Effects of in-country experience on the acquisition of oral communication skills in Japanese

1995 ◽  
Vol 12 ◽  
pp. 83-98 ◽  
Author(s):  
Sonomi Atsuzawa-Windley ◽  
Sachiko Noguchi
Keyword(s):  
Communication Skills ◽  
Oral Communication ◽  
Linguistic Competence ◽  
Oral Examination ◽  
Complex Issue ◽  
Positive Effects ◽  
Successful Communication ◽  
Sociolinguistic Competence ◽  
Tentative Evidence ◽  
The Relationship

Abstract This study aims to investigate the effects of in-country experience on oral communication skills in Japanese. Do students who have had in-country experience in Japan have a higher level of proficiency in any area of oral communication skills than those who have not? To what extent do students with in-country experience differ from those without in their acquisition of various areas of oral communication skills? The performance of subjects in the mid-year oral examination were used as data for this study and comparisons were made between those with and without in-country experience. We believe that linguistic competence alone is not sufficient for successful communication. The results of this study provide tentative evidence that in-country experience did have positive effects on the acquisition of oral communication skills. However, the relationship between the acquisition of more than one speech style and sociolinguistic competence also emerged as a complex issue.

scholarly journals Using a genre-based approach to promote oral communication in the colombian english classroom

2012 ◽  
Vol 14 (2) ◽  
pp. 109 ◽  
Author(s):  
Jose David Herazo Rivera
Keyword(s):  
Language Learning ◽  
Interpersonal Communication ◽  
Communication Skills ◽  
Recent Literature ◽  
Meaning Making ◽  
Oral Communication ◽  
Promising Alternative ◽  
Making Meaning ◽  
Successful Communication ◽  
English Classroom

The genre-based approach (GBA) has been used in different curriculum areas to develop learners’ meaning-making potential. Using thetext as the main unit of communication and pedagogy, this approach conceives of language learning and use as a social, textual, and goalorientedprocess. Thus, it constitutes a promising alternative to the practice –not uncommon in Colombian classrooms– of teaching EFL oralcommunication through memorized dialogues with no realistic purpose. Based on a revision of recent literature and research, I argue that theGBA may foster students’ oral interpersonal communication skills because it 1) involves them in meaning-oriented, text-based, and realisticpractice, 2) assumes an explicit pedagogy that discloses the lexical and grammatical resources needed for successful communication, and3) facilitates learners’ increasing control of oral communication thanks to their appropriation of the necessary metalanguage to talk about theprocess of making meaning in English. I also maintain that this approach gives teachers linguistically-principled tools for planning instructionand assessing learning. Finally, I discuss various curriculum and syllabus implications resulting from the adoption of the GBA for EFL instructionand suggest specific objectives and activities with a sample lesson based on Colombian standards.

scholarly journals Levels of Oral Communication Skills and Speaking Anxiety of Educators in a Polytechnic College in the Philippines

2021 ◽  
Vol 1 (1) ◽  
Author(s):  
Marlon Pontillas ◽  
Frederick Talaue
Keyword(s):  
Communication Skills ◽  
Oral Communication ◽  
The Philippines ◽  
Public Speaking Anxiety ◽  
Speaking Anxiety ◽  
Good Communication ◽  
Correlational Research ◽  
Personal Experiences ◽  
Undergraduate Programs ◽  
The Relationship

Regardless of the profession, everyone should possess good communication skills in different contexts. Although scholars have contributed studies showing the communication anxieties and proficiencies of speakers to different languages, there are limited studies that deal with the educators’ context. To add contribution to this field, the researcher utilized a correlational research design to determine the relationship between the educators' oral communication skills and speaking anxiety. The study used the frameworks of Pontillas (2020) and McCroskey (1977). The researcher chose Camarines Sur Polytechnic Colleges as the locale of the study and utilized 25 teacher-participants from the different departments of the College. The participants underwent an impromptu speaking activity to determine their oral communication skills’ level. They filled out the Personal Report of Public Speaking Anxiety (PRPSA) test developed by McCroskey (1970) to assess their perceived speaking anxiety. The two variables' results were correlated using Pearson’s Moment of Correlation and found a significant correlation between the two variables. Environmental factors, personal experiences, and exposure were factors determined by the researcher affecting their speaking skills and anxiety. The researchers recommend that the institution should implement intervention programs for educators to improve their oral communication skills. Furthermore, Higher Education Institutions offering Education undergraduate programs should add additional communication courses to the curriculum.

