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Journal articles on the topic 'Teaching communication strategies'

Author: Grafiati
Published: 24 April 2022
Last updated: 30 July 2025

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1

Tilovatova, Xurshidabonu. "STRATEGIES FOR EFFECTIVE INTERCULTURAL COMMUNICATION IN TEACHING." European International Journal of Multidisciplinary Research and Management Studies 4, no. 8 (2024): 39–41. http://dx.doi.org/10.55640/eijmrms-04-08-05.

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Effective intercultural communication in teaching is essential in today’s increasingly diverse educational environments. This abstract outlines key strategies for enhancing communication across cultural boundaries within the classroom. These strategies include fostering cultural awareness and sensitivity, incorporating diverse perspectives into the curriculum, and adapting communication styles to accommodate different cultural norms. Additionally, creating a safe space for expression, encouraging active participation, and developing cultural competence are vital for promoting inclusivity. The
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2

Hynes, Geraldine E. "Strategies for Teaching Managerial Communication." Business Communication Quarterly 65, no. 3 (2002): 86–92. http://dx.doi.org/10.1177/108056990206500311.

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Brett, Angela Gallagher. "Teaching communication strategies to beginners." Language Learning Journal 24, no. 1 (2001): 53–61. http://dx.doi.org/10.1080/09571730185200251.

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Tlekshi, Yessimgaliyeva, Kurmanbayeva Lyazzat, Anasova Kalamkas, Eshmetova Gulnar, and Mukhabayev Nurtaza. "Teaching Communication Strategies to Students with Communication Disabilities." Journal of Intellectual Disability - Diagnosis and Treatment 7, no. 1 (2019): 21–26. http://dx.doi.org/10.6000/2292-2598.2019.07.01.3.

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5

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 o
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Helt, Richard C., and H. Ned Seelye. "Teaching Culture: Strategies for Intercultural Communication." Die Unterrichtspraxis / Teaching German 20, no. 1 (1987): 148. http://dx.doi.org/10.2307/3530547.

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7

Suozzo, Andrew, and H. Ned Seelye. "Teaching Culture: Strategies for Intercultural Communication." Modern Language Journal 79, no. 3 (1995): 438. http://dx.doi.org/10.2307/329366.

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8

Grant, Terri. "Assessing and Teaching Competence." Business Communication Quarterly 67, no. 4 (2004): 412–29. http://dx.doi.org/10.1177/1080569904270990.

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The Professional Communication Unit (PCU) at the University of Cape Town (UCT) recently conducted a business communication needs analysis to determine student perceptions of their communicative competence and the teaching strategies being used to develop such competence. Students felt that the specialist, stand-alone communication program was more effective than their 3 to 4-year degree per se in delivering communication instruction, but certain business fields (e.g., actuarial science) felt this more strongly than others (e.g., information systems). The implications are that expert tuition is
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Smith, Carol, Haeryon Kim, and James Bernstein. "Computer-Mediated Communication and Strategies for Teaching." Journalism Educator 48, no. 1 (1993): 80–83. http://dx.doi.org/10.1177/107769589304800110.

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Pangaribuan, Darman, Stefani Agustina, Anggie Pratiwi, Elfian Manalu, and Yenita br Sembiring. "Communication Strategies Used by Teacher." Linguistic, English Education and Art (LEEA) Journal 3, no. 2 (2020): 274–86. http://dx.doi.org/10.31539/leea.v3i2.1016.

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This thesis was aimed to find teacher communication strategies during classroom interaction. This research was conducted in SMP SWASTA Brigjend Katamso 1 Medan. The subject of this research was the English Teacher. We used a qualitative approach, more specifically classroom discourse analysis, in analyzing this study since the source of the data were communication strategies which are used by an English teacher in communicating with her students during an English teaching-learning activity. We took the data by recording 90 minutes of English Lessons. We used Faerch and Kasper as a framework fo
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Hartle, Sharon, Roberta Facchinetti, and Valeria Franceschi. "Teaching communication strategies for the workplace: a multimodal framework." Multimodal Communication 11, no. 1 (2021): 5–15. http://dx.doi.org/10.1515/mc-2021-0005.

