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Journal articles on the topic 'Language barriers'

Author: Grafiati

Published: 4 June 2021

Last updated: 9 June 2025

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1

Ryzhenko, Maryna, and Olena Anisenko. "THE PROBLEM OF OVERCOMING LANGUAGE BARRIERS BY STUDENTS OF NON-LINGUISTIC SPECIALTIES." Scientific Journal of Polonia University 59, no. 4 (November 15, 2023): 109–13. http://dx.doi.org/10.23856/5914.

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The article presents studies of barriers to learning a foreign language and possible ways to overcome them. The relevance of the problem is proven by the analysis of modern processes of globalization and their influence on the demands placed on future specialists. An analysis of psychological-pedagogical and scientific-methodical literary sources of domestic and foreign authors, who studied various aspects of the emergence and overcoming of foreign-language barriers in the educational process of modern higher education institutions, was carried out. The purpose of the article is to analyze the barriers that arise when learning a foreign language and to determine ways to overcome them in the conditions of modern institutions of higher education. The content of the concept of psychological barrier in the context of learning a foreign language is specified. Having considered the available definitions of barriers in learning a foreign language, the authors state that the barrier in foreign language communication is an internal obstacle of a psychological nature that prevents the successful implementation of a certain activity. The article is devoted to the problem of overcoming language barriers by students of non-linguistic specialties when learning foreign languages. It is emphasized that the elimination of language barriers is the main a condition for optimizing the teaching of foreign languages in a technical university. The main causes of communication failures. Recommendations are given for organizing the educational process in foreign languages taking into account the language barrier factor.

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Hussein, Angam, and Monica Lakhwani. "Breaking language barriers." American Journal of STEM Education 3 (January 10, 2025): 1—vi. https://doi.org/10.32674/z9rt5n58.

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Linguistic justice ensures equitable access to social, economic, and political life for all, regardless of their home language or dialect. It values all languages and challenges systems that marginalize specific linguistic groups. Thus continuing to promote language diversity, inclusivity, and empowering communities through initiatives.

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3

Braude, Ann, and Jane Kamensky. "Language Barriers." Women's Review of Books 15, no. 12 (September 1998): 27. http://dx.doi.org/10.2307/4023054.

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4

McConnell-Ginet, Sally, and Robin Tolmach Lakoff. "Language Barriers." Women's Review of Books 8, no. 6 (March 1991): 12. http://dx.doi.org/10.2307/4020950.

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5

Walter, Emma. "Language barriers." Nursing Standard 31, no. 41 (June 7, 2017): 30. http://dx.doi.org/10.7748/ns.31.41.30.s31.

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6

Gannon, Frank. "Language barriers." EMBO reports 9, no. 3 (February 8, 2008): 207. http://dx.doi.org/10.1038/embor.2008.14.

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7

Fyler, John M. "Language Barriers." Studies in Philology 112, no. 3 (2015): 415–52. http://dx.doi.org/10.1353/sip.2015.0018.

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8

Aslamova, Farangiz Asliddinovna. "CERTAIN BARRIERS IN TEACHING LANGUAGE SKILLS." American Journal of Philological Sciences 3, no. 12 (December 1, 2023): 23–27. http://dx.doi.org/10.37547/ajps/volume03issue12-05.

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This article tries to explain various concepts of communication barriers and communicative competence of children with speech disorders. These concepts are binary in nature and pertain to the development of all aspects of communicative competence, including phonemic hearing, memory, attention, thinking, and perception in children with speech disorders.

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9

Van Eck, M. "Overcoming Language Barriers in Contracts – A South African Perspective." BRICS Law Journal 11, no. 1 (May 3, 2024): 103–30. http://dx.doi.org/10.21684/2412-2343-2024-11-1-103-130.

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Language forms the basis of written contracts, but the use of language may also function as a barrier to contracting parties, particularly when the parties are not proficient in the commercial language of choice, such as English in the case of South Africa. The plain language movement and specifically legislative interventions have placed significant pressure on lawmakers to reform the use of traditional legal English, and consequently, traditional drafting styles. However, many contracts continue to exhibit convoluted language, legalese and poor visual appeal, which ultimately functions as a language barrier for many people. This article examines the various language barriers that exist in contracts from a South African perspective. It does so by assessing the barriers that exist under first, the common law (or the so-called default rules), second, the use of standard contracts, and third, the resistance to the use of plain language as well as the limited application of existing plain language legislation in certain types of contractual engagements. The author proposes dismantling the language barriers by adopting both textual and visual communication devices in order to achieve clear and comprehensible language in all types of contracts. Furthermore, it is suggested that such communication devices should not necessarily be limited to consumer contracts that are legislatively required to comply with plain language requirements. It is only by dismantling existing language barriers that social justice within contracts can be achieved in a society with diverse language proficiencies, such as South Africa. Therein, this article offers insights that are relevant not only within the South African context but also for countries that may face similar language barriers characterised by multiple languages and varying language proficiencies within their populations.

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10

Byrne, Katy, and Clare Hobart. "Lower language barriers." Early Years Educator 15, no. 12 (April 2014): 32–34. http://dx.doi.org/10.12968/eyed.2014.15.12.32.

