenged the dominant approaches to translating classic texts of English language communication theory, including a previous and seriously flawed 2003 translation of Peters’ 1999 book under the title, The Sorry State of Communication. In this article, the 2017 translator Professor Jianguo Deng discusses the history of communication studies in China, the usual approaches to translating English language scholarship in communication theory, the flawed 2003 text, his approach to re-translating Speaking into the Air, and the influential reception of the 2017 text among humanities scholars working in Chinese languages and cultures.
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Wiest, Lynda R. "Problem-Solving Support for English Language Learners." Teaching Children Mathematics 14, no. 8 (2008): 479–84. http://dx.doi.org/10.5951/tcm.14.8.0479.
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According to the National Clearinghouse for English Language Acquisition and Language Instruction Educational Programs, the growing number of students with limited English proficiency includes slightly more than 10 percent of K–12 students in today's U.S. classrooms (NCELA 2006). English language learners (ELLs) may need special support to meet the educational standards we set for students. In its Equity Principle, the National Council of Teachers of Mathematics states, “Some students may need further assistance to meet high mathematics expectations. Students who are not native speakers of English, for instance, may need special attention to allow them to participate fully in classroom discussions” (NCTM 2000, p. 12). This need has become particularly important because mathematics tasks are increasingly contextualized and thus verbal in nature, in addition to the fact that greater emphasis has been placed on communication in mathematics classrooms.
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Rahayu, Arum Putri. "English Learning Techniques for Students with Non-English Study Program." Jurnal Paradigma 14, no. 1 (2022): 30–38. http://dx.doi.org/10.53961/paradigma.v14i1.101.
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For students, communicating using English is a common thing. However, it is often difficult for them to develop it, especially when they come from non-English study programs. This makes them feel difficult and then lazy to learn. The problem that then arises is what learning techniques they apply to be willing and proficient in English, and how they apply these learning techniques. This study aims to: (i) examine the learning techniques used by STAI Ma'arif Magetan students in learning languages. English (ii) Exploring how these learning techniques are applied in communicating in English by STAI Ma'arif Magetan students. This research is a qualitativeresearch in the form of a case study. The results of this study indicate that (i) the students of STAI Ma'arif Magetan apply three techniques to improve their communication skills in English, namely effective production technique, comprehension reaction technique, and reinforcing comprehension technique. (ii) Every technique used by students to become proficient in communicating English, is applied in certain ways, namely translating, getting help, using gestures, using synonyms, using notes, translating, using sources, using notes, and translating using personal estimates. This research was studied using.
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HACIYEVA, C. V. "İNGİLİS DİLİ DƏRSLƏRİNDƏ EŞİDİB-ANLAMANIN TƏLİMİ PROBLEMLƏRİ VƏ HƏLL YOLLARI." Actual Problems of study of humanities 2, no. 2024 (2024): 246–49. http://dx.doi.org/10.62021/0026-0028.2024.3.246.
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Problems and Ways of Solutions of Teaching Listening in Enlglish Classes Summary Listening is one of the important aspects of communication. It is really difficult to understand the speech in English. However, developing skill can make it easier to understand the necessary information. Of course, this is a skill that can be improved through regular practice. The presented article is devoted to the problems of teaching listening comprehension while teaching the English language and the ways to solve those problems. It is known that the main problem of communication is to achieve mutual understanding between those who were involved in the communication process. Lack of or poor listening comprehension is a factor that reduces the effectiveness of communication. Certain methods and types of work are presented in the article to develop students’ listening skills. Key words: communication, language skills, oral speech, computer use, appropriate exercises
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Nihalani, Paroo. "Communication." ITL - International Journal of Applied Linguistics 79-80 (January 1, 1988): 61–75. http://dx.doi.org/10.1075/itl.79-80.03nih.