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Abstract Recent changes in Higher Education (HE) approaches to content delivery, coupled with breakthroughs in the Information and Communications Technology field, have led to a whole new multimodal approach to teaching (Jewitt, C. 2009). In: Jewitt, C. (Ed.), The Routledge handbook of multimodal analysis. Routledge, London & New York; Jewitt, C. (2013). Multimodal methods for researching digital technologies. In: Jewitt, C. and Brown, B. (Eds.), The SAGE handbook of digital technology research. Sage, London, pp. 250–265; Kress, G. and van Leeuwen, T. (2001). Multimodal discourse. Bloomsbu
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Kintzinger, Rebekah. "Teaching Strategies for Autistic Students." Canadian Journal of Autism Equity 3, no. 1 (2023): 42–51. http://dx.doi.org/10.15173/cjae.v3i1.5316.

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This article explores teaching and the educational environment with the Autistic student in mind. It begins by approaching the medical and social models of disability and discussing the implications of their use in an educational setting, focusing on why a social model of disability best supports the learning of Autistic and neurodivergent students in order to be as inclusive as possible in the education setting. The article then goes into detail on the strategies found within the support tiers of Communication, Visual Aide, and Environment in a classroom setting to bolster the success of Auti
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13

Reiss, Mary-Ann, and Patricia B. Westphal. "Strategies for Foreign Language Teaching, Communication, Technology, Culture." Modern Language Journal 69, no. 4 (1985): 406. http://dx.doi.org/10.2307/328417.

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Mykytenko, Nataliya, Nataliia Rozhak, and Iryna Semeriak. "TEACHING COMMUNICATION STRATEGIES TO THE COMPUTER PROGRAMMING STUDENTS." Advanced Education 6, no. 12 (2019): 49–54. http://dx.doi.org/10.20535/2410-8286.167148.

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15

Maisarah, Maisarah. "Teacher’s Communication Strategies In Teaching English To Kids." Prosodi 18, no. 1 (2024): 67–78. http://dx.doi.org/10.21107/prosodi.v18i1.21799.

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In the teaching process, appropriate communication strategies are very important in teaching children because they significantly impact their learning effectiveness. Using communication strategies that align with children's understanding level and interests, educators can facilitate good comprehension, enhance information retention, encourage active engagement, strengthen social skills, and increase children's motivation and interest in learning. This research analyzes teachers' communication strategies in this video based on Bandura's theory: Attention, Retention, Reproduction, and Motivation
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Akamoglu, Yusuf, and Hedda Meadan. "Parent-Implemented Communication Strategies During Storybook Reading." Journal of Early Intervention 41, no. 4 (2019): 300–320. http://dx.doi.org/10.1177/1053815119855007.

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Children with developmental disabilities (DD) may experience delays in their ability to speak and communicate with their parents, peers, and others. These children often benefit from evidence-based, parent-implemented communication interventions. In the current study, two mothers were trained and coached to use storybook reading techniques and evidence-based naturalistic communication teaching strategies (i.e., modeling, mand-model, and time delay) while reading books with their children with DD. Using a multiple-baseline design across naturalistic teaching strategies, the following three comp
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Kaiser, Ann, and Courtney Wright. "Enhanced Milieu Teaching: Incorporating AAC Into Naturalistic Teaching With Young Children and Their Partners." Perspectives on Augmentative and Alternative Communication 22, no. 1 (2013): 37–50. http://dx.doi.org/10.1044/aac22.1.37.

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Abstract Enhanced Milieu Teaching (EMT) is an evidence-based naturalistic intervention strategy that teaches functional communication and language skills in everyday interactions with partners. In this manuscript, we describe the key communication support strategies used in EMT and how individuals can use these strategies with augmentative and alternative communication systems. We also present strategies for teaching partners to use EMT with AAC in interactions with young children.
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Syaepul Uyun, Aip. "TEACHING ENGLISH SPEAKING STRATEGIES." Journal of English Language Learning 6, no. 1 (2022): 14–23. http://dx.doi.org/10.31949/jell.v6i1.2475.