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11

Headly, Gloria. "Overcoming Language Barriers." Nursing Management (Springhouse) 23, no. 3 (March 1992): 64–65. http://dx.doi.org/10.1097/00006247-199203000-00018.

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12

Wojtylak, Katarzyna I. "Traversing language barriers." International Journal of Language and Culture 6, no. 1 (February 1, 2019): 195–216. http://dx.doi.org/10.1075/ijolc.00022.woj.

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Abstract The ‘Witoto’ people from Northwest Amazonia practised long distance drum communication, used for relaying messages among their villages. The messages were encoded on a pair of hollowed-out wooden drums, and appear to have been ‘drummed codes’, with only some iconic relation to the sound structure of the spoken language. The practice of drum communication appears to be easily diffusible in contact situations. The Caquetá-Putumayo (C-P) cultural area is a case in point, as the Witoto drums were shared with other C-P groups including the Ocaina, Nonuya, Bora, Muinane, Resígaro, and Andoque. Today, the practice of long distance drum communication among the Witoto has been long gone, with just a handful of elders who are still able to recall some of the (once extensive) drummed signal repertoire.

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13

Razi, Ivan Muhammad, and Ayu Bandu Retnomurti. "Bridging Language Barriers." Pulchra Lingua: A Journal of Language Study, Literature & Linguistics 1, no. 2 (March 6, 2023): 81–94. http://dx.doi.org/10.58989/plj.v1i2.8.

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The aim of this article is to explain the process of translating Eminem's song titles and the various translation methods used to produce translations that are accurate and acceptable. The research methodology employed in this work is descriptive qualitative research, using a comparative approach. The article outlines the challenges involved in translating English songs into Indonesian while maintaining the melody and using limited words. The researcher used Newmark's translation theory as a framework for the translation process. The study utilized six types of translations, including word-for-word, faithful, free, semantic, idiomatic, communicative, adaptation, and literal. The most frequently used method was the word-for-word translation (53.9%), followed by faithful translation (30.7%). There were no instances of idiomatic, communicative, adaptation, or literal translations.

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14

Abu-Rabiah, Eihab. "Navigating language barriers." Journal of International Students 15, no. 3 (February 12, 2025): 1–20. https://doi.org/10.32674/s08gad96.

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This study examines the Hebrew language proficiency of Muslim Arab Bedouin students in Israeli higher education, focusing on the four language skills—reading, writing, listening, and speaking—and self-efficacy levels. Using quantitative methods, including standardized language tests and self-efficacy questionnaires, data were collected from thirty-seven students. Results indicate no statistically significant differences in proficiency across the four skills, though female students outperformed males in writing. Writing also showed the strongest correlation with overall language proficiency. Notably, strong correlations were found between reading and speaking, whereas listening exhibited weaker associations with other skills. Self-efficacy levels were higher for productive skills (speaking and writing) than for receptive skills (listening and reading), with reading showing the lowest self-efficacy.

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15

Lal, Afsana, Raheelah Amin, Eman Fatima Shah, Leema Ibrahimi, Ayesha Ashfaq, Maseera Shakir, Shaista Shaheen, Humna Saeed, Karishma Basir, and Nosaibah Razaqi. "Prevalence of Language Barriers, Impacts, and Coping Strategies among Medical Students during their Clinical Rotation in Peshawar." Razi International Medical Journal 4, no. 2 (November 30, 2024): 91–102. https://doi.org/10.56101/rimj.v4i2.164.

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Background: This study examines the Prevalence of Language Barriers, Impacts, and Coping Strategies among Medical Students during their Clinical Rotation in Peshawar, an area with a wide range of language diversity. Methods: A cross-sectional survey was conducted among 663 medical students from six medical colleges in Peshawar to assess the prevalence, frequency, and severity of language barriers, their impact on patient interactions, and the coping mechanisms employed by students. Results: The findings indicated that 39.1% of the students faced language barriers during clinical rotations; most of them were female and non-Pashto speakers. A vast proportion (69.1%) felt that these barriers negatively affected patient care due to difficulties in obtaining proper patient history and increased miscommunication. Moreover, students with language barriers reported anxiety and frustration during patient interaction. The primary coping strategy used by students was seeking support from colleagues at 80.7%. Figures showed that only 11.9% of students received formal training to overcome language barriers. Of course, students who received language barrier training were significantly more confident in clinical interactions. Conclusion: These results suggest extreme reforms in medical curricula, such as including many languages and cultural training programs to overcome language barriers; this would better prepare the students to work in a multilingual setting, dramatically reducing communication errors, improving patient care, and enriching the education experience in diverse areas.

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16

Negret, Pablo Jose, Scott C. Atkinson, Bradley K. Woodworth, Marina Corella Tor, James R. Allan, Richard A. Fuller, and Tatsuya Amano. "Language barriers in global bird conservation." PLOS ONE 17, no. 4 (April 20, 2022): e0267151. http://dx.doi.org/10.1371/journal.pone.0267151.