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Abstract The widespread use of the Daniel Jones’s English Pronouncing Dictionary in the commonwealth countries seems to imply that British Received Pronunciation (BRP) is the model of English prescribed for the learners of English in these countries. To my mind, this form of pronunciation represents an unrealistic objective and one that is perhaps undesirable. I consider RP as the ‘normative model’ that limits itself to the consideration of communicative intentions attributed to the speaker only. I should like to argue in favour of a communicative model which goes by the measure of success with which a transaction between two participants is negotiated. In the second part, the paper discusses the importance of para-phonological features such as ‘plesasant’ voice quality for communicative purposes. It is suggested that perhaps a course in Spoken English based on ‘diction’ and ‘dramatics’ rather than on the exact phonetic quality of sounds will prove to be more effective. Phonetic correlates of what is called ‘pleasant’ voice quality have also been discussed. The widespread use of the Daniel Jones’s English Pronouncing Dictionary in the commonwealth countries seems to imply that British Received Pronunciation (BRP) is the model of English prescribed for the learners of English in these countries. To my mind, this form of pronunciation represents an unrealistic objective and one that is perhaps undesirable. I consider RP as the ‘normative model’ that limits itself to the consideration of communicative intentions attributed to the speaker only. I should like to argue in favour of a communicative model which goes by the measure of success with which a transaction between two participants, either individuals and/or groups, is negotiated. RP has a set of rules prescribed for the speaker whereas the hearer-based communicative two-way interactional model considers the hearer as an active participant because it is after all up to the hearer either to accept the speech act as a successful speech act or reject it as more or less inappropriate or unhappy. Only the observation of the hearer’s answer can tell whether the speaker has succeeded in performing his/her speech act. This conventional effect should be analysed in the hearer’s uptake and of the speaker’s acceptance of such acceptance. Within the framework of Speech Act theory, an utterance is treated as an act performed by a speaker in a context with reference to an addressee. This pragmatic model focusses on strips of activity and speech acts as occurring in interaction. Within this framework, events as opposed to system, activity as opposed to rules, actual behaviour as opposed to cultural patterns are in focus. The problem of the choice of an instructional model with regard to spoken English has been debated in most of the commonwealth countries, and it seems to have generated a lot of heat. Arguments in favour of the British native model (BRP) have been advocated by the purists and perfectionists like Daniel Jones (1948), Prator (1968) and some other language conservatives. People like Abercrombie (1956, 1965), Kachru (1979), Bamgbose (1971), Bansal (1966) and Mary Tay (1982) who believe in a more realistic approach have suggested the acceptance of an indigenous model under the name of Educated West African English, Educated Singaporean English, Educated Indian English....etc. There aren’t any marked differences between standard native varieties and the Educated indigenous Englishes as far as morphology and syntax are concerned. Grammar is something ‘sacred’. The phonology of Educated indigenous Englishes, however, varies tremendously and one tends to be rather tolerant about this. Ideally speaking, the nonnative speaker should aim at BRP, because the standard of correct usage in a language, whether it is phonology or grammar, is the usage prevalent among the educated native speakers. British Received Pronunciation (BRP), however, has to be an unrealised ideal, partly because we do not have live speakers of this model. Any language model to be followed in instruction and learning has to be a living model. Furthermore, I am rather apprehensive whether such a thing as RP really exists any more even in Britain. I think even in England where it has such great prestige, the proportion of RP speakers would not exceed 3 per cent in 1988. The younger generation in Britain is beginning to feel more democratic and grow-ing rather hostile to the whole business of RP. Professor David Abercrombie, during his last visit to India, maintained that most of the Heads of Departments of English in British univerisities do not speak RP. He went on to add that their three Prime Ministers - Harold Wilson, Edward Heath and James Callaghan - did not speak RP. I am therefore inclined to agree with Abercrombie (1964:14) that “RP is an anachronism in the present-day democratic society”. In most of the commonwealth countries, it has been fashionable to promote the use of English that has a native-speaker base with everyone being encouraged to speak like a native speaker. Therefore, most of the research in the past on nonnative varieties (e.g., Tay (1982), Bansal (1966), Tiffen (1974)) has sought to identify the ways in which a nonnative variety deviates from a native variety at the segmental level. The typical approach in this tradition is to use the native accent selected for comparison as a template, juxtapose it against the template. Their research, thus, has largely concentrated on the way a nonnative accent deviates from a particular native accent, e.g. Singaporean English and R.P., Taiwanese English and American English, or Fijian English and Australian English. Evidently, the studies referred to fail to distinguish between the core properties of native accents and their accidental proprerties. Bansal’s study, for example, identifies the lack of contrast between “cot” and “caught” in Indian English. To my mind, this is a minor/uninteresting feature because for most speakers of standard American English there is no contrast between “bomb” and “balm” either. Both Indian and American speakers of English distinguish between “caught” and “court”, but this distinction is lost in British English. If keeping the segmental distinctions were the primary purpose of teaching spoken English, we would have to teach speakers of General American and RP to keep the distinctions that they do not maintain. Realisational differences are equally unimportant. Thus, Tay (1983) points out that the diphthong /ei/ is realised as [e:] in Singaporean English. However, this is true for most North American varieties as well, and there is no special reason why the speakers of Singaporean English alone should change their habits.