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One of the important aspects that need to be considered in the process of instruction is teaching strategies. Hence determining appropriate teaching strategies can improve learning outcomes well. The objective of this research is to know and to describe the strategies of teaching English speaking. It was conducted at Tunas Unggul Junior High School Bandung and used qualitative descriptive method. The data was collected through interview, questionnaire, observation, and documentation. The research found that the teaching English speaking strategies used by the school have been widely influence
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Muhlisin, Muhammad, and Anugrah Widyanto. "AN ANALYSIS ON TEACHER’S COMMUNICATION STRATEGIES IN TEACHING SPEAKING AT MTS NW BONJERUK." Journal of Languages and Language Teaching 7, no. 2 (2019): 154. http://dx.doi.org/10.33394/jollt.v7i2.1963.

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The objectives of this study are to reveal what communication strategies used by an English teacher in communication with first-grade students of MTs NW Bonjeruk. The research used a qualitative approach, more specifically classroom discourse analysis in analyzing this study since the source of the data was communication strategies which are used by an English teacher in communicating with students during an English teaching-learning activity. The result of the study showed that there were four of five communication strategies proposed that appeared in the teaching-learning process. They were
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20

Wijayanto, Agus, and Diyah Murti Hastuti. "Communication Strategies by Indonesian EFL Learners in English Conversation Class." JURNAL ARBITRER 8, no. 1 (2021): 72. http://dx.doi.org/10.25077/ar.8.1.72-81.2021.

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To be able to conduct smooth communication has been the focus of teaching and learning L2. Since the late 1970s, developing language learners’ communicative competence has become the center of L2 teaching. This paper is part of a study investigating how elementary-level English learners at an English course in Surakarta-Indonesia conduct English conversations. It particularly observes how they use communication strategies. The data was obtained through recording the conversations between instructors and the learners in teaching and learning activities. This study revealed that the learners fre
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Diobi, John Okafor, and Nashruddin Nashruddin. "Communication Strategies Used by Students in English Learning-teaching." JELITA 4, no. 2 (2023): 133–46. http://dx.doi.org/10.56185/jelita.v4i2.333.

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This study aims to examine the communication strategies used by students in the activity of English learning-teaching as a second language. This qualitative research was conducted using an ethnographic approach with spoken discourse of students as the object. Data was collected from 27 students in the 9th grade at Ifako International Secondary School as the informants. The research data were collected through observation and informal interview. The data were then analyzed using performance analysis technique, namely an analysis based on the speech that occurs naturally and the linguistic compe
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22

Mamadjonova, Dinoraxon, and Nafisa Axmatilloyevna Ibadova. "TEACHERS' PERCEPTIONS OF ENGLISH GRAMMAR TEACHING AND THEIR TEACHING STRATEGIES." GOLDEN BRAIN 1, no. 15 (2023): 285–89. https://doi.org/10.5281/zenodo.8008744.

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<em>this article is aimed at defining the English as a Foreign Language senior high schools teachers&rsquo; perceptions of grammar teaching; their teaching strategies which are the most and less frequently applied in their classroom practices and the challenges that they have in teaching grammar.</em>
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23

Nurhidayat, Nurhidayat, Fitri Ningsi, and Ika Irawati. "Communication Strategies Used by English Lecturer in EFL Classroom Interaction Second Semester at STKIP Taman Siswa Bima." JIIP - Jurnal Ilmiah Ilmu Pendidikan 6, no. 7 (2023): 4929–34. http://dx.doi.org/10.54371/jiip.v6i7.2371.

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This research was aimed to find out the kinds of communication strategies which are used by the lecturers and to find out how the lecturers used communication strategies in communicating with their students in teaching speaking subject at English Department of STKIP Taman Siswa Bima. This research applied descriptive qualitative method, more specifically classroom discourse analysis. The data were collected from the observation by audio recorder during one meeting from two lecturers at English Department of Muhammadiyah University of Makassar, in order to find out what are the kinds of communi
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Ollomurodov, Arjunbek Orifjonovich. "INCLUSIVE LANGUAGE TEACHING AND STRATEGIES." МЕДИЦИНА, ПЕДАГОГИКА И ТЕХНОЛОГИЯ: ТЕОРИЯ И ПРАКТИКА 2, no. 5 (2024): 331–43. https://doi.org/10.5281/zenodo.11205159.

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This article discusses about Inclusive Language Teaching and Strategies in educational settings. It explores the benefits of them and it&rsquo;s effective sides for teaching. It presents arguments supporting the process, overview real-world language use in curricula and highlights the impact of it for overall academic success. Additionally, the article acknowledges potential challenges and offers suggestions for overcoming them. Overall, it advocates for the significance of language instruction that refers to an approach in language teaching and learning that prioritizes the communication of m
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RC. "AUTISTIC CHILDREN & TEACHING STRATEGIES." Research Converse 1, no. 1 (2024): 1–5. https://doi.org/10.5281/zenodo.14810278.