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Multiple languages being spoken within a species’ distribution can impede communication among conservation stakeholders, the compilation of scientific information, and the development of effective conservation actions. Here, we investigate the number of official languages spoken within the distributions of 10,863 bird species to identify which species might be particularly affected by consequences of language barriers. We show that 1587 species have 10 languages or more spoken within their distributions. Threatened and migratory species have significantly more languages spoken within their distributions, when controlling for range size. Particularly high numbers of species with many languages within their distribution are found in Eastern Europe, Russia and central and western Asia. Global conservation efforts would benefit from implementing guidelines to overcome language barriers, especially in regions with high species and language diversity.

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17

Dalbergenova, L., and A. Akhmetova. "METHODS OF OVERCOMING LANGUAGE BARRIERS IN BUSINESS WHEN LEARNING A FOREIGN LANGUAGE." Education. Quality assurance 34, no. 1 (March 30, 2024): 69–76. http://dx.doi.org/10.58319/26170493_2024_1_69.

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The following paper discusses the current language barriers associated with the learning of a foreign language. The term “language barrier” is deeply analyzed and discussed in detail. Also, this article considers the main reasons behind the origin of language barriers during learning of a foreign language and ways to overcome them for successful business. Psychological factors such as: fear, self-doubt, and lack of motivation are deeply considered. The modern teaching methods including communicative, active, and interactive were described in the article as ways to overcome language barriers. These methods were based on the creative approach, development of emotional and intellectual parts of individuals. Person-oriented approach contributes to the development of student’s personality, the disclosure of his potential and the manifestation of creative abilities.

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18

Ashtari, Nooshan, and Stephen Krashen. "BARRIERS TO ADVANCED HERITAGE LANGUAGE DEVELOPMENT." LLT Journal: A Journal on Language and Language Teaching 26, no. 2 (October 6, 2023): 423–28. http://dx.doi.org/10.24071/llt.v26i2.6429.

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Speakers of heritage languages do not universally achieve advanced levels in the language. We present evidence that three barriers are responsible: (1) lack of access to comprehensible, interesting reading material in the heritage language. (2) The use of traditional language teaching methods in heritage language classes, and (3) the reactions of elders who scold young heritage language speakers for their “errors.”

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19

Landa, Laura Gabriela García. "Academic Language Barriers and Language Freedom." Current Issues in Language Planning 7, no. 1 (February 15, 2006): 61–81. http://dx.doi.org/10.2167/cilp084.0.

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20

Klatte, Inge S., Vera van Heugten, Rob Zwitserlood, and Ellen Gerrits. "Language Sample Analysis in Clinical Practice: Speech-Language Pathologists' Barriers, Facilitators, and Needs." Language, Speech, and Hearing Services in Schools 53, no. 1 (January 5, 2022): 1–16. http://dx.doi.org/10.1044/2021_lshss-21-00026.

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Purpose: Most speech-language pathologists (SLPs) working with children with developmental language disorder (DLD) do not perform language sample analysis (LSA) on a regular basis, although they do regard LSA as highly informative for goal setting and evaluating grammatical therapy. The primary aim of this study was to identify facilitators, barriers, and needs related to performing LSA by Dutch SLPs working with children with DLD. The secondary aim was to investigate whether a training would change the actual performance of LSA. Method: A focus group with 11 SLPs working in Dutch speech-language pathology practices was conducted. Barriers, facilitators, and needs were identified using thematic analysis and categorized using the theoretical domain framework. To address the barriers, a training was developed using software program CLAN. Changes in barriers and use of LSA were evaluated with a survey sent to participants before, directly after, and 3 months posttraining. Results: The barriers reported in the focus group were SLPs' lack of knowledge and skills, time investment, negative beliefs about their capabilities, differences in beliefs about their professional role, and no reimbursement from health insurance companies. Posttraining survey results revealed that LSA was not performed more often in daily practice. Using CLAN was not the solution according to participating SLPs. Time investment remained a huge barrier. Conclusions: A training in performing LSA did not resolve the time investment barrier experienced by SLPs. User-friendly software, developed in codesign with SLPs might provide a solution. For the short-term, shorter samples, preferably from narrative tasks, should be considered.

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21

Chistiakova, Daria G. "SYNTACTIC AND SEMANTIC FEATURES OF THE CLITIC I IN SHUGHNI." RSUH/RGGU Bulletin. "Literary Theory. Linguistics. Cultural Studies" Series, no. 5 (2022): 67–91. http://dx.doi.org/10.28995/2686-7249-2022-5-67-91.

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This article describes the optional 3rd person singular enclitic i in Shughni (the Pamir subgroup of the Eastern branch of the Iranian languages), which appears with transitive verbs in the past tenses. The research is based on a corpus study as well as elicited examples. Generally, the enclitic i occupies the Wackernagel position after the first constituent, but can shift due to the operation of rhythmic-syntactic barriers. Two barriers that affect the position of the enclitic are described. The first type of barrier (the subject in the first position) is caused by syntactic factors, it affects only on the enclitic 3Sg i and is gradually disappearing in the modern language. The second type of barrier (the adverbial in the first position) depends on the communicative situation and is observed optionally both in the texts of the first half of the 20th century and in the modern language. This study also describes the interaction of barriers, if they appear simultaneously, and frequency of barriers both in the modern language and in the texts of 1915–49.

