scholarly journals Teaching Communication Strategies to Students with Communication Disabilities

2021 ◽  
Vol 9 (3) ◽  
pp. 329-335
Author(s):  
Kosherbayeva Aigerim ◽  
◽  
Kurmanbayeva Lyazzat ◽  
Kassymova Roza ◽  
Yessimgaliyeva Tlekshi ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Formal Education ◽  
Communication Strategies ◽  
Oral Communication ◽  
Communication Disorders ◽  
Effective Communication ◽  
Literature Study ◽  
Communication Disabilities ◽  
The Relationship ◽  
Two Sides

Many communication scholars and researchers agree that students with oral communication disabilities should be trained to be effective communicators. Effective communication strategies need to be taught to those students to improve their communication skills. They further agree that if students are not taught effective communication strategies, they will rely on the strategies that do not work well, such as borrowing from language and avoidance strategies. Therefore, the author developed a way for teaching communication strategies to students with oral communication disabilities. The challenge of actively involving students with communication disorders in the formal education systems prompted this desktop study on some of the challenges and problems associated with students with communication disorders in the classroom. This paper examines the relationship between communication disorders and learning from a very basic and simplified perspective. The intention is not to get deep into the jargon of disability studies but to assist teachers in understanding students with communication disorders so that they also actively engage them in their teaching approaches. As such, the paper does not claim to be a professional and expert point of reference. It is derived from and built on a simple desktop literature study and document analysis. The paper's thrust is to ensure that students with communication disorders are fully and actively involved in their classroom learning activities. It says that teaching and learning are two sides of the same coin. We thus conclude that when people talk about teachers’ effectiveness, they are talking about actual student learning.

Communication and Job Satisfaction

2017 ◽  
pp. 201-225 ◽  
Author(s):  
Libi Shen ◽  
Larry Austin
Keyword(s):  
Job Satisfaction ◽  
Job Performance ◽  
Communication Strategies ◽  
Effective Communication ◽  
Communication Styles ◽  
Organizational Leaders ◽  
Business Executives ◽  
Successful Leadership ◽  
The Relationship

In a business organization, communication is imperative for employers to express their thoughts, ideas, policies, and goals to their employees. Different organizational leaders or managers have various communication styles. Effective communication between employers and employees would not only boost employees' morale and job performance, but also demonstrate employers' successful leadership. Are communication and job satisfaction related? How should employers communicate so that their employees have higher job satisfaction, better engagement, lower turnover, and stronger long-term commitment? The purpose of this chapter is to explore the relationship between communication and employees' job satisfaction. This chapter attempts to provide business executives, company leaders, and scholar-practitioners suggestions with regard to developing effective communication strategies for better company management.

Communication and Job Satisfaction

2017 ◽  
pp. 355-379
Author(s):  
Libi Shen ◽  
Larry Austin
Keyword(s):  
Job Satisfaction ◽  
Job Performance ◽  
Communication Strategies ◽  
Effective Communication ◽  
Communication Styles ◽  
Organizational Leaders ◽  
Business Executives ◽  
Successful Leadership ◽  
The Relationship

In a business organization, communication is imperative for employers to express their thoughts, ideas, policies, and goals to their employees. Different organizational leaders or managers have various communication styles. Effective communication between employers and employees would not only boost employees' morale and job performance, but also demonstrate employers' successful leadership. Are communication and job satisfaction related? How should employers communicate so that their employees have higher job satisfaction, better engagement, lower turnover, and stronger long-term commitment? The purpose of this chapter is to explore the relationship between communication and employees' job satisfaction. This chapter attempts to provide business executives, company leaders, and scholar-practitioners suggestions with regard to developing effective communication strategies for better company management.

scholarly journals Self-Efficacy and Self-Regulation as the Predictors of Use of Oral Communication Strategies in EFL Contexts

2018 ◽  
Vol 7 (4) ◽  
pp. 14
Author(s):  
Hamideh Abbasi ◽  
Mania Nosratinia
Keyword(s):  
Undergraduate Students ◽  
Self Efficacy ◽  
Communication Strategies ◽  
Self Regulation ◽  
Sampling Strategy ◽  
Oral Communication ◽  
Unique Contribution ◽  
Efl Learners ◽  
Age Range ◽  
The Relationship