Perfecting Communication Skills of the Students

2017 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Dr. Neeta Sharma
Keyword(s):  
Language Learning ◽  
Communication Skills ◽  
Oral Communication ◽  
Effective Communication ◽  
Major Elements ◽  
Communication Process ◽  
Listening Skills ◽  
Student Centered ◽  
Effective Use ◽  
Listening And Speaking

Abstract Communication is a process of sharing information through speech, writing, gestures or symbols between two or more people. The focus of the present paper is oral communication and the language under consideration is English. The teacher should adopt a student centered approach. The learners should be encouraged to do things in the class which result in developing their communication skills. The trainer has to focus on both the linguistic and paralinguistic features of the communication process while enhancing learners’ communication skills. These features involve the effective use of words, forming grammatically intelligible sentences and an appropriate use of voice and intonation. The teacher should encourage and train his students to use positive body language while listening and speaking. In order to hone the communication skills of the learners, it is very important to make the learners comfortable with the language they have to communicate in. Shedding their inhibitions is also one of the pivotal areas of concerns. This paper explores different techniques that could be useful while training students in communication skills. Communication is a process of sharing information through speech, writing, gestures or symbols between two or more people. The focus of the present paper is oral communication and the language under consideration is English. The major elements of a communication process are sender, receiver, message and feedback. Effective communication is a two way process. It involves both expressive (speaking) skills and receptive (listening) skills. It entails receiver’s understanding of the message sent by the sender and his feedback to the sender. Listening plays a very important role in the language learning process. It is the most primary of the four basic skills of any language i.e. Listening, Speaking, Reading and Writing. Listening paves way for speaking. One can never be a good speaker if one is not a good listener. An effective communicator is first a good listener and then a good speaker. According to Tickoo ( 2003 ), ‘Good listening skills not only lay the foundations of good speech, but they grow best through effective communication’.

Research and Teaching: Think Before (and After) You Speak: Practice and Self-Reflection Bolster Oral Communication Skills

2016 ◽  
Vol 045 (06) ◽  
Author(s):  
Eleanor Sterling ◽  
Adriana Bravo ◽  
Ana Luz Porzecanski ◽  
Romi Burks ◽  
Joshua Linder ◽  
...  
Keyword(s):  
Communication Skills ◽  
Oral Communication ◽  
Self Reflection ◽  
Research And Teaching ◽  
Before And After

Perfil da Linguagem em Pacientes com Acidente Vascular Encefálico Atendidos pelo Serviço Assistencial Domiciliar Multidisciplinar em Porto Velho – Rondônia

REVISTA FIMCA ◽  
2018 ◽  
Vol 5 (1) ◽  
pp. 34-42
Author(s):  
Amanda Leite Silva Cabral ◽  
Flávia Peres Lima ◽  
Jéssica Iara Costa Bessa Paraguassú
Keyword(s):  
Communication Skills ◽  
Oral Language ◽  
Care Service ◽  
Oral Communication ◽  
Etiologic Factor ◽  
Test Protocol ◽  
Cross Sectional ◽  
One Year ◽  
The City ◽  
Porto Velho

Introdução: A afasia é uma das sequelas mais importantes que ocorrem após lesão cerebral de acidente vascular encefálico (AVE). Objetivos: Identificar o perfil da linguagem oral de pacientes com AVE, atendidos pelo Serviço Assistencial Multidisciplinar Domiciliar (SAMD) na cidade de Porto Velho – RO. Materiais e Métodos: Trata-se de um estudo transversal e quantitativo, realizado na residência dos pacientes que estavam sendo atendidos pelo SAMD. Onde foi utilizado o protocolo de Teste de Reabilitação das Afasias composto inicialmente de um questionário que foi aplicados com os familiares dos pacientes para coletar dados quanto ao AVE e os Testes de Comunicação Oral para avaliar dos pacientes. Resultados: Foram avaliados 11 sujeitos com AVE e oito sujeitos apresentaram afasia emissiva do tipo Broca (100%) com presença de agramatismo e anomia (87,5%), e déficit na organização da comunicação e na memória (100%). Referente à etiologia do AVE, verificou-se que 62,5% dos sujeitos apresentaram etiologia decorrente de hipertensão, com tempo de sequelas com tempo entre um ano menos e a três anos (37,5%). Todos os sujeitos (100%) eram muito falantes antes do AVE, porem 50% continuaram muito falantes após o AVE e os outros 50% se tornaram pouco falantes. Conclusão: Os resultados evidenciam que a maioria dos sujeitos apresentaram afasia emissiva do tipo Broca, em decorrência de Acidente Vascular Encefálico Isquêmico tendo como fator etiológico a hipertensão. Desencadeando alterações de linguagem como anomia e agramatismo, afetando ainda suas habilidades de comunicação como a memória e a organização da linguagem. Introduction: Aphasia is one of the most important sequels that occur after brain injury from stroke. Objectives: To identify the oral language profile of patients with stroke, assisted by the Multidisciplinary Home Care Service (SAMD) in the city of Porto Velho - RO. Materials and Methods: This was a cross-sectional and quantitative study carried out at the residence of the patients who were being treated by the SAMD. Where the Aphasia Rehabilitation Test protocol was used, composed initially of a questionnaire that was applied with the relatives of the patients to collect data regarding the AVE and the Oral Communication Tests to evaluate the patients. Results: Eleven subjects with EVA were evaluated, and eight subjects presented Embryonic Emphasis of Broca type (100%) with presence of agramatism and anomia (87.5%), and deficits in the organization of communication and memory (100%). Regarding the etiology of the AVE, 62.5% of the subjects presented etiology due to hypertension, with sequelae time between one year less and three years (37.5%). All subjects (100%) were very talented before the AVE, but 50% remained very talented after the AVE and the other 50% became less talkative. Conclusion: The results show that most of the subjects presented Embryonic Emphasis of the Broca type, due to Ischemic Stroke, having as etiologic factor hypertension. Unleashing language changes such as anomie and agramatism, still affecting his communication skills as memory and the organization of language.