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22

Chen, Ying-Ling. "Language Barriers among Taiwanese National Champions." Higher Education Studies 9, no. 1 (December 12, 2018): 63. http://dx.doi.org/10.5539/hes.v9n1p63.

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The study investigated experiences of archery national champions regarding their use of English language at the international athlete village. The slowly growing recognition of the issue in the language barrier was discovered. Three female elite archery athletes were selected that met the criteria for national champion status was based upon previous experiences of competing in the international games. The use of semi-structure interview technique was implemented to be the main method of gathering research data. The study identified several language barriers to communication difficulties. The findings indicated language barriers become issues and had debilitating effect in communication through English language.

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23

Haga, Toru. "Language Barriers, Cultural Borders." TRENDS IN THE SCIENCES 9, no. 12 (2004): 14–17. http://dx.doi.org/10.5363/tits.9.12_14.

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24

Morley, Penny. "Overcoming the language barriers." Learning Disability Practice 2, no. 3 (November 1999): 36. http://dx.doi.org/10.7748/ldp.2.3.36.s22.

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25

Collins, Angela Smith, Donna Gullette, and Michael Schnepf. "Break Through Language Barriers." Nurse Practitioner 30 (2005): 19–20. http://dx.doi.org/10.1097/00006205-200500001-00009.

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26

Razavi, Saman. "Breaking through language barriers." Science 371, no. 6525 (January 7, 2021): 206. http://dx.doi.org/10.1126/science.371.6525.206.

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27

Ngana-Mundeke, Annie. "Language Barriers to Learning." Anthropology News 41, no. 4 (April 2000): 25. http://dx.doi.org/10.1111/an.2000.41.4.25.

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28

Roses, Lorraine Elena, Barbara Kingsolver, and Rebeca Cartes. "Language and Other Barriers." Women's Review of Books 9, no. 10/11 (July 1992): 42. http://dx.doi.org/10.2307/4021352.

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29

Jones, D., and P. Gill. "Breaking down language barriers." BMJ 316, no. 7143 (May 16, 1998): 1476–80. http://dx.doi.org/10.1136/bmj.316.7143.1476.

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30

Collins, Angela Smith, Donna Gullette, and Michael Schnepf. "BREAK THROUGH LANGUAGE BARRIERS." Nursing Management (Springhouse) 35, no. 8 (August 2004): 34–38. http://dx.doi.org/10.1097/00006247-200408000-00012.

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31

Walker, David. "Reframing the language barriers." British Journal of Healthcare Management 14, no. 3 (March 10, 2008): 122–23. http://dx.doi.org/10.12968/bjhc.2008.14.3.122.

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32

Free, C., K. Bhui, J. Irwin, S. Martin, J. Carter, and K. Hare-Cockburn. "Breaking down language barriers." BMJ 317, no. 7161 (September 19, 1998): 816. http://dx.doi.org/10.1136/bmj.317.7161.816.

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33

Giovannoni, Francesco, and Siyang Xiong. "Communication under language barriers." Journal of Economic Theory 180 (March 2019): 274–303. http://dx.doi.org/10.1016/j.jet.2018.12.009.

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34

Auerback, M. L. "Language barriers in medicine." JAMA: The Journal of the American Medical Association 274, no. 9 (September 6, 1995): 683b—683. http://dx.doi.org/10.1001/jama.274.9.683b.

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35

Auerback, Marvin L. "Language Barriers in Medicine." JAMA: The Journal of the American Medical Association 274, no. 9 (September 6, 1995): 683. http://dx.doi.org/10.1001/jama.1995.03530090013008.

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36

Chapman, Thomas W. "Language Barriers in Medicine." JAMA: The Journal of the American Medical Association 274, no. 9 (September 6, 1995): 683. http://dx.doi.org/10.1001/jama.1995.03530090013009.

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37

Kwasman, Alan. "Language Barriers in Medicine." JAMA: The Journal of the American Medical Association 274, no. 9 (September 6, 1995): 684. http://dx.doi.org/10.1001/jama.1995.03530090013010.

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38

Akhmetova, A., J. Gamper, and L. Dalbergenova. "The problem of overcoming the language barrier when learning a foreign language in higher education institutions." Bulletin of the Karaganda University. Pedagogy series 100, no. 4 (December 28, 2020): 104–14. http://dx.doi.org/10.31489/2020ped4/104-114.

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This article is devoted to the study of the problem of overcoming language barriers that prevent students from successfully mastering a foreign language. The concept of «language barrier», its linguistic and psychological aspects are considered, and various approaches to its definition are analyzed. The article describes the main factors that affect the formation of the language barrier. Special attention is paid to the psychological aspects of the language barrier associated with internal fears, self-doubt, fear of making a mistake, which is one of the main causes of the language barrier. The paper explores possible ways to overcome language barriers when learning a foreign language, using modern methods and techniques in the classroom that contribute to the de-velopment of cognitive interest, activation of mental activity. The author highlights a personality-oriented ap-proach aimed at developing creative abilities and self-expression. The personality-oriented approach is the defining direction of research of methods of teaching a foreign language in this work. As an effective way to overcome the language barrier in teaching a foreign language, we propose a method of scenic interpretation of literary texts, which contributes to the activation of cognitive activity and the development of communica-tion skills. An experiment aimed at testing this method in 2nd-year students of Kokshetau state University is described. Sh. Ualikhanov, specialty: «Foreign language: two foreign languages», level A1, A2. The paper presents the results of an experiment that proves the effectiveness of using the method of scenic interpretation of literary texts in the study of a foreign language.