The present study aspired to systematically investigate the relationship among EFL learners’ Self-Regulation (SR), Self-Efficacy (SE), and their Use of Oral Communication Strategies (UOCS). To this end, 367 male and female undergraduate students, within the age range of 20 to 30 (Mage = 25) were selected based on convenience sampling strategy. They were asked to fill in three questionnaires, namely the Oral Communication Strategies Inventory (Nakatani, 2006), the Motivated Strategies for Learning Questionnaire (Pintrich, Smith, Garcia, & McKeachie, 1991), and the SE Questionnaire (Sherer, Maddux, Mercadante, Prentice-Dunn, Jacobs, & Rogers, 1982). Both parametric and non-parametric formulas were conducted to inspect the significance of the relationships. The results revealed that there was a significant and positive correlation between SR and UOCS, SE and UOCS, and SE and SR. Furthermore, a regression analysis revealed that only SR makes a strong statistically significant unique contribution to predicting UOCS (β = 0.682, t = 15.3, p = 0.0005). SE did not turn out to be a significant predictor of UOCS scores. The study concludes with a discussion on the obtained results followed by presenting some implications for EFL teachers, learners, and syllabus designers.

Communication Strategies Used by Middle Estern Postgrduate Students at Service Encounters in Univsersty Malaya

2016 ◽  
Vol 5 (1) ◽  
pp. 40
Author(s):  
Suo Yanju ◽  
Suo Yanmei
Keyword(s):  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
Second Language Learners ◽  
Communication Strategies ◽  
Middle Eastern ◽  
Oral Communication ◽  
Communication Strategy ◽  
Video Tape ◽  
Communication Breakdown

Communication strategies are important in helping L2 learners to communicate successfully when they are faced with a problem in speech production. This study looked at one of the components in Communication Competence, i.e strategy competence or the use of Communication Strategies (CS) in oral interactions among Middle Eastern students and counter staff in institute of postgraduate studies (IPS) at University of Malay. Data collected from video-tape and interviews were analyzed quantitatively and qualitatively. It was found that the most frequently used communication strategy was the use of “modification devices‟. The other strategies used frequency were“interaction strategies”, “compensatory strategies” “avoidance strategies” and “L2-based strategies”. The results showed that students used different communication strategies to overcome their communication difficulties. The main aim of using the communication strategies is to avoid communication breakdown. Consequently, Second language learners should be encouraged to use communication strategies to develop their oral skills and help them more effective in oral communication with their limited English language proficiency. The implications and suggestions from this study towards development the teaching and learning of ESL were also presented.

Transformative education and community development: sharing learning to challenge inequality

2016 ◽  
Author(s):  
Anindita Adhikari ◽  
Peter Taylor
Keyword(s):  
Community Development ◽  
Education Policy ◽  
Education System ◽  
Teaching And Learning ◽  
Formal Education ◽  
Local Community ◽  
Transformative Education ◽  
Constructing Knowledge ◽  
The Relationship ◽  
Innovative Approaches

This chapter reflects on the relationship between knowledge, power and education and applies this to a discussion on India’s education policy trajectory and outcomes. The chapter then discusses the ways in which education can in fact overcome this conflict between structure and purpose and play a transformational role by creating more empowering and sustainable forms of community development. Three examples from India are presented where innovative approaches have been used to promote greater diversity in schools, to involve communities in co-constructing knowledge, to build institutional bridges between the local community and formal education system and to embed teaching and learning in wider community development efforts. The chapter takes a deep look at the opportunities which these approaches provide to address inequalities, as well as some of the challenges in their application in India and other countries.

scholarly journals HUBUNGAN PENGUASAAN MATERI MENGAJAR GURU DENGAN PRESTASI BELAJAR SISWA DI MTsN KADUR KECAMATAN KADUR KABUPATEN PAMEKASAN TAHUN 2018

2019 ◽  
Vol 6 (1) ◽  
pp. 40-50
Author(s):  
Abd Haris
Keyword(s):  
Student Achievement ◽  
General Education ◽  
Learning Process ◽  
Subject Matter ◽  
Teaching And Learning ◽  
Formal Education ◽  
Teaching Material ◽  
Good Communication ◽  
Relationship Of ◽  
The Relationship

