Journal articles: 'Non-linguistic communication'

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Gillespie, Alex. "Nuclear Brinkmanship: A Study in Non-Linguistic Communication." Integrative Psychological and Behavioral Science 47, no. 4 (September 3, 2013): 492–508. http://dx.doi.org/10.1007/s12124-013-9245-z.

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Jantassova, D., and Dorin Isoc. "The problems of the development of foreign language communication skills of non-linguistic specialities' students." Bulletin of the Karaganda University. Pedagogy series 100, no. 4 (December 28, 2020): 145–54. http://dx.doi.org/10.31489/2020ped4/145-154.

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The article considers the role of foreign language, foreign language learning to students of non-linguistic spe-cialties is valuable for specialist development. Teaching of foreign language in non-linguistic universities has particular relevance, since foreign language communication in the professional activities of modern special-ists is characterized by increasing importance in the context of globalization and providing for the formation of students' ability to speak foreign languages in specific professional, business, scientific fields and situa-tions taking into account the features of professional thinking. Despite the development of the educational process organization, the difficulty of learning is that mastering a foreign language occurs outside the lan-guage environment with a limited number of hours. In the classroom, the task of developing students' speech skills is solved by performing a large number of language and speech exercises. In this regard, it should be noted the importance of extracurricular activities in a foreign language, which is particular relevance in achieving the subject, interdisciplinary and personal results of education. The problem of communicative skills formation of non-linguistic specialties’ students is one of the urgent problems, since graduates must have not only professional, but also experience of social, socio — cultural relations, who are able to show not only knowledge in a certain area, but also social initiative, develop performance in a team work. Teaching foreign languages for students of non-linguistic specialties has a professional-oriented basis. The students of non-linguistic specialties have a professionally-oriented basis for teaching of foreign languages, and the role of digital technologies should be noted too, what are widely used during the classes.

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Mukhamedova, Nigora. "THE PROBLEM OF EXPRESSION NON-CATEGORICAL STATEMENTS IN LINGUISTIC TEXTS." INTERNATIONAL JOURNAL OF WORD ART 3, no. 3 (March 30, 2020): 91–97. http://dx.doi.org/10.26739/2181-9297-2020-3-13.

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The article deals with the issues based on the study of non-categorical statements in a linguistic text in modern English. The essence of scientific communication is a message, or the transmission by means of language of some mental content, including the expression of an intellectual-evaluative attitude to the subject of speech. The content of intellectual assessments is conditioned by knowledge and experience of intellectual and material activities of people.In a scientific text, this attitude can be the result of verifying the truth of what is expressed by the author himself or by another scientist or a team of researchers, as well as confirmation or refutation of apreviously formed assessment that served as the basis for further discussion

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Voronova, Yelizaveta. "Formation and development of technical communication skills in foreign languages at the non-linguistic university." Scientific Bulletin of Flight Academy. Section: Pedagogical Sciences 7 (2020): 199–203. http://dx.doi.org/10.33251/2522-1477-2020-7-199-203.

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KHOTA, Ahmed, Asako KIMURA, and Eric COOPER. "Modelling Synthetic Non-Linguistic Utterances for Communication in Dialogue." International Journal of Affective Engineering 19, no. 2 (2020): 93–99. http://dx.doi.org/10.5057/ijae.ijae-d-19-00011.

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Мамедова, А. В. "Teaching Scholarly Communication Skills to Master Students in Non-linguistic Universities." Психолого-педагогический поиск, no. 3(55) (October 29, 2020): 41–46. http://dx.doi.org/10.37724/rsu.2020.55.3.005.

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В статье обращено особое внимание на роль научного общения в учебном процессе магистратуры. Актуальность темы развития обучения научному общению, при котором формируются как универсальные, так и профессиональные компетенции, закреплена нормативными документами. В статье показано, что средством развития и формирования компетенций, необходимых для овладения научным общением, выступает иностранный язык. Описана практическая работа на занятиях по иностранному языку в неязыковой магистратуре. Комплекс заданий и упражнений, разработанный автором, способствует развитию у обучающихся умений применять современные коммуникативные технологии на иностранном языке для академического профессионального и межкультурного взаимодействия, целью которого является овладение лингвистической, дискурсивной, социолингвистической компетенциями, стратегией и тактикой общения, взаимодействия на иностранном языке, необходимыми для иноязычного общения в профессиональной и научной сферах. Представлен опыт развития навыков перевода, реферирования и аннотирования профессионально ориентированных текстов, написания научных статей, работы над проектами магистерских диссертаций, презентаций научных текстов в процессе преподавания английского языка магистрантам института естественных наук. Научное общение на занятиях иностранного языка в магистратуре представлено как форма и условие развития творческого потенциала студентов. The article centers on the role of scholarly communication in the process of receiving a Master’s degree. The relevance of the issue of developing scholarly communications skills, universal and professional competencies is substantiated in normative documents. The article maintains that a foreign language is a means of developing scholarly communication competences. The article describes practical activities used to teach foreign language to graduate students in non-linguistic universities. The complex of tasks and exercises elaborated by the author of the article ensures continual improvement of students’ foreign-language skills required for efficient scholarly communication. The course is aimed at the formation of linguistic, discursive, and socio-linguistic competences, at the development of intercultural communication strategies that can be used in professional and academic spheres. The article describes an experience of teaching students working towards a master’s degree in natural science to translate, summarize, and annotate professionally-oriented texts, write scholarly and scientific articles, master’s theses, create scholarly and scientific presentations. Scholarly communication in foreign language classroom is presented as a tool and a prerequisite for the development of students’ creative potential.

