Bullying in Adolescents Who Stutter: Communicative Competence and Self-Esteem

2004 ◽  
Vol 31 (Spring) ◽  
pp. 69-79 ◽  
Author(s):  
Gordon W. Blood ◽  
Ingrid M. Blood
Keyword(s):  
Communicative Competence ◽  
Self Esteem

scholarly journals Contributing factors on students’ willingness to communicate (WTC)

2021 ◽  
Vol 2 ◽  
pp. 41
Author(s):  
Elis Susanti
Keyword(s):  
Language Learners ◽  
Communicative Competence ◽  
Self Esteem ◽  
Task Type ◽  
Willingness To Communicate ◽  
English Department ◽  
Contributing Factors ◽  
Gender And Age ◽  
Individual Variables ◽  
Influential Variable

One of the non-linguistics factors which is sometimes out of the teacher’s awareness during the teaching of speaking is how ready or how willing the language learners are to engage in the provided activities in which this psychological condition is then termed as Willingness to Communicate (WTC). To prepare the language learners in order to be more ready or willing is essential to take into account since a fact shows that the high WTC will increase the language learners’ frequency of using the language learned (English) in a communication. This is a descriptive qualitative research which investigated about the students’  WTC  in  a  speaking  class  consisting  of  29  students English Department in STKIP Muhammadiyah Kotabumi. Apart from this, this study also probed what variables influencing their WTC. An observation was done in order to collect the research data and make a conclusion. Due to the collecting data, it was found that students’ WTC is high. Further, some variables such as classroom variables (task type, topic, and interlocutor), individual variables (introversion, self-esteem, and anxiety), and communicative competence are found to contribute on students’ WTC during the speaking activity. Among others, the topic given is as the most influential variable affects students’ WTC. Whereas, it is found that interlocutor variable due to their gender and age does not affect students’ WTC. Hence, English teachers are suggested to give more attention at some variables affecting students’ WTC in order to help the students increase their WTC which leads to their speaking improvement. 

scholarly journals Project Work in the Formation of Foreign Language Communicative Competence (Basic Level of Russian as a Foreign Language)

2020 ◽  
pp. 129-136
Author(s):  
Ya.L. Chernyavskaya
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Students ◽  
Native Speakers ◽  
Communicative Competence ◽  
Self Esteem ◽  
Project Work ◽  
First Semester ◽  
Preparatory Course ◽  
Basic Level

The article considers the experience of involving components of the linguistic environment in the project work of students studying Russian as a foreign language at the basic level, at the preparatory course in the Tyumen State Medical University. The purpose of the project work is to consolidate and expand knowledge on the topics covered, as well as to develop foreign language communicative competence. The project work, that includes communication both with the student group and with native speakers, allows to solve different problems successfully: to develop self-confidence, to improve social skills (cooperation and teamwork), to encourage motivation, to increase the expectation of success in the studied language, to obtain a positive assessment (including self-esteem). Practical ability to understand native speakers (except the teacher) and be understood by them is perceived by students at this stage as a marker of progress in language learning and an indicator of success. Also, project activities in the preparatory course, which begins in the first semester, affect the successful passage of the period of adaptation of foreign students. Going outside the University helps to acquaint students with the Russian culture, to increase self-esteem, interest and motivation to study, to destroy the language barrier after communicating with native speakers. Project activities can be a universal tool for comprehensive language learning for both academic and practical purposes. The study of lexical and grammatical topics in the future can be accompanied by the preparation of small projects. Thus, an effective language environment is created, which contributes to the good formation of communicative skills that are necessary for successful intercultural communication.

Building Emotional Intelligence for Student Success: A Pilot Study

2019 ◽  
Vol 4 (6) ◽  
pp. 1445-1461
Author(s):  
Amee P. Shah ◽  
Mary Lou Galantino
Keyword(s):  
Emotional Intelligence ◽  
Emotional Regulation ◽  
Communication Apprehension ◽  
Communication Competence ◽  
Emotional Awareness ◽  
Self Esteem ◽  
Preliminary Evidence ◽  
Empowerment Model ◽  
Dyad Interaction ◽  
Relational Management

Purpose Nationwide, upward trends exist in student issues with anxiety, stress, depression, and lowered classroom performance. As emotional awareness and emotional regulation skills are typically not addressed in professional discipline-specific courses, students experience challenges in their academic performance. This pilot research explored the effect of brief targeted classroom practices within an empowerment-based framework on domains of emotional intelligence. Method Twenty-two students in an undergraduate speech-language pathology class received a 13-week, biweekly, 15-min session of empowerment-based worksheet exercises to develop increased self-esteem, emotional awareness and regulation, and communication. Assessments of self-esteem, emotional intelligence, communication competence, and communication apprehension were conducted using validated scales, namely, the Rosenberg Self-Esteem Scale ( Rosenberg, 1965 ), the Quick Emotional Intelligence Self-Assessment ( Mohapel, 2015 ), the Self-Perceived Communication Competence Scale ( McCroskey & McCroskey, 2013 ), and the Personal Report of Communication Apprehension ( McCroskey, 1982 ), respectively. Midsemester and semester-end student reflections were collected. Results Paired t tests were significant in self-esteem and emotional quotient, including subdomains of emotional awareness, emotional management, social emotional awareness, and relational management. Significance was noted in communication competence in the subdomains of dyad interaction, stranger interaction, and acquaintance. Students' reflection showed significant improvement in empowerment and self-rated improvements in confidence, communication, connections with peers, and trust with instructor. Conclusion Preliminary evidence demonstrates positive outcomes with integration of intentional classroom exercises to build emotional intelligence (including emotional awareness and regulation), self-esteem, and communication. This empowerment model may assist faculty in developing effective pedagogical strategies to build students' self-resiliency.

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