In general, education can be categorized into two categories, namely the world of formal and non-formal education. While the implementation of education will not be separated from the activities of the teaching and learning process, and in the learning process there are several factors including how the teacher is required to master the subject matter that will be delivered to the students themselves. Subject matter is something that the teacher presents to be processed and then developed by students, in the achievement model of instructional objectives. Based on the discussion of the results of the research conducted by researchers about the relationship of teacher teaching material to student achievement in Kadur MTsN Kadur Pamekasan Regency which consists of two problems, researchers can draw formulas from the discussion presented in front, conclusions that can be drawn from this thesis are as The following: 1) The relationship between mastery of teacher teaching material and student achievement at MTsN Kadur Pamekasan is a very urgent relationship because without a good relationship it is difficult to achieve the desired goals by the teacher and students. 2) With good communication between the teacher and the students, students will be more active in learning, and with good communication will also show a match between what the teacher has to say and the students' abilities.

scholarly journals Oral Communication Strategies Training: The Case of Pre-Service English Teachers in Indonesia

2021 ◽  
Vol 6 (2) ◽  
pp. 168-189
Author(s):  
Noor Rachmawaty ◽  
Aridah Aridah ◽  
Weningtyas Parama Iswari ◽  
Syamdianita Syamdianita
Keyword(s):  
Communication Strategies ◽  
Oral Communication ◽  
English Teachers ◽  
Female Students ◽  
Communication Strategy ◽  
Male Students ◽  
Teaching Techniques ◽  
Significant Difference ◽  
Verbal Strategies ◽  
The Relationship

Background: Many researches on pre-service English teachers have been carried out in various aspects, from teaching techniques to psychology. However, research on oral communication strategies of pre-service English teachers is still little done. This study delved into the effect of oral communication strategies training on pre-service English teachers’ speaking performance. In addition, it revealed the relationship between gender and types of oral communication strategies. Methodology: This study involved 27 students who joined in Speaking 3 course.  The OCSI as the instrument in this study consisted of eight categories of strategies for coping with speaking problems and seven types for dealing with listening problems Findings: Results from descriptive statistics showed that before the training, message reduction mainly was used while social affective and attempt to think in English was the least often employed strategy for resolving speaking difficulties. Meanwhile, after the training, a Non-verbal strategy while speaking was frequently used by the students. Message abandonment became the least used strategy after training was implemented. In dealing with listening problems, before the training, Non-Verbal strategies while listening was mostly used while the least used strategy was getting the gist. After the training, Word oriented became the most often employed technique Meanwhile, strategies for preserving fluency were the least frequently adopted. Conclusion: The MANOVA results of data analysis revealed that female students significantly performed better in speaking English than male students. However, there was no significant difference in Oral Communication Strategy used between male and female students.

Understanding How Students Learn: Preparing Students to Become Professionals

2009 ◽  
Vol 12 (1) ◽  
pp. 16-23
Author(s):  
Lizbeth Curme Stevens
Keyword(s):  
Service Learning ◽  
Teaching And Learning ◽  
Communication Disorders ◽  
Learning Opportunities ◽  
Graduate Courses ◽  
Speech Language Pathologists ◽  
Community Partners ◽  
Scholarship Of Teaching ◽  
Academic Service Learning

Abstract The intent of this article is to share my research endeavors in order to raise awareness of issues relative to what and how we teach as a means to spark interest in applying the scholarship of teaching and learning to what we do as faculty in communication sciences and disorders (CSD). My own interest in teaching and learning emerged rather abruptly after I introduced academic service-learning (AS-L) into one of my graduate courses (Stevens, 2002). To better prepare students to enter our profession, I have provided them with unique learning opportunities working with various community partners including both speech-language pathologists (SLPs) and teachers who supported persons with severe communication disorders.

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’.

Administrasi layanan khusus

2020 ◽  
Author(s):  
nurul atika
Keyword(s):  
Learning Process ◽  
Educational Administration ◽  
Teaching And Learning ◽  
Teacher Involvement ◽  
Literature Study ◽  
Library Administration ◽  
Special Services ◽  
Special Service ◽  
Specialized Service ◽  
Literature Material

Abstrak- In general, this research aims to find out and analyze what is administration in various specialized service fields. This research uses the literature study method by collecting literature (material materials) sourced from books, journals, and other sources related to the science of Educational Administration. Special service administration, namely providing special services or a business that is not directly related to the teaching and learning process in the classroom. But specifically given by schools to students so that they are more optimal in implementing the learning process. The types of special services are libraries, labor, UKS, cafes, religious facilities and dormitories. There are several roles of a teacher in the administration of special services, namely: Teacher involvement in library administration for example introducing books to students, knowing the types and mastering general criteria that determine the merits of a library of books, and promoting the library both for use and for guidance.

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