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PETRYSHYNA, OLGA. "LINGUISTIC AND DIDACTIC FUNDAMENTALS OF DEVELOPING PUBLIC COMMUNICATION SKILLS OF STUDENTS MAJORING IN NON-LINGUISTIC SPECIALITIES." Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy, no. 2 (April 6, 2021): 150–57. http://dx.doi.org/10.25128/2415-3605.20.2.20.

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Developing communicative competence of future teachers majoring in non-linguistic specialities is a priority of the progressive educational paradigm. Nowadays in linguodidactics the perfect mastery of professional communicative skills, the skill of text creation in different discourse conditions is especially relevant. Taking into account the linguistic and didactic characteristics of higher education seekers is the basis for the development of public communication skills that correlate with the requirements of the time, the needs of society, the tasks of modern education. Substantiation of the phenomenon of “public communication” in terms of linguistic didactics is important for the development of guidelines, concepts and models for teaching the theory and practice of public communication, for the selection of effective methods and techniques. Speech is a necessary basis for thinking. Public communication especially foregrounds significant mental-speech operations: analysis, synthesis, abstraction, concretization, reproduction of material, text creation. The method of developing public communication skills focuses on solving problems related to the perception of educational material, awareness of the essence of rhetorical concepts, text creation. Effectiveness is ensured by synergy with psychological research on the patterns of mental operations that underlie the perception, memorization and reproduction of prepared material. Approaches to the development of public communication skills are largely based on well-known ancient theories, including those based on folk speech culture. The analysis of the basic concepts of classical rhetoric and practice of public communication (logos, ethos, pathos and topos) require innovative methodological and methodical elaboration and directing at the communicative competence of the contemporary teacher majoring in non-linguistic specialities. The character of the linguistic personality is determined by typical communicative national features, existing in the form of thought forms / formulas, concepts, value lexical and semantic dominants. The university should ideally mould a speaker ready for different types of public communication, to create a discourse in any time and space, who knows language norms and communicative qualities of oral and written speech as indicators of speech culture, text technology, speech etiquette. Age features, openness to the perception of information, self-expression in competitive speech situations, ambition, search for authority, the desire to overcome negative stereotypes in the perception of the teaching profession are the very linguistic and didactic aspects that should be relied on while working on communicative competence. We see the prospect of further research in the development of a system of work on the development of the idiosyncrasy of public communication which underlies the formation of a personal brand of the teacher.

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Mayoral, Roberto, Dorothy Kelly, and Natividad Gallardo. "Concept of Constrained Translation. Non-Linguistic Perspectives of Translation." Meta 33, no. 3 (September 30, 2002): 356–67. http://dx.doi.org/10.7202/003608ar.

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Abstract The procedures involved in the translation of texts have been widely studied from a linguistic point of view. However, when translation is required not only of written texts alone, but of texts in association with other communication media (image, music, oral sources, etc.), the translator's task is complicated and at the same time constrained by the latter. We introduce in this paper the concept of constrained translation from the point of view of communication theory (as defined by the terminology of Nida "dynamic translation") ; we also deal with the existence of more than one communication channel, the factors of source culture, target culture, "noise", and the role of the translator in this complex process.

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Lepeshkina, G. G. "CROSS-CULTURAL COMMUNICATION IN FOREIGN LANGUAGE IN NON-LINGUISTIC UNIVERSITY." Education and Science without Limits: Fundamental and Applied Researches, no. 10 (November 25, 2019): 307–9. http://dx.doi.org/10.36683/2500-249x-2019-10-307-309.

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Under conditions of globalization and economic crises specialist speaking foreign language, discussing professional and general topics and knowing the peculiarities of speech and business etiquette are of special value. Training such specialist it is necessary to take into account not only the general didactic principles but also principles reflecting the specificity of the discipline

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Nichele, Elena. "Non-linguistic, semiotic and glocal communication: 35 beer labeling cases." On the Horizon 23, no. 4 (November 9, 2015): 352–62. http://dx.doi.org/10.1108/oth-08-2015-0059.