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Alexis Wineman holds the distinction of being the first woman with autism spectrum disorder (ASD) to compete in the Miss Amerpageant. Diagnosed with PDD-NOS (Pervasive Developmental Disorder&nbsp;&ldquo;different&rdquo; since childhood. As she matured, she faced various challenges associated with ASD, including a speech impediment,&nbsp;communication, and heightened sensitivity to loud noises and other sensory experiences. Additionally, she experienced bullying due to her&nbsp;differences. Thankfully, her family has consistently been a source of support and motivation for her. Before receiving
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Benali Taouis, Hanane, and Sidoní López Pérez. "Teaching Written Communication Strategies: A Training to Improve Writing." International Journal of Applied Linguistics and English Literature 7, no. 2 (2018): 150. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.2p.150.

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This research can be described as an experimental quantitative one including: a strategy training; two homogenous experimental groups with different levels of proficiency; and two homogenous control groups. The subjects are 60 Spanish high school students, who have been selected after taking the Oxford Quick Placement-Test. The study aims at investigating the possible relationship between the effect of the strategy training and the subjects' level of proficiency. It is also designed to analyze the effect of the training on the use of communication strategies in the written medium. It is meant
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Patterson, Michael E., Donald F. Dansereau, and Dianna Newbern. "Effects of communication aids and strategies on cooperative teaching." Journal of Educational Psychology 84, no. 4 (1992): 453–61. http://dx.doi.org/10.1037/0022-0663.84.4.453.

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정미진. "A Study on the teaching materials for communication strategies." Urimal ll, no. 47 (2016): 187–211. http://dx.doi.org/10.18110/urimal.2016..47.187.

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29

Buhler, Helen C. "Teaching Communication Strategies to First Graders: A Collaborative Approach." Perspectives on School-Based Issues 6, no. 1 (2005): 7–11. http://dx.doi.org/10.1044/sbi6.1.7.

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Willems, Gérard M. "Communication strategies and their significance in foreign language teaching." System 15, no. 3 (1987): 351–64. http://dx.doi.org/10.1016/0346-251x(87)90009-1.

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31

Azizah, Nur, and Nadrun Nadrun. "ANALYSIS OF THE TEACHER’S COMMUNICATION STRATEGIES IN TEACHING ENGLISH." e-Journal of ELTS (English Language Teaching Society) 10, no. 2 (2022): 162–71. http://dx.doi.org/10.22487/elts.v10i2.2496.

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This research aims to find out the types of teacher’s communication strategies and the dominant strategy used by English teachers in teaching English at SMA Lab school Untad Palu. This research design was qualitative study, more especially descriptive qualitative approach. The subject of this research was the English teachers of SMA Lab school Untad Palu. In collecting the data, the researcher used observation and interview. The data were analyzed by using Tarone's Taxonomy. This study showed that the communication strategies used by the teacher were: 46% language switching, 27% literal transl
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Judd, Maureen. "Broken Communication in Nursing Can Kill: Teaching Communication Is Vital." Creative Nursing 19, no. 2 (2013): 101–4. http://dx.doi.org/10.1891/1078-4535.19.2.101.

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Nursing communication is vital to quality and safe nursing care. Evidence continues to increase that communication breakdowns are responsible for medication errors, unnecessary costs, and inadequate patient care. Nursing students can be taught enhanced communication skills during clinical conferences using innovative teaching strategies, examples of which are described in this article.
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Kuehne, Lauren M., Laura A. Twardochleb, Keith J. Fritschie, et al. "Practical Science Communication Strategies for Graduate Students." Conservation Biology 28, no. 5 (2014): 1225–35. https://doi.org/10.5281/zenodo.13513261.