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39

Korolova, Larysa. "THE SPECIFICS OF THE LANGUAGE BARRIER IN FIRST-YEAR STUDENTS OF PHILOLOGICAL FACULTIES OF HIGHER EDUCATION INSTITUTIONS: WAYS TO OVERCOME IT." English and American Studies, no. 19 (May 2, 2022): 80–86. http://dx.doi.org/10.15421/382209.

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The article examines the specifics of the formation of the language barrier in first-year students of philological faculties of higher education institutions, which prevent the mastery of spontaneous communication in a foreign language. A review of the scientific literature, which highlights the problems of psychological barriers and identifies their structural components. The most common factors that cause the language barrier are considered and its close connection with psychological barriers is substantiated. Ways to overcome the language barrier are identified, which are aimed at eliminating the influence of personal psychological factors of the student, which cause it. It has been proven that the professional skills of a teacher, who provides the conditions for the development of free spontaneous speech, helps to overcome the language barriers of first-year students in the educational process.

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40

Nasution, Bincar, Ahmad Laut Hasibuan, and Azhary Tambusai. "The Student’s Barries in Speaking English at STIKes Darmais Padangsidimpuan." International Journal of Educational Research Excellence (IJERE) 1, no. 1 (June 30, 2022): 94–97. http://dx.doi.org/10.55299/ijere.v1i1.25.

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Based on the concept presented in the introduction, it can be concluded that there are many difficulties students encounter when learning the English language, especially as a foreign language because the language is used in any condition and certain people which is not in daily activities. Therefore, I interest to dig deeper into that obstacle experienced by students on language skills, especially on speaking skill, which is about the student‟s barriers in speaking English. This research, an exploratory sequential mixed method research (MMR) design was selected in order to broadly explore students' barriers in speaking English. The observations showed that students‟ main barrier was individual barriers; nervous, lack of vocabulary, feel unable to speak precisely, grammar error, underestimated in presenting information in order, lack of confidence. The students confirmed that individual barrier was the main barriers they face, and then language barrier, environment also interpersonal barriers followed. Since they did not feel able to speak English in a natural way, and thinking about how to pronounce correctly a word or how to use the correct grammar structures, they said that it was difficult to grow the confident.

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41

Brem, Natalya S. "The specifics of barriers of adult students learning a foreign language inside and outside the language environment." Samara Journal of Science 9, no. 3 (November 20, 2020): 250–57. http://dx.doi.org/10.17816/snv202093302.

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The paper contains a comparative analysis of difficulties in learning foreign languages inside and outside the language environment. On the first stage of the study based on the research of literature the author (1) builds a typology of difficulties in foreign language acquisition inside the language environment; (2) describes the specifics of the adult as a subject of education; (3) gives a definition to the term barrier in foreign language acquisition. A barrier in foreign language acquisition is defined as a students individual reflection of objective and subjective difficulties influencing the learning process, accompanied by frustration, a high level of anxiety and a low learning progress. The second stage of the research deals with comparing students problems inside and outside the language environment. The author interviewed foreign language teachers working inside and outside the language environment about their students learning problems and compared the results. Both stages of the current study proved that the level of barriers inside the language environment is high. Moreover, inside the language environment students demonstrated even more psychological, social, psychophysiological and linguistic barriers than outside. Some types of difficulties exist just inside the language environment: social adjustment difficulties and problems of intercultural communication. However, a few difficulties on the contrary prevail outside the language environment: low auditory ability, low motivation to learn the language, mistrust to teacher as a reliable source of information. The author explains the reasons of a high level of barriers inside the language environment with the tendency to intensify the learning process inside the language environment and a high affective filter due to the necessity to adjust to a new culture and learning conditions. The following conclusion was drawn: on the one hand the language environment stimulates students to learn a language faster, on the other hand it triggers the emergence of additional difficulties in the learning process, especially sociocultural and psychological barriers.

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42

Kothari, Nitin, Chandra Prakash Jain, Dipesh Soni, Avinash Kumar, Anshumaan Dadheech, and Himanshu Sharma. "INSTANT LANGUAGE TRANSLATION APP." International Journal of Technical Research & Science 9, Spl (June 25, 2024): 27–35. http://dx.doi.org/10.30780/specialissue-iset-2024/018.

