Academic literature on the topic 'It is clear that vocabulary is essential to effective communication in any language'
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Journal articles on the topic "It is clear that vocabulary is essential to effective communication in any language"
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Susiana, Susiana, and Neneng Desi Susanti. "Analisis Pola Komunikasi Interpersonal: Fondasi Pilar Keluarga Sakinah." JAWI : Journal of Ahkam Wa Iqtishad 1, no. 4 (2023): 249–58. https://doi.org/10.5281/zenodo.10495498.
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<em>This study addresses the issue of interpersonal communication patterns in establishing a harmonious family. Communication is emphasized in the holy Qur'an as a crucial aspect of human life, particularly for Muslims. Poor communication is one of the factors that can lead to marital disharmony or discomfort within the family. Therefore, effective communication is essential for a healthy family life. To achieve a harmonious and content family, it is essential to understand the patterns of interpersonal communication within the family. This will lead to a peaceful and comfortable environment for all members. The authors aim to discuss effective communication techniques, both in general and within a religious context, to establish a happy family. The research focuses on examining theories related to positive communication patterns within the family. The methodology employed for this research is library research. A balanced communication pattern is essential for forming a harmonious family. Additionally, precise subject-specific vocabulary should be used when it conveys the meaning more precisely than a similar non-technical term. This involves open communication where each member has an equal opportunity to express their opinions about family life. It is important to avoid any biased or emotional language and to use clear, objective, and value-neutral language. The text is grammatically correct and follows conventional academic structure and formatting. No changes in content have been made.</em>
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Anggayana, I. Wayan Agus, Retny Asriyani, and Ni Putu Lindawati. "A Linguistic Approach To Teaching English For Specific Purposes For Food And Beverage Service Students." International Journal of Linguistics and Discourse Analytics (ijolida) 6, no. 1 (2024): 22–42. http://dx.doi.org/10.52232/ijolida.v6i1.141.
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This study explores a linguistic approach to teaching English for Specific Purposes (ESP) tailored for food service students in hospitality programs. The hospitality industry requires a specific set of English communication skills, especially in food service, where language proficiency directly impacts customer satisfaction. This research examines how a linguistic framework enhances learning and helps students develop specialized vocabulary, listening, and speaking skills critical to their future careers. The findings demonstrate that a linguistic approach to ESP significantly improves students' communication ability in food service environments. The study concludes by emphasizing the importance of ESP in preparing students for professional competence in the hospitality industry. Mastery of vocabulary and communication skills is essential for students pursuing careers in the hospitality industry, where clear and effective interaction with clients and colleagues is crucial. A Linguistic Approach to Teaching English for Specific Purposes (ESP) offers a comprehensive solution to these needs, focusing on the practical application of language in real-world situations. The findings emphasize the importance of tailored ESP education in preparing hospitality students for professional competence, with a focus on practical language application that directly impacts customer satisfaction. This linguistic approach offers a well-rounded solution for developing essential communication skills, positioning students to succeed in the dynamic hospitality industry
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Al-Tarawneh, Alalddin. "Exploring the Dynamics of Miscommunication between Arabic and English in Economic Discourse." Studies in Media and Communication 12, no. 3 (2024): 1. http://dx.doi.org/10.11114/smc.v12i3.6916.
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The main goal of this study is to gain a comprehensive understanding of the complex and diverse dynamics of miscommunication that occur during economic discussions between Arabic and English languages. By exploring this topic, the study aims to shed light on important questions about the origins of these misunderstandings and their effects on economic interactions. To achieve this objective, the research will draw upon valuable insights from previous agreements, intercultural bargaining, and global economic relations. It is crucial to emphasize that economic misunderstandings in conversations arise from various factors, including differences in language structure, disparities in cultural backgrounds, and varying contexts. These elements contribute to the confusion surrounding economic terminology, such as sentence structure, vocabulary and meaning difficulties, and contrasting communication styles. The research also examines the influence of cultural nuances and investigates how past events, cultural practices, and societal legacies shape the understanding of economic terms. The importance of effective communication in promoting trust and facilitating successful economic collaboration cannot be overstated. It goes beyond the economic implications of unfavorable trade terms and strained international relations. This research delves into the challenges faced by interpreters and negotiators, highlighting how technology can either alleviate or exacerbate the issue of miscommunication. Ultimately, it serves as a reminder that managers' misunderstandings play a pivotal role in economic dialogues. In today's interconnected global economy, clear and precise communication is essential for productive negotiations and the maintenance of long-lasting international business relationships. To address this, we propose proactive measures such as supporting training programs, leveraging technology wisely, and demonstrating a strong commitment to intercultural communication. The study underscores the significance of adopting effective communication strategies to navigate complex economic conversations and uphold harmonious global economic relationships in an ever-changing world.