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Borgioli, Gina M. "Equity for English Language Learners in the Mathematics Classroom." Teaching Children Mathematics 15, no. 3 (2008): 185–91. http://dx.doi.org/10.5951/tcm.15.3.0185.
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Although English Language Learners (ELLs) quickly acquire basic interpersonal communication skills, most struggle for several years with reading and writing academic content in English (Cummins 1981). In particular, in English-only mathematics classes, children are likely to have difficulty reading and comprehending text, reading word problems, and giving written or oral justifications of their problem-solving strategies in English (Clarkson and Galbrath 1992; Cuevas 1984; Cummins 1984; Moschkovich 2000; Ron 1999). A language barrier should not be mistaken for a learning problem or a deficit. English-speaking peers of ELLs should also avoid assigning them lower social and academic status because of nonnative language skills and perceived inability to perform well on social and academic tasks (Cohen et al. 2004).
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Huang, Wanting. "Strategies to Reduce Students' Oral English Anxiety." Journal of Higher Education Research 3, no. 2 (2022): 191. http://dx.doi.org/10.32629/jher.v3i2.754.
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With the further development of globalization, English as an international language is playing an increasingly important role in international communication and cooperation. Therefore, learning and mastering English well and being able to express and communicate in English fluently has also become an important learning task for contemporary students. Although our country attaches great importance to English education, due to the long-term impact of test-oriented education, our English teaching mainly focuses on the instillation of language knowledge, while the teaching of oral English is relatively ignored. This makes most students unable to master spoken English skills proficiently. Although some students have mastered the basic knowledge of English communication, when they need to use English for oral communication, they are still nervous, lack of self-confidence, and even make extremely simple expression errors, so that they cannot express fluently and accurately in English. This makes students gradually feel anxious about speaking English and then they decrease their English-speaking times by degrees. So, the problem of "dumb English" emerged. Therefore, anxiety has a large negative impact on the development and training of students' oral skills. Therefore, it is necessary to take measures to reduce students' oral English anxiety and help solve the problem of "dumb English".
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Riabtseva, N. K. "Cognitive Dominants, Language-Specific Communication and Translation Problems." Nauchnyi dialog, no. 8 (August 24, 2021): 87–111. http://dx.doi.org/10.24224/2227-1295-2021-8-87-111.
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The paper is devoted to explaining the key cognitive distinctions characteristic to translation process and its teaching. Among them are linguistic interpretation of the input text’s contents, its conceptual adaptation to the accepting culture, etc. To demonstrate them, multiple examples are given to show that translators, particularly not trained enough, often choose for basic translation dominants in the accepting culture those equivalents that are primarily purely linguistic, ignoring conceptual and cultural background of the original and the accepting culture’s notions and forms. Meanwhile, the latter help avoid such translation failures as literal / word by word translation, etc. Special attention in the paper is paid to the translation into the foreign, English, language, its contrastive culture-specific and communicative features as compared to those in the Russian language: to their cognitive dominants in communication and their cross-linguistic asymmetry and in-congruency which generate quite «natural» cross-linguistic interference in Russian-English translation. It is particularly obvious when there are extensive textual nominal ex-pressions, especially terminological, which demonstrate at present an active, extensive and productive usage in English, but present a serious problem in teaching English as a foreign language and translation into it. It is also shown that in Russian their cross-linguistic idiomatic analogues are language specific and show different patterns, but still can be adequately matched with their foreign counter-parts.
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Musa, Faridah, Melor Md Yunus, and Zarina Othman. "ENGLISH COMMUNICATION CHALLENGES OF ACCOUNTING INTERNS." Journal of Language and Communication 10, no. 2 (2023): 201–24. http://dx.doi.org/10.47836/jlc.10.02.04.