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The Real-Time Language Translation App is a solution aimed at addressing to the frequently found problem of language barriers in global communication. This app, which bridges linguistic gaps in communication between individuals and organizations, is based on state-of-the-art language processing technologies. The app provides instantaneous and accurate translations for conversations, documents, and various forms of by communication by utilizing artificial intelligence and natural language processing to translate spoken and written text in real-time. The Real-Time Language Translation App fundamentally represents the idea of an inclusive and networked world in which communication barriers between languages are no longer a barrier to comprehension and cooperation. Globalization and multiculturalism have made today's society more interconnected, and being able to communicate effectively across linguistic boundaries is crucial for promoting understanding amongst people. The app's innovative approach to language translation is based on modern innovations that make it possible to instantly and smoothly translate text and speech between several languages. By utilizing advanced algorithms, the application effectively interprets both written and spoken language, maintaining context and meaning while offering translations instantaneously. This feature is especially helpful in situations like business negotiations, international conferences, or emergency situations where quick communication is crucial.

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43

Panychok, Tetiana, and Olga Tsaryk. "OVERCOMING LANGUAGE BARRIERS IN THE CONTEXT OF INTERCULTURAL COMMUNICATION." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ Fìlologìčna 1, no. 18(86) (October 26, 2023): 101–4. https://doi.org/10.25264/2519-2558-2023-18(86)-101-104.

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The effects of globalization and increasing international interaction pose a challenge to modern societies in overcoming language barriers in the context of intercultural communication and national identity formation. In a world where different cultures, languages and values meet, there is a need for tools and strategies that promote mutual understanding, tolerance and the preservation of cultural characteristics. International communication is an important part of the modern world, where people from different cultures and languages communicate and exchange information. However, in the process of international communication, language and cultural barriers often arise, which can lead to misunderstandings and misperception of information. One of the main factors leading to language barriers is the difference in languages and thought structures. Each language has its own unique grammatical and lexical features that can be difficult for other cultures to understand and use. In addition, different cultures may have different ways of perceiving information and a different set of norms and values that influence the perception and interpretation of messages. This research article aims to explore the role of overcoming language barriers in the context of intercultural communication and its impact on national identity formation. It focuses on the analysis of various aspects, such as foreign language learning, cultural education, empathy and the use of auxiliary communication tools, which contribute to overcoming language barriers and improving interethnic interaction. This article reviews the literature covering the relevant aspects of intercultural communication, the impact of language barriers on it and their relationship with the formation of national identity; strategies for overcoming language barriers, such as learning foreign languages, cultural education and the use of auxiliary communication tools, are considered.

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Mostafiz, Fahmida. "Language Barriers Impact on Trade Disputes: Evidence from the WTO Trade Disputes Cases." Jahangirnagar University Journal of Business Research 24, no. 01 (August 10, 2024): 1–24. http://dx.doi.org/10.53461/jujbr.v24i01.41.

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This study examines the impact of language barriers on trade disputes using a panel data set of 129 countries and 565 trade dispute cases from the World Trade Organization (WTO) spanning the years 1995 to 2018. The language barrier index is employed as a metric to assess the extent of language barriers between trade nations, while the panel probit model is utilized for conducting the empirical analysis. The empirical evidence indicates that language barriers exert a substantial and favorable impact on trade disputes. Language obstacles in trading countries have been found to heighten the probability of trade disputes, indicating that language barriers contribute to increase trade costs and hamper bilateral trade relations. Moreover, the Armington model is employed to elucidate the theoretical aspects of the impact of language barriers on trade disputes, with trade costs serving as the mediating factor. The findings of the study also validated the notion that linguistic barriers contribute to an elevated likelihood of trade disputes. This research study presents empirical findings regarding the influence of linguistic barriers on trade disputes. Additional investigation can be undertaken to examine the impact of language competency on trade disputes, given the substantial role that language plays in the realm of international trade.

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Navya, D., and V. R. Nimitha. "Offline Language Translator: Breaking Communication Barriers Anywhere." International Journal of Innovative Science and Research Technology (IJISRT) 9, no. 12 (December 28, 2024): 1432–34. https://doi.org/10.5281/zenodo.14558069.

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Language barriers remain a challenge in our connected world. This project aims to develop an offline translation tool for seamless communication without  internet access. Using localized language data, pre- trained machine learning models, and natural language  processing, the app offers bidirectional translation of common phrases in multiple languages. Lightweight and user-friendly, it embeds translation algorithms directly onto devices, ensuring privacy and security. Ideal for travel, education, emergencies, and fostering inclusion, this tool promotes reliable communication and global connectivity.

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Rezania, Fatemeh, Christopher J. A. Neil, and Tissa Wijeratne. "Disparities in Care and Outcome of Stroke Patients from Culturally and Linguistically Diverse Communities in Metropolitan Australia." Journal of Clinical Medicine 10, no. 24 (December 14, 2021): 5870. http://dx.doi.org/10.3390/jcm10245870.