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Purpose – This paper aims to explore the country-of-origin effect, specifically its potential impact on beer labeling, from a linguistic perspective. Design/methodology/approach – The paper opted for an exploratory study using Sebba’s framework for multilingual texts (2012). Briefly, analysis developed through the observation, the use of notes taken during the phase of data collection and their comparison. Findings – The paper provides empirical insights on how beer labels appear to signal some interesting occurring trends. First, this investigation seems to suggest a link between languages used and their potential to recall country images that producers may be willing to stimulate and enhance. Second, data appeal to products’ countries of origin, using official languages, texts and visual elements strictly interrelated with local cultures. Research limitations/implications – Because of the chosen approach, results may lack generalizability. Therefore, researchers are encouraged to apply this framework or explore the same phenomena in other product categories and geographical markets too. Finally, deeper insights on the topic could be reached taking into consideration other financial data, for example market performance. Practical implications – The paper includes implications for the development of further research regarding brand image and reputation, in general, and the country-of-origin effect, specifically. Originality/value – This project is innovative for two main reasons: first, its methodological approach and, second, its combination of linguistics and marketing-related aspects. Hence, exploring possible links across the two disciplines, ultimately trying to examine potential reasons underlying their use, was the final objective of this paper. Finally, no existing publications appear to use Sebba’s framework to analyze beer labels from a linguistic perspective. Consequently, no researchers seem to have explored potential interrelations among this analysis and marketing concepts and strategies.

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Hornikx, Jos. "Non-nativeness in communication." Dutch Journal of Applied Linguistics 4, no. 1 (August 17, 2015): 1–5. http://dx.doi.org/10.1075/dujal.4.1.01hor.

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One of the linguistic consequences of globalization is the increase in the number of people communicating with each other in a language that is not their own. Studies have started to examine how non-nativeness affects people in their production and evaluation of discourse. This special interest section brings together a collection of empirical papers in a particular domain of non-nativeness in communication, that is, the use and effects of foreign languages in job and product advertisements. These papers investigate how the use of foreign languages is appreciated by non-native users, what determines the occurrence of foreign languages, how recall of foreign languages compares to the recall of L1 advertising, and whether foreign languages attract the readers’ curiosity. Together, these papers demonstrate the growing academic interest in non-nativeness in communication.

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Abramova, I. E., and O. M. Sherekhova. "Teaching Dialogue and Polylogue to Non-Linguistic Students: Competence-Based Approach." Vysshee Obrazovanie v Rossii = Higher Education in Russia 29, no. 6 (July 2, 2020): 102–10. http://dx.doi.org/10.31992/0869-3617-2020-6-102-110.

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Competence-based approach to the use of practice-oriented technologies and the creation of an innovative learning environment is the current trend of Russian higher education. The task of developing graduates’ communicative competence for the implementation of effective corporate communication and labor interaction in a multicultural business environment is still relevant. Being obligatory components of modern professional activity, dialogue and polylogue in English provide information exchange, promote joint decision-making, effective interaction and creative cooperation between specialists of different nationalities as well. Mastering the correct strategy in foreign language communication in the business world makes it possible to overcome language and communication barriers. It has a positive effect on building trust in multinational teams, on which the performance of the entire company depends. The authors analyze a number of difficulties associated with the teaching of these types of communication in the classroom. The article examines the foreign and domestic experience of teaching dialogue and polylogue and describes innovative methods of training students for professional communication. The authors of the article investigate the readiness of students for foreign language communication in professional discourse and describe the practical experience of teaching dialogue and polylogue to non-linguistic students using alternative methods simulating real communicative situations in business communication. It is concluded that the competence-based approach is effective in developing the communicative competence of non-linguistic students in the classroom bilingualism.

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Tatarina, Tatiana Mikhailovna. "Development of foreign language strategic competence of non-linguistic students." Samara Journal of Science 8, no. 3 (August 5, 2019): 325–29. http://dx.doi.org/10.17816/snv201983317.

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A graduate of a modern Russian university must have a wide range of competencies within the chosen major as well as a large set of universal or key competencies. One of the universal competencies in each field of Bachelors degree courses is a foreign language communicative competence. In this paper the author considers the features of non-linguistic students oral communication, as well as the views of specialists on the difficulties impeding communication. The data of psychological and pedagogical research (Cattell questionnaire, language testing, and teachers observations) of freshmen at the Faculty of Economics are given in order to find out whether there is a relationship between the students personal structure, level of knowledge of the language and the desire to start oral communication in English. On the basis of the obtained data, the views of specialists are summarized and recommendations on the regulation of students emotional state in the process of communication are formulated. Based on the results of the research and analysis of psychological and pedagogical literature, techniques are defined that can be used by the teacher in order to minimize the fear of mistakes, and bring the state of the students to the optimum working (learning) state. The author emphasizes the importance of applying the techniques of reflection and self-regulation to change the emotional state of students in the English classroom.

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Presner, Ruslana. "COMMUNICATION-CENTERED APPROACH