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Lee, Hyo-In, Mi-Kyung Lee, Eun-Young Shin, and Soo-Jin Cho. "A Study on the Interdisciplinary Convergence of Korean Language Education, Speech-Language Pathology, and Audiology." Research Society for the Korean Language Education 21 (April 30, 2024): 123–40. http://dx.doi.org/10.25022/jkler.2024.21.123.
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In order to expand the research area of Korean language pedagogy, this paper attempted to explore convergence research tasks with academic fields that have the commonality of Korean, such as Speech-Language Pathology and auditory studies. Speech-Language pathology is essentially an academic field that seeks ways to solve problems for people who have communication problems. Audiology is also an academic field that focuses on how to overcome communication difficulties using speech sounds based on the perception characteristics of speech sounds. As such, the need for convergence research to solve tasks that are difficult to solve independently in each academic field is great in that they are interested in the nature of Korean and its usage patterns. In the field of Speech-Language Pathology, in order to solve problems related to language development, standards for accurately measuring the degree of language development and treating people with delayed development or disabilities are needed. Although there is a need for convergence research with the Korean Language Pedagogy on how to prepare standards and guide language functions such as reading, writing, speaking, and listening, as well as essential vocabulary and grammar dlements used in everyday life, according to age and school age, such research has not been sufficiently conducted. There is no standard for treating this because it does not clearly present clear standards for language ability development, and it is difficult to present appropriate and effective educational methods in terms of educational methodology. In this regard, it was argued that future research on the development and rehabilitation methods of language development diagnostic tools should be conducted. In the field of Audiology, research related to the development of speech perception test tools is needed. For full communication, it is necessary to develop a tool that can test the communication ability of words, phrases, sentences, and discourse units beyond the stimulation of speech sounds at the phoneme level. Although there are differences in educational methods depending on the subject of education, linguistic pathology, and audiology, the fundamental content of education is very large. In the case of researchers, there may be a tendency to think that Korean language pedagogy has conducted relatively more research related to the characteristics of the Korean language than speech-language pathology and audiology. However, it is necessary to acknowledge that the research results on the nature of the Korean language required by neighboring disciplines are insignificant, and to conduct research to identify the nature and usage patterns of the Korean language through communication and cooperation with neighboring disciplines.
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Khujanazarova, Gulbakhor. "VOCABULARY IN RELATION TO PRIMARY STUDENTS." JOURNAL OF SCIENCE-INNOVATIVE RESEARCH IN UZBEKISTAN 2, no. 5 (2024): 493–98. https://doi.org/10.5281/zenodo.11239082.
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This article discusses the significance of reading for pleasure in order to acquire vocabulary. It also discusses how children pick up new words when they are explicitly taught them, as well as how they pick up new terms accidentally through extensive reading and other language-rich activities. Certain terms can be thoroughly taught to kids, giving them the knowledge, they require to understand what they read. For the purpose of expanding their vocabulary, students who do not read independently must receive this direct instruction
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Wang, Qingli. "Teaching of English Vocabulary." Learning & Education 10, no. 2 (2021): 22. http://dx.doi.org/10.18282/l-e.v10i2.2252.