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Today, there is a strong demand for employees who are competent in communication skills as a result of global competitiveness in industries. The same requirement is also demanded of those in the accountancy discipline. Accountants need to be competent in various generic skills, including those related to communication, working under pressure and problem solving. This study explored accounting interns’ perspectives of the challenges and issues faced during their internship experiences and how their English language and communication skills can be improved. In this study, a qualitative research method was adopted where semi-structured interviews were conducted with (i) five interns from the Faculty of Economics and Management of a public university in Malaysia, along with (ii) two managers, and (iii) a supervisor of a Chartered Accountant Company. The interview data was transcribed verbatim and analysed using Braun and Clarke's six-step thematic analysis. The interns’ data were triangulated with the responses from the managers and supervisor which were later validated by three independent interraters using the Cohen's Kappa Reliability Test. Based on the findings, it was identified that the English language communication challenges faced by the accounting interns encompassed (i) their unfamiliarity with workplace terms and jargons, (ii) the English accent being used, and (iii) the level of difficulty of the various tasks. The interns’ perspectives on ways to improve English language communication skills included improving the teaching and learning of English at the university, holding more programmes in English, and making self-efforts by undergraduates to improve their communication skills.
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Allen, Roberta, and Pam Rooney. "Designing a Problem-Based Learning Environment for ESL Students in Business Communication." Business Communication Quarterly 61, no. 2 (1998): 48–56. http://dx.doi.org/10.1177/108056999806100207.
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As the population of students speaking English as a second language increases, our business communication courses have required changes in both content and pedagogical approach. We have taught writing, speaking, and lis teningfrom a problem-solving perspective for many years and now find its emphasis on critical thinking poses different challenges for the ESL students in our courses. Consequently, we have designed a problem-based course struc ture for an upper-level business communication course that allows both ESL and native English-speaking students the opportunity to improve communica tion abilities in cross-cultural work groups.
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Osadcha, Elena. "Empathic Communication in the Process of Teaching English." International Letters of Social and Humanistic Sciences 58 (September 2015): 117–22. http://dx.doi.org/10.18052/www.scipress.com/ilshs.58.117.
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The aim of this study is to analyze the ways empathy influences the effectiveness of the process of teaching English. The problem of empathic communication in the educational process is considered. The genesis of the concept of empathy is traced in behaviorism, psychoanalysis and in humanistic psychology. The aspects of empathy are distinguished and characteristics of the empathic process are determined. The role of empathy in the educational process and in the teacher’s behaviour is described. The significance of empathy in intercultural communication of English learners is assessed.
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Mariotti, Cristina. "English for Specific Purposes and Problem-Based Learning: Strengths and Opportunities." International Journal of English Linguistics 14, no. 2 (2024): 1. http://dx.doi.org/10.5539/ijel.v14n2p1.
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In Europe, the internationalization of universities has resulted in the continuous expansion of English Medium Instruction. Despite the potential for acquiring language skills in EMI courses, characterized by authentic communication as L2-medium settings, linguistic education tends to be marginalized in these environments. As a result, the development of disciplinary literacy among students might be compromised. This research aims to explore the incorporation of problem-based activities as a means to create meaningful communication environments within English for Specific Purposes (ESP) settings. These settings focus on language learning, addressing the English language education needs of university students to promote disciplinary literacy and enhance academic skills in English. The study first outlines the connection between problem-solving and interaction in second language learning. Subsequently, it delves into the cognitive processes engendered by problem-solving and their relevance for ESP settings. Finally, an application of a problem-based activity within an ESP framework is presented, offering an illustrative example of how problem-solving and interaction can be integrated into the classroom.
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Manan, Nanan Abdul. "WHATSAPP MOBILE TOOL IN SECOND LANGUAGE LEARNING." Indonesian EFL Journal 3, no. 1 (2017): 87. http://dx.doi.org/10.25134/ieflj.v3i1.657.
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This research focuses on the improvements of communicative learning skill. It uses a common technology tool of commonucation, whats application. English, as in nonnative education athmosphere, is dangerous lecture. The students of university, eventhough, have learnt English from primary school up to Senior High School, they still find difficulty in practicing and understanding English as their custom and community. The difficult one can occur as the threarthening problem in every opportunity in English practicing. Some problems are from teachers, methods, instrumets or motivation in providing English at class. WhatsApp is an application in currently technology used by many people, not exception for students at STKIP Muhammadiyah Kuningan. It gives some interesting communication among students. The tool provides many advantages in communication. In this case, WhatsApp mobile tool can support communicative learning in second language learning among students of university whether in writing and reading skills or in improving motivation to learn. English interractively is needed as the result of this lecture. The students use the application as fun and relax activities without barrier and ashamed communication. In this point, they can increase and improve their vocabularies by means of WhatsApp tool communication. This study purposes to be fully utilized WhatsApp mobile tool to improve communicative skill in English language learning.Key words: WhatsApp, second language, improving communication skill, motivation.