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(Uploaded by Plazi for the Bat Literature Project) Development of skills in science communication is a well-acknowledged gap in graduate training, but the constraints that accompany research (limited time, resources, and knowledge of opportunities) make it challenging to acquire these proficiencies. Furthermore, advisors and institutions may find it difficult to support graduate students adequately in these efforts. The result is fewer career and societal benefits because students have not learned to communicate research effectively beyond their scientific peers. To help overcome these hurdles
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Kuehne, Lauren M., Laura A. Twardochleb, Keith J. Fritschie, et al. "Practical Science Communication Strategies for Graduate Students." Conservation Biology 28, no. 5 (2014): 1225–35. https://doi.org/10.5281/zenodo.13513261.

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(Uploaded by Plazi for the Bat Literature Project) Development of skills in science communication is a well-acknowledged gap in graduate training, but the constraints that accompany research (limited time, resources, and knowledge of opportunities) make it challenging to acquire these proficiencies. Furthermore, advisors and institutions may find it difficult to support graduate students adequately in these efforts. The result is fewer career and societal benefits because students have not learned to communicate research effectively beyond their scientific peers. To help overcome these hurdles
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Kuehne, Lauren M., Laura A. Twardochleb, Keith J. Fritschie, et al. "Practical Science Communication Strategies for Graduate Students." Conservation Biology 28, no. 5 (2014): 1225–35. https://doi.org/10.5281/zenodo.13513261.

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(Uploaded by Plazi for the Bat Literature Project) Development of skills in science communication is a well-acknowledged gap in graduate training, but the constraints that accompany research (limited time, resources, and knowledge of opportunities) make it challenging to acquire these proficiencies. Furthermore, advisors and institutions may find it difficult to support graduate students adequately in these efforts. The result is fewer career and societal benefits because students have not learned to communicate research effectively beyond their scientific peers. To help overcome these hurdles
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36

Kuehne, Lauren M., Laura A. Twardochleb, Keith J. Fritschie, et al. "Practical Science Communication Strategies for Graduate Students." Conservation Biology 28, no. 5 (2014): 1225–35. https://doi.org/10.5281/zenodo.13513261.

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(Uploaded by Plazi for the Bat Literature Project) Development of skills in science communication is a well-acknowledged gap in graduate training, but the constraints that accompany research (limited time, resources, and knowledge of opportunities) make it challenging to acquire these proficiencies. Furthermore, advisors and institutions may find it difficult to support graduate students adequately in these efforts. The result is fewer career and societal benefits because students have not learned to communicate research effectively beyond their scientific peers. To help overcome these hurdles
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37

Ma, Zitong, Mingchang Ma, Lingxu Li, and Yifeng Sun. "Strategies for Reforming Architectural English Education to Navigate Industry Challenges." Journal of Innovation and Development 9, no. 2 (2024): 19–21. https://doi.org/10.54097/a9hz7n07.

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The Chinese construction industry has entered a downturn period, the recommendation of the Chinese construction market has been tightened, and the changes in the demand of the international construction market have new requirements for the foreign language ability of the present and future construction talents. In order to cultivate architectural talents with intercultural communication ability and solid professional English communication ability to improve international competitiveness, this paper discusses the teaching reform and innovation path of architectural foreign language, combining s
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38

Bodary, Peter F., and M. Melissa Gross. "Innovative Teaching and Learning Strategies in Kinesiology." Kinesiology Review 7, no. 4 (2018): 321–27. http://dx.doi.org/10.1123/kr.2018-0037.

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Although the use of active-learning strategies in the classroom is effective, it is underutilized due to resistance to change from the traditional classroom, a limited evidence base for optimizing engaged learning, and limited support for faculty to overhaul their course structure. Despite these barriers, engaged learning is highly relevant, as the expected job skills of graduates continue to grow and are biased away from rote memorization and toward critical thinking and communication skills. The STEM (science, technology, engineering, and math) disciplines continue to accrue evidence demonst
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Essien, Lawrencia Etrue, Amua-Sekyi Ekua Tekyiwa, and Eric Mensah. "The Use of Communication Strategies to Compensate for Gaps in Classroom Communication: The Case of the University of Cape Coast, Ghana." Use of Communication Strategies to Compensate for Gaps in Classroom Communication: The Case of the University of Cape Coast, Ghana 3, no. 1 (2022): 229–35. https://doi.org/10.51867/ajernet3.1.18.