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Learning Vocabulary is an essential part of teaching and mastering English as a second language or foreign language for teachers, students, researchers, and material writers (Bai, 2018). However, syllabus and textbooks have not been giving clear guidelines on how teachers and learners can best pursue English vocabularies. Besides, vocabularies are important for student’s communication and language skills development, since lack of adequate words makes it difficult to relate ideas, feelings, and thoughts of who individuals are and their surrounding world ( Susanto, 2017).In this case, language teachers teach English Vocabulary by application of various strategies in either introducing new vocabularies, making the students easy to recall, and practising the vocabularies in a relevant and engaging manner( Asyiah, 2017). Deni and Fahriany (2020) point out that when teaching English second language vocabulary either in a classroom or through the internet, language teachers should apply several strategies such as, creating context around the vocabularies being taught, teaching relevant English vocabularies that students can practice immediately and repetitively in their daily activities,and considering the age of the students (Den & Fahriany, 2020). In addition, Vocabulary is one of the three key areas of language learning that includes grammar and pronunciation. It is the basic part of any language since it’s the part required to make sentences, express ideas, and communicate. Schmitt, (2007) maintains that it is important for teachers to acknowledge the vocabulary challenge facing learners before designing the principled vocabulary programs for their students because English compromises of the greatest number of words of other major languages, thus the learning of its vocabularies sufficiently is a formidable role. This essay seeks to explain and critically reflect the ways of teaching the English language in an observed lesson episode, analyzing the strengths and weaknesses of the observed episode, and provide recommendations for its improvements.
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Ramzi, Ayu Haniezyea, Nur Syahadha Bolhar@Bolhan, Nurul Izzati Mohd Amin Azhari, and Melor Md Yunos. "Click, Type, Send (CTS): Teaching Email Writing to Year 4 Pupils." Semarak International Journal of Innovation in Learning and Education 5, no. 1 (2025): 19–27. https://doi.org/10.37934/sijile.5.1.1927a.
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Formal email etiquette and clear communication are essential skills in the digital age. However, many Year 4 Malaysian pupils face challenges in crafting well-structured, appropriately worded emails following the Ujian Akhir Sesi Akademik (UASA) format, Malaysia’s latest exam standard. They often struggle with email structure, formal language, and clarity, key elements for effective academic communication. Click, Type, Send (CTS) is an innovative module that addresses the pupils’ challenges in composing emails based on the UASA format. CTS leverages Canva to create an engaging, interactive module that guides students step-by-step through UASA’s email format and requirements. By combining Canva’s accessible design features with gamified elements such as Kahoot!, Quizizz, Quizlet, and other digital platforms, it offers a visually appealing, user-friendly platform that motivates pupils to practice email writing. CTS is a digital innovation that enhances communication skills by guiding users, especially young learners, through structured email writing. It offers real-time feedback on format, vocabulary, and tone, using interactive exercises and step-by-step guidance to teach effective, clear communication. The outcomes of this innovation include enhanced digital communication skills, improved email writing abilities with proper format and vocabulary, and increased confidence in using email among the Year 4 pupils. These skills prepare them to navigate digital platforms effectively, laying a foundation for future learning and professional communication. Thus, CTS fosters communication skills, promotes digital inclusion, and enhances educational competence, preparing young learners to succeed academically and contribute to their communities in a tech-driven world.
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Ramzi, Ayu Haniezyea, Nur Syahadha Bolhar@Bolhan, Nurul Izzati Mohd Amin Azhari, and Melor Md Yunos. "Click, Type, Send (CTS): Teaching Email Writing to Year 4 Pupils." Semarak International Journal of Innovation in Learning and Education 5, no. 1 (2025): 19–27. https://doi.org/10.37934/sijile.5.1.1927.