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Juriana, Juriana. "Pentingnya Penggunaan Bahasa Inggris dalam Komunikasi Dakwah pada Era Global." MAWA'IZH: JURNAL DAKWAH DAN PENGEMBANGAN SOSIAL KEMANUSIAAN 8, no. 2 (2018): 241–58. http://dx.doi.org/10.32923/maw.v8i2.773.
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English is a global language that very important in multidiscipline aspects since it was decided to be international language, include used in da’wah communication. Da’wah communication is communication that done between communicator (da’i) dan communicant (mad’u) to give information and massege having sources of Al-Quran and hadith in other to being called of communicant’s heart to Islamic religion to learn, think, and do in daily activities of life. The important of using English in da’wah communication on the global era are: 1) English can make da’wah communication be easy to give the message to the native speaker audience (mad’u), 2) English as mediator language in solving problem like inter-religious conflict, 3) English can be the foundation for a country to compete other countries, and 4) English as important role holder to spread of understanding about Islam religion.
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Dragomir, Isabela-Anda, Brânduşa-Oana Niculescu, and Georgeta Obilişteanu. "Problem-Based Strategies for Teaching Military English." International conference KNOWLEDGE-BASED ORGANIZATION 25, no. 2 (2019): 240–44. http://dx.doi.org/10.2478/kbo-2019-0088.
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Abstract Educators generally concur to the idea that one of the most essential goals of schooling is to empower students to become efficient problem solvers for the knowledge-based society. Problem-based learning (PBL) is an instructional methodology mainly focused on developing students’ abilities to deal with solving realistic issues by employing team-oriented strategies. The present paper discusses the opportunities of integrating PBL in the teaching of English for specific purposes, starting from the firm belief that by putting students in the role of effective collaborators, critical thinkers, creative problem-solvers, and capable communicators, the proposed strategies efficiently prepare cadets for real-life environments, for the challenges of their professional careers, and for an active citizenship. Drawing on a solid theoretical conceptualization of problem-based instruction, the article outlines the advantages of PBL for both teachers and students and proposes a series of practical strategies that are intended to facilitate our cadets’ development in four key skills – critical thinking, creativity, communication and collaboration, –with the help of project-based learning.
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Astina, Made Arya, and Ketut Muliadiasa. "KOMUNIKASI LINTAS BUDAYA ANTARA PEDAGANG LOKAL DENGAN WISATAWAN ASING DI PANTAI SANUR." Jurnal Ilmiah Hospitality Management 8, no. 1 (2018): 7–16. http://dx.doi.org/10.22334/jihm.v8i1.81.
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It is interesting to do research about the interaction between the local seller and the foreigners. The sellers who generally have Balinese cultural and basic educational background, every day to communicate with the tourists who have a language and a different culture. Based on the back ground of the problem, this research can be indicated into: (1) How is the pattern of cross-cultural communication with foreign tourists with local traders at Sanur Beach? (2) What are the factors which are supporting and threat the local traders in communicating with foreign tourists on the beaches of Sanur?. This research was conducted in the area of Sanur beach, which are in Semawang, Sindu, and Padang Galak. This research is used purposive sampling based on certain informants criteria. The type of this research is a descriptive study using a qualitative approach. In this study, presented the concept of patterns of communication, cross-cultural adaptation process, interpersonal communication, behavior in communication, the concept of cross-cultural communication. The conclusion of this research as follows: Model of cross-cultural communications of local traders with the foreign tourists that traders use communication with non-verbal language such as waving, handshakes, smiles and eye contact. Local traders also used verbal language by using short English sentences without paying attention to the pattern of correct English. Some things can be a cross-cultural communications support between trader and foreign tourists are cultural vendors’ factors at Sanur beach who have an open character and friendly towards strangers. Another factor is the economic factor needs traders are trying to communicate with the settlers. While considered as a limiting factor is the lack of mastering a good English As well as the lack of understanding of the excellent service to the tourists.