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Classroom interaction is very critical to the teaching and learning process in the second language classroom and speakers may encounter difficulties in expressing their communication intentions as a result of gaps in their linguistic repertoire. Necessarily, this study was conducted to ascertain the strategies students and lecturers of the University of Cape Coast use to compensate for gaps in their classroom interactions. The concurrent mixed method approach was used to study 128 students and 2 lecturers of the Department of Arts Education of the University of Cape Coast. Questionnaires and a
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Ball, Laura J., and Joanne Lasker. "Teaching Partners to Support Communication for Adults with Acquired Communication Impairment." Perspectives on Augmentative and Alternative Communication 22, no. 1 (2013): 4–15. http://dx.doi.org/10.1044/aac22.1.4.

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Abstract For adults with acquired communication impairment, particularly those who have communication disorders associated with stroke or neurodegenerative disease, communication partners play an important role in establishing and maintaining communicative competence. In this paper, we assemble some evidence on this topic and integrate it with current preferred practice patterns (American Speech-Language-Hearing Association, 2004). Our goals are to help speech-language pathologists (SLPs) identify and describe partner-based communication strategies for adults with acquired impairment, implemen
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41

Stevens, Betsy. "Teaching Communication with Ethics-Based Cases." Business Communication Quarterly 59, no. 3 (1996): 5–15. http://dx.doi.org/10.1177/108056999605900302.

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This article focuses on the importance of presenting ethics and communica tion as twin concepts in the management communication class. It underscores the increasing importance and complexity of ethical issues and presents two cases that the instructor can use for analysis and discussion. The cases address two contemporary issues—harassment in the workplace and the consumption of alcohol by pregnant women. Both have implications for business profes sionals and allow students a chance to analyze their views and make decisions about communication strategies.
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Jung, Minyoung, Jiyoung Jung, and Kyeongmi Hwang. "A Multiple Case Study of Empathic Communication Strategies in Teaching-Learning Situations." Korean Association For Learner-Centered Curriculum And Instruction 25, no. 7 (2025): 397–412. https://doi.org/10.22251/jlcci.2025.25.7.397.

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Objectives This study explores the educational implications of empathic communication strategies for school education through a multiple case study using previous studies that used empathic communication strategies in teaching-learning situations. Methods Yin's multiple case study method was used. The analysis case collection procedure consists of three stages, and a total of 10 domestic analysis cases directly related to the research topic and derivation of results were collected. The analysis cases were subjected to an inductive content analysis procedure, and the research results were subje
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Windels, Kasey, and Mark Wilson Stuhlfaut. "Teaching Creativity: Experimental Evidence of Three Strategies for Teaching Industry Standards for Creative Excellence." Journal of Advertising Education 21, no. 1 (2017): 13–25. http://dx.doi.org/10.1177/109804821702100105.

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Creativity is a system of relationships between individual creators, culture and a field of gatekeepers who select and validate ideas. Within the cultural community of advertising, practitioners operate using informal and implicit rules, called creative codes, about what represents creative excellence as expressed through outputs, shared norms, language and awards. Students of advertising could benefit by recognizing and internalizing broader industry standards of creative excellence to build better portfolios, to be better prepared for interviews and to be more effective in their first jobs.
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Khamroeva, Sanobar Hasan qizi. "INCLUSIVE INSTRUCTION IN LANGUAGES AND STRATEGIES." МЕДИЦИНА, ПЕДАГОГИКА И ТЕХНОЛОГИЯ: ТЕОРИЯ И ПРАКТИКА 2, no. 6 (2024): 83–93. https://doi.org/10.5281/zenodo.11583499.

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This article discusses about Inclusive Language Teaching and Strategies in educational settings. It explores the benefits of them and it&rsquo;s effective sides for teaching. The author presents arguments supporting the process, overview real-world language use in curricula and highlights the impact of it for overall academic success. Additionally, the article acknowledges potential challenges and offers suggestions for overcoming them. Overall, it advocates for the significance of language instruction that refers to an approach in language teaching and learning that prioritizes the communicat
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45

Nabirye H., Kato. "Interdisciplinary Approaches to Teaching Law and Communication." RESEARCH INVENTION JOURNAL OF LAW, COMMUNICATION AND LANGUAGES 5, no. 1 (2025): 43–48. https://doi.org/10.59298/rijlcl/2025/514348.