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Formal email etiquette and clear communication are essential skills in the digital age. However, many Year 4 Malaysian pupils face challenges in crafting well-structured, appropriately worded emails following the Ujian Akhir Sesi Akademik (UASA) format, Malaysia’s latest exam standard. They often struggle with email structure, formal language, and clarity, key elements for effective academic communication. Click, Type, Send (CTS) is an innovative module that addresses the pupils’ challenges in composing emails based on the UASA format. CTS leverages Canva to create an engaging, interactive module that guides students step-by-step through UASA’s email format and requirements. By combining Canva’s accessible design features with gamified elements such as Kahoot!, Quizizz, Quizlet, and other digital platforms, it offers a visually appealing, user-friendly platform that motivates pupils to practice email writing. CTS is a digital innovation that enhances communication skills by guiding users, especially young learners, through structured email writing. It offers real-time feedback on format, vocabulary, and tone, using interactive exercises and step-by-step guidance to teach effective, clear communication. The outcomes of this innovation include enhanced digital communication skills, improved email writing abilities with proper format and vocabulary, and increased confidence in using email among the Year 4 pupils. These skills prepare them to navigate digital platforms effectively, laying a foundation for future learning and professional communication. Thus, CTS fosters communication skills, promotes digital inclusion, and enhances educational competence, preparing young learners to succeed academically and contribute to their communities in a tech-driven world.
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Rysbekova, D. A. "FEATURES OF TEACHING AVIATION SPECIALTIES THE STATE LANGUAGE AS A SECOND LANGUAGE." Vestnik of the Kyrgyz-Russian Slavic University 24, no. 10 (2024): 169–75. https://doi.org/10.36979/1694-500x-2024-24-10-169-175.
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Within the dynamic realm of aviation, proficiency in language stands as a cornerstone for success. This article explores the nuanced terrain of teaching Kyrgyz as a second language in aviation specialties, delving into essential features pivotal for fostering linguistic and operational expertise. Emphasizing the indispensable role of language in aviation, the article elucidates the necessity of specialized vocabulary and technical terminology tailored to the industry's demands. Furthermore, it highlights the significance of practical application and hands-on learning, offering immersive experiences mirroring real-world aviation scenarios. Effective communication channels between educators and learners are identified as paramount, facilitating clear understanding and bolstering confidence in navigating aviation language complexities. Additionally, the article examines the pivotal role of innovation and adaptation in aviation language instruction, advocating for modern teaching methodologies and technology integration. Furthermore, it underscores the importance of cultivating a culturally sensitive and inclusive learning environment to accommodate learners from diverse backgrounds. Through an exploration of these key facets, this article aims to provide insights into the multifaceted endeavor of teaching Kyrgyz as a second language in aviation specialties, ultimately equipping learners with the linguistic proficiency and operational acumen essential for success in the global aviation terrain.
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Marliana, Rina, Ali H. Ali H, Warqiah R. Warqiah R, and Cici Pracilia Syamsul. "Practical English Communication: Role plays training for SMKN 1 Majene students." Room of Civil Society Development 4, no. 3 (2025): 460–74. https://doi.org/10.59110/rcsd.639.
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Vocational high school students in Indonesia are expected to develop English proficiency aligned with workplace demands, yet grammar-focused instruction often limits their communicative competence. Role-play, as an interactive and learner-centered approach, offers potential to enhance speaking skills in vocational contexts. Through a service-learning framework, this community engagement project involved lecturers, students, and teachers in collaboratively implementing role-play activities based on authentic scenarios in hospitality and fashion design. Students engaged in simulated real-life interactions that promoted active participation, peer collaboration, and pragmatic language use. Data from observations, questionnaires, and student reflections indicate that role-play significantly improved engagement, motivation, and speaking confidence. Quantitative results show 54.5% of students found the method engaging, 75.8% viewed the materials as clear, and 78.1% recognized the PkM team’s effective delivery. Qualitative feedback highlighted gains in vocabulary, practical communication skills, and readiness to apply English beyond the classroom. Embedding role-play into vocational English instruction thus addresses gaps in speaking practice and supports the development of workplace-relevant communication. This study contributes to ongoing discussions of role-play as an effective pedagogical strategy in ESL/EFL classrooms, particularly within vocational education where practical language use is essential.
Book chapters on the topic "It is clear that vocabulary is essential to effective communication in any language"
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Owie, Evelyn. "Communication in organizational management, conceptual foundations and sectoral relevance." In Strategic Organizational Communication for Efficiency and Performance: A Managerial Perspective with Case Insights from the Banking Sector. Deep Science Publishing, 2025. https://doi.org/10.70593/978-93-49910-07-2_1.