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Samual Sopian Sagala. "Pemahaman Bahasa Indonesia Di Bidang Pariwisata." Student Scientific Creativity Journal 1, no. 3 (2023): 97–105. http://dx.doi.org/10.55606/sscj-amik.v1i3.1337.
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Tourism sector has a good prospect in the future, because it can give big foreign exchange for developing tourism sector. Developing tourism sector needs several factors of human resources, one of them is the communications factors in which language as a means of verbal communication plays an important role. The functions of language and such ast o develop science and technology. And to communicate with other country. The people who are involved in the tourism industry are required to communicate with the tourists in their language. The language which is often used to communicate with the foreign tourist is English. If they cannot understand the English language, the foreign tourist will often find difficulties in communication. The problem are : What are the roles of English tourism in Tobelo? The hypothesis is that the role of the English language and the ability of a person in using the English language is important in the tourism industry.
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Cui, Shuli. "Research on Across-Cultural Communication in College English Teaching Based on Cloud Platform." Journal of Computational and Theoretical Nanoscience 14, no. 1 (2017): 89–93. http://dx.doi.org/10.1166/jctn.2017.6130.
Full textAbstract:
Cross-cultural communication is a field of study that looks at how people from differing cultural backgrounds communicate. It is applied in college English teaching more and more. Cloud computing has an important value and significance to solve the problem of college education resource sharing and construction. The construction of cloud platform in universities is to integrate all sorts of educational resources and it can provide rapid and convenient resource storage, sharing, learning and computing services. In this paper we analyse the advantages of cloud platform in the college English teaching, further build a college network English teaching system based on cloud computing, and probe into the construction of an autonomous learning mode in the light of the problems existing in across-cultural communication.
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DONG, NAITING. "Failures of intercultural communication caused by translating from Chinese into English." English Today 21, no. 1 (2005): 11–16. http://dx.doi.org/10.1017/s0266078405001045.
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In recent years, there has been a heated discussion as to the quality of English education in mainland China. The central argument has been that, although children begin to learn English at the age of ten, and continue the study throughout their education, when they communicate with English native speakers they have difficulties both in understanding and in making themselves understood. English native speakers may also have difficulty understanding them, for reasons that include direct translation from Chinese into English, especially as regards everyday Chinese administrative and technical terms. This paper analyses this problem in terms of both vocabulary acquisition and translation.
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Ramalingam, Sangeeth, Melor Md Yunus, and Harwati Hashim. "Exploring ESL Students' Qualitative Insights on Learner-to-Learner Interaction in Blended Environment." 15TH GLOBAL CONFERENCE ON BUSINESS AND SOCIAL SCIENCES ON 14 - 15 SEPTEMBER 2023, NOVOTEL BANGKOK PLATINUM PRATUNAM, THAILAND 15, no. 1 (2023): 114. http://dx.doi.org/10.35609/gcbssproceeding.2023.1(114).
Full textAbstract:
Sustainable Development Goal 4 aims to achieve good quality education and in order to achieve SDG 4, it is very crucial for English as Second Language tertiary learners to have strong English language competency. Verbal communication ability is highly related to English language competency. Learners must possess effective verbal communication skills in order to acquire good employment and carry out their job duties effectively at workplaces (Sathiyaperba et al., 2021). However, lack of verbal communication particularly less interaction between the learners has become a grave concern (Fariza Puteh et al., 2019; Janitha, 2021; Ting et al., 2017). Several scholars have sought to solve the verbal communication problems among ESL tertiary learners through face-to-face approaches and online approaches. Face to face approaches have been criticized by previous scholars due to learners have less responsibility for their learning (Alsaaty et al., 2016; Mongwaketse, 2018). ESL learners' verbal communication problem also has been extensively researched using online strategies like gamification and mobile integrated approaches. Nevertheless, face to face or online approach alone could not help to enhance ESL learners' verbal communication problem particularly learner-learner interaction. The 9th shift of Malaysian Education Blueprint emphasizes on technology integration in teaching and learning (Ministry of Education Malaysia, 2015). Thus, blended learning approach has been widely applied in tertiary institutions including in ESL classrooms. However, learners complain about the challenges they face during verbal communication learning in blended environment. Hence, the aim of this study is to explore ESL students' qualitative insights on learner-to-learner interaction in a blended environment. Keywords: Blended Learning, English as a Second Language, Learner-To-Learner Interaction, Qualitative