The interpreters’ point of view on ELF at the European Commission: “A completely uneven playing field”

2020 ◽  
Vol 9 (2) ◽  
pp. 195-215
Author(s):  
Cristina Scardulla
Keyword(s):  
European Commission ◽  
Target Population ◽  
Point Of View ◽  
Lingua Franca ◽  
Playing Field ◽  
Successful Communication ◽  
European Institutions ◽  
Promising Solution ◽  
The Relationship ◽  
Communicative Effectiveness

AbstractThe use of English as a Lingua Franca is a promising solution to the overcoming of language barriers in a wide variety of contexts and, despite being formally governed by the principle of multilingualism, the European institutions are no exception. This paper aims at shedding light on the perception on the use of ELF within the European Commission, by presenting the results of a questionnaire carried out within the framework of a broader PhD project. The target population is that of interpreters working for the European Commission. The analysis focuses on two specific questions, which address interpreters in their role as communication experts, inviting them to momentarily set aside their opinion on the relationship between ELF and interpretation and rather assess ELF in terms of “communicative effectiveness,” considered as an essential component to a successful communication. Results confirm previous ITELF (Interpreting, Translation and English as a Lingua Franca) studies, in that interpreters believe that ELF tends to decrease the level of communicative effectiveness and that, based on their direct experience, less than half of the speakers in these meetings succeed at expressing themselves effectively when using ELF. Most importantly, they elaborate on what this loss of effectiveness entails in terms of communication quality, interlocutors’ participation rights and multilingualism.

Application of Practice Oriented–Peer Review for Prosthodontics (PRO-PReP)—A Qualitative Study

2021 ◽  
pp. 009121742199014
Author(s):  
Varsha Murthy ◽  
KR Sethuraman ◽  
Sunayana Choudhury ◽  
R Shakila
Keyword(s):  
Peer Review ◽  
Communication Skills ◽  
Training Programs ◽  
Residency Education ◽  
Relationship Building ◽  
Self Reflection ◽  
Novel Concept ◽  
The Relationship ◽  
Difficult Situations ◽  
Balint Method

Objective Communication skills diminish with time and must be applied and updated frequently. Due to various professional constraints, the dentists may not be able to attend training programs to sharpen their skills. During patient interactions, dentists may face difficult situations which they may be unable to handle and, consequently, make them overreact. Therefore, there is a need to provide a platform to freely discuss their feelings, ideas, and take opinion from peers. Methods Training in communication skills customized for dealing with complete denture patients was conducted for the prosthodontic postgraduates. Based on feedback obtained, it was decided to have periodic meetings and the concept of Practice-Oriented–Peer Review for Prosthodontics (PrO-PReP) was introduced. This novel concept is a combination of the Relationship building, exploring Reactions, exploring Content, and Coaching (R2C2) model of residency education and the Balint method. The meetings were scheduled every one or two months based on the available caseload of the patients treated by the postgraduates. Results The thematic analysis of the postgraduates’ self-reflection during the sessions and the video recorded observations (assessed using the Kalamazoo scale) revealed that these sessions were effective in positively engaging the postgraduates to discuss their experiences, reflect on their performances, practice their newly gained skills, and learn from peer sharing. Conclusion The postgraduates felt that they have changed in their working style and were more confident to manage patients. They found such sessions very useful for being updated with the already-learned skills.

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