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Communication serves as a catalyst for change and forms the backbone of organizational growth. Fostering effective interaction and understanding in management-employee relations is essential for enhancing the performance of all stakeholders within the communication process. Banihashemi (2011) characterizes communication both “as a means to achieve performance goals and as an intrinsic end in itself”. Fundamentally, communication is the process of transferring information between individuals. Stephen (2011) emphasizes its critical role in “directing and mobilizing the workforce towards organizational objectives by fostering understanding, cooperation, and effective performance”. Smart managers, according to Williams (2007), recognize that “clear and direct communication between managers and employees is vital for success”. Research on communication refers to it as the bloodstream of an organization, highlighting its essential role in effective team performance (McKinney Jr, Barker, Smith, & Davis, 2004). Consequently, organizations that grasp the significance of communication integrate it into their operational environment to ensure the coordination of production factors, particularly the human and material elements, within an efficient network for change and advancement (Robbins & Judge, 2019). Communication research suggests that the communication process as initiated by the sender, followed by encoding, the message, the channel, decoding, the receiver, and influenced by noise and feedback (Snavely, 2001; Robins, 2006). Managers reportedly spend over 80% of their day communicating, underscoring its importance as most basic management functions—planning, organizing, leading, and controlling—rely on effective communication. The growing interconnectedness of the global community has further increased the importance of communication. The need for global visibility has driven many organizations, such as United Bank for Africa Plc (UBA), to adopt new technologies like e-learning and e-training to equip staff with the skills needed to use the internet for communicating policies, procedures, staff development initiatives, and more (UBA, n.d) This initiative marks a significant step for UBA towards establishing a fully networked environment for effective communication and enhanced performance. Therefore, emphasizing innovation and the effective use of communication mediums or channels is crucial for achieving high performance rates. Any disruption in the communication process can have severe negative impacts on organizational performance. Furthermore, recognizing that poor communication is a primary reason for career stagnation (Lepsinger & Lucia, 1997), it is imperative for UBA's management to identify the optimal channels for conveying messages to their staff to ensure effective and positive feedback. While various barriers to communication exist, including filtering, selective perception, information overload, personal bias, language, and communication apprehension, (Robbins & Judge, 2023) management must actively address these obstacles to achieve effective outcomes.
Conference papers on the topic "It is clear that vocabulary is essential to effective communication in any language"
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Nistor, Cristina mihaela, and Doina Comanetchi. "HOW TO KEEP FEEDBACK EFFECTIVE: IMMEDIATE ONLINE RESPONSE." In eLSE 2018. Carol I National Defence University Publishing House, 2018. http://dx.doi.org/10.12753/2066-026x-18-139.
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Feedback is essential to any kind of learning, but its instrumental role in facilitating progress seems to be even more important in the language class. Teachers provide feedback with the purpose of helping the students either to improve specific points (pronunciation, grammar, vocabulary, writing, etc.) or to plan their own learning. The teachers’ ability to offer effective feedback goes hand in hand with the encouragement of autonomous learning and the individualization of the teaching/learning process. Feedback is seen as a powerful teaching tool, but what really matters from the students’ perspective is that it should become an equally powerful learning tool. For this to happen, feedback needs to be accepted and acted upon. Whether the feedback recipients will feel motivated to improve or discouraged and disengaged from the learning process will depend not only on what feedback is given but on how it is delivered as well. This paper presents the findings of a questionnaire administered to two categories of students, Romanian students learning English and foreign students learning Romanian. The design of the questionnaire has taken into account the well-known fact that using the internet and mobile devices has become a second nature with the young generations. Consequently, the respondents have been asked to express their opinions and preferences regarding online feedback versus the traditional face-to-face one, which they receive on their performance in activities developing oral communication skills. The most challenging aspect of the research has been offering students a viable online alternative for immediate feedback, which is considered by the two teachers who have carried out the survey more effective than delayed feedback where oral activities are concerned.