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Background: Acute stroke is a time-critical emergency where diagnosis and acute management are highly dependent upon the accuracy of the patient’s history. We hypothesised that the language barrier is associated with delayed onset time to thrombolysis and poor clinical outcomes. This study aims to evaluate the effect of language barriers on time to thrombolysis and clinical outcomes in acute ischemic stroke. Concerning the method, this is a retrospective study of all patients admitted to a metropolitan stroke unit (Melbourne, Victoria, Australia) with an acute ischemic stroke treated with tissue plasminogen activator between 1/2013 and 9/2017. Baseline characteristics, thrombolysis time intervals, length of stay, discharge destination, and in-hospital mortality were compared among patients with and without a language barrier using multivariate analysis after adjustment for age, sex, stroke severity, premorbid modified Rankin Scale (mRS), and Charlson Comorbidity Index (CCI). Language barriers were defined as a primary language other than English. A total of 374 patients were included. Our findings show that 76 patients (20.3%) had a language barrier. Mean age was five years older for patients with language barriers (76.7 vs. 71.8 years, p = 0.004). Less non-English speaking patients had premorbid mRS score of zero (p = 0.002), and more had premorbid mRS score of one or two (p = 0.04). There was no statistically significant difference between the two groups in terms of stroke severity on presentation (p = 0.06). The onset to needle time was significantly longer in patients with a language barrier (188 min vs. 173 min, p = 0.04). Onset to arrival and door to imaging times were reassuringly similar between the two groups. However, imaging to needle time was 9 min delayed in non-English speaking patients with a marginal p value (65 vs. 56 min, p = 0.06). Patients with language barriers stayed longer in the stroke unit (six vs. four days, p = 0.02) and had higher discharge rates than residential aged care facilities in those admitted from home (9.2% vs. 2.3%, p = 0.02). In-hospital mortality was not different between the two groups (p = 0.8). In conclusion, language barriers were associated with almost 14 min delay in thrombolysis. The delay was primarily attributable to imaging to needle time. Language barriers were also associated with poorer clinical outcomes.

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Sorokoumova, Galina Veniaminovna, and Yulia Aleksandrovna Yamshchikova. "Communicative Training as a Method of Overcoming Psychological Barriers that Arise when Learning a Foreign Language." Development of education 5, no. 3 (September 27, 2022): 46–50. http://dx.doi.org/10.31483/r-103484.

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Introduction. The article discusses the psychological barriers that arise in the study of a foreign language among secondary school students, modern teaching methods to overcome psychological barriers. The article also analyzes the study results of the possibility of overcoming psychological barriers that arise when learning a foreign language with the help of communicative training. Recommendations are offered for the prevention and overcoming of psychological barriers that arise when learning a foreign language among schoolchildren. Literature review. The article provides a theoretical analysis of approaches to the study of psychological barriers that arise in the study of foreign languages. Particular attention is paid to Stephen Krashen's affective filters: confidence, motivation and anxiety. The factors of occurrence of psychological barriers in learning a foreign language among students are also considered. Research methods. At the ascertaining and control stages of the study, we used the &quot;Language Barriers&quot; methodology of the Center for Language Psychology. The purpose of the methodology: to determine the nature of the difficulties that students face in the process of learning foreign languages. At the formative stage, a communicative training was developed and introduced into the educational process to overcome the psychological barriers of schoolchildren. Research results. Analysis of the results of the ascertaining stage of the study allowed us to conclude that students have an increased level of barriers, difficulties in understanding foreign speech, do not always understand the meaning of sentences, find it difficult to use a foreign language, etc. The use of communicative training, gaming technologies in foreign lessons improved performance on all affective filters (anxiety, motivation, confidence), reduced psychological barriers, reduced fear of difficulties and improved students' attitude to the school discipline &quot;English&quot;, create a positive attitude to its study, stimulating the independent speech-thinking activity of students. Conclusions. The results of the study led to the conclusion that communicative training, gaming technologies are effective methods for overcoming psychological difficulties and barriers that arise when learning foreign languages.

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Harkusha, Inesa, and Anna Vasylieva. "COMMUNICATION BARRIERS OF UKRAINIAN CITIZENS DURING COMMUNICATION IN A FOREIGN LANGUAGE." Bulletin of Alfred Nobel University Series "Pedagogy and Psychology» 2, no. 24 (December 2022): 98–106. http://dx.doi.org/10.32342/2522-4115-2022-2-24-10.