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As the boundaries between disciplines continue to blur in a rapidly evolving educational and professional landscape, integrating legal and communication studies has become increasingly relevant. This paper investigates the interdisciplinary teaching of law and communication, emphasizing pedagogical strategies, curriculum development, theoretical frameworks, and institutional challenges. It investigates how collaboration between legal scholars and communication specialists can foster comprehensive, critical, and culturally nuanced learning experiences. Drawing from historical perspectives, empi
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Hung, Justine, Rachel Rodenbach, and Toby Christopher Campbell. "Decades old communication training influences seen in patient-centric communication skills of transplant hematologists." Journal of Clinical Oncology 42, no. 16_suppl (2024): 12099. http://dx.doi.org/10.1200/jco.2024.42.16_suppl.12099.

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12099 Background: Competency in communication skills was added as a requirement for residencies in 1999. Numerous strategies have since been incorporated into all phases of medical education and beyond. “Ask-tell-ask” and “NURSE” are commonly taught strategies used to guide conversations between physicians and patients. “Ask-tell-ask” provides a structure for assessing and delivering medical knowledge to a patient. “NURSE” outlines methods for incorporating empathy into the medical provider’s statements. We evaluated for the presence of these communication strategies in a high-stakes discussio
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Fahrinawati, Ahmad Darussalam, and Alfiansyah Noor. "TEACHER COMMUNICATION STRATEGIES IN TEACHING ENGLISH FOR SPECIAL NEED STUDENTS." TARBIYAH DARUSSALAM: JURNAL ILMIAH KEPENDIDIKAN DAN KEAGAMAAN 9, no. 01 (2025): 131–44. https://doi.org/10.58791/tadrs.v9i01.233.

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Abstract The objective of the research is to find out communication strategies used by the English teachers in Special need student classroom. The researcher used descriptive qualitative research and the data were collected by using observation, interview, and documentation (video recording). The result revealed that communication strategies used by the English teacher were circumlocution, approximation, use of nonlinguistic means (mime or gesture), literal translation, code switching, appeal for help, stalling or time-gaining strategies. The result of the interview showed that the communicati
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Vikulova, Larisa, Svetlana Gerasimova, Evgeniya Serebrennikova, and Elina Nersesova. "Strategies for Shaping Student's National and Cultural Identity in Teaching "Cross-Cultural Theory Introduction"." ARPHA Proceedings 4 (May 31, 2021): 1065–81. https://doi.org/10.3897/ap.e4.e1065.

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This paper explains the didactic domain concept formed within the strategic matrix of the educational discourse related to teaching cross-cultural communication theory. It is stated that intercultural communication competenceis improved on certain strategies taking into account the organization of training in the light of the cognitive opposition "friend or other", acquiring a cross-cultural reflexive way of interaction, and further focus on value attitudes and participants' dominance in the communication act. The authors share their experience of writing the manual which corresponds to the ef
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Zhang, Liyan. "Study on Phonetic Transfer and Teaching Strategies in College English Teaching." International Journal of Education and Humanities 7, no. 2 (2023): 65–68. http://dx.doi.org/10.54097/ijeh.v7i2.5352.

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The negative influence of mother tongue, especially dialect, on the pronunciation of Chinese English learners is very common, especially in western Inner Mongolia. Through empirical research, this study discusses the negative influence of western Inner Mongolia dialects on the phoneme transmission and cross-segment phoneme transmission of students in our region, so as to better help the students in western Inner Mongolia overcome the phonetic difficulties caused by the negative transmission of mother tongue dialects, break through the phonetic barrier and achieve the purpose of effective commu
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Arifin, Syawal, Masrur Yahya, and Mohammad Siddik. "Strategi Komunikasi Siswa Dan Guru Kelas XI SMAN 2 Sangatta Utara Dalam Proses Pembelajaran Bahasa Indonesia." Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya 2, no. 1 (2019): 15–38. http://dx.doi.org/10.30872/diglosia.v2i1.15.

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The mastery of various foreign languages causes frequent obstacles in the delivery of messages to the speech partners. As a result, teachers and class XI students of SMAN 2 Sangatta Utara used various communication strategies to deal with these obstacles. This study aims to describe the communication strategies used by teachers and class XI students of SMAN 2 Sangatta Utara in the class of Indonesian Language lessons. This research was done by a descriptive method and qualitative approach. The data was collected in March to October 2017 from one classroom teacher and one class XI of grade stud
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