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The article provides a theoretical analysis of the problem of communication barriers of Ukrainian citizens during communicating in a foreign language. The concept of “communication” is defined, as well as the conditions and types of communication are considered. Communication barriers are characterized, and their classification and displays are studied. The purpose of the article is to reveal communication barriers of Ukrainian citizens during their communication in a foreign language. Our country has a political course towards the European Union, which is also one of the factors of mastering a foreign language at least at the A2 - B1 levels. According to the purpose, the following tasks were set: to analyze the concept of “communication” and to characterize the language barriers of Ukrainian citizens when communicating in a foreign language. The article uses theoretical methods, in particular, methods of analysis and generalization, which allow us to characterize the classification and identify the types of barriers. It is noted that language barriers in communication in a foreign language are one of the cornerstone problems in contact with native speakers at work, studying and travel. The analysis of scientific research shows that communication is one of the key aspects of interaction that unites people in society, makes it possible to learn from each other, cooperate, make friends, and generally exchange information. Communication takes place at different levels, from everyday conversations to formal ones, and it has different topics depending on people’s areas of activity, interests, and speech situations. It is noted that at the present stage, communication is considered in the context of rational structures of identification and individualization and includes such procedures as quantitative numbering, awareness of belonging to a generation and qualitative identification of a person. It is emphasized that “communication” is a concept close to the concept of “spoken language interaction”, but expanded. It is stated that the biggest obstacle to language acquisition is speech and other communication barriers. It is highlighted that a communication barrier in a wide meaning is an individual inability to learn a language at the proper level or to use the knowledge already acquired. The classifications are characterized, and types of barriers are identified. The barriers to communication that can be caused by various reasons are revealed. It is noted that researchers have paid considerable attention to the study of language barriers in the process of learning and practising a foreign language in the classroom. The study of the process of a foreign language learning allows us to state the presence of language barriers, among which such obstacles as the barriers caused by operational and socio-psychological factors, as well as insufficient motivation to learn a language prevail. At the same time, the analysis of scientific research shows that language barriers are obstacles that arise when using a language. They can occur for many reasons, such as limited language proficiency, poor grammar / spelling / punctuation, a pronounced accent or lack of a common language with the interlocutor. Moreover, it is noted that there may also be some technical barriers, meaning a gap in knowledge of technical equipment and software that prevents people from communicating effectively, as mentioned in the general classification of communication barriers. There are also speech and language barrier problems caused by physical disabilities, such as hearing loss or stuttering and psychophysiological ones, such as certain aphasias like dyslexia, alalia, dysarthria etc. Physical and psychophysiological barriers can make it difficult to convey the message, as well as to understand what is being said. It is remarked that when we speak a foreign language, language barriers as a part of communication barriers are usually accompanied by others, especially psychological, emotional, perceptual, and cultural ones. Therefore, it makes sense to study the phenomenon of language barriers in close connection with the mental and intellectual activity of a person. In addition, such barriers may not arise in all communication situations involving a foreign language: they may depend on the role and state, the mood of the communicators, the purpose of the conversation etc. In accordance with the above mentioned, we will distinguish between non-psychological and psychological language barriers, situational and permanent ones.

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Prasetyaningrum, Dian Islami, Hafida Ruminar, Aurora Ivana, and Putra Irwandi. "EXPLORATIONAL STUDY OF INTERNATIONAL STUDENT MOBILITY PROGRAM CHALLENGES IN DEALING WITH GLOBAL DIVERSITY AND CHANGE." Erudio Journal of Educational Innovation 9, no. 2 (December 30, 2022): 150–67. https://doi.org/10.5281/zenodo.8081328.

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The many opportunities for students to participate in international learning programs, including the International Student Mobility program, must be put to good use. This opportunity is accompanied by challenges that often become obstacles in the learning process. This study aims to explore the challenges faced by students of the International Student Mobility program, which are divided into five factors, namely: academic barriers, social barriers, cultural barriers, and language barriers. Language barrier), and adaptation strategies (adaptation strategies). Using a qualitative approach, interviews were conducted with five research respondents from students of the Faculty of Agriculture, Brawijaya University Malang, who had the opportunity to participate in the International Student Mobility program in various countries in 2021-2022. Fifteen questions were designed to collect data related to the five variables measured, including academic barriers, social barriers, cultural barriers, language barriers, and adaptation strategies. The data collected was then described and analyzed qualitatively.

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Ларюшкина, Е. Э. "STUDY ON LANGUAGE BARRIERS AMONG NON-LANGUAGE STUDENTS." Actual problems of pedagogy and psychology, no. 1(2) (December 14, 2021): 32–38. http://dx.doi.org/10.55000/l9836-8573-7346-s.

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Статья посвящена проблеме языкового барьера. В работе рассматриваются такие понятия, как языковой барьер, лингвистический барьер и коммуникативный барьер, выделены три типа последнего: барьер понимания, барьер социально-культурного различия и барьер отношения. В статье рассматриваются проблемы возникновения языкового барьера у студентов неязыковых специальностей: наличие страха, особенности темперамента учащихся, отсутствие мотивации и «беспредельность» изучаемого иностранного языка. Также предлагаются методические средства по преодолению данного барьера на занятиях иностранного языка. В статье приведены результаты анкетирования среди 65 студентов Самарского государственного технического университета таких специальностей, как архитектура, дизайн, водоснабжение и водоотведение, и промышленное и гражданское строительство. В ходе анализа анкетирования выявлено наличие языкового барьера, а также обнаружена основная ошибка преподавателей иностранного языка, которая является одной из причин возникновения языкового барьера и мешает работе по его устранению у студентов неязыковых специальностей. The article is devoted to the problem of the language barrier. The paper differentiates language barrier linguistic barrier and communicative barrier. Three types of communicative barrier are caused by misunderstanding, by socio-cultural differences and by learner’s negative attitude. The article deals with the roots of a language barrier among students, which include: fear, the peculiarities of students’ temperament, lack of motivation and the “boundlessness” of the target foreign language (FL). The means for overcoming the barrier in FL classes are also offered. The article presents the results of a survey among 65 students of Samara State Technical University in the area of architecture, design, water supply and sanitation, and industrial and civil engineering. During the analysis of the questionnaire, it was revealed that these students suffer from a language barrier. Also, the main mistake of FL teachers was discovered, which is one of the causes of the language barrier and interferes with eliminating the barrier among students whose second language being studied is not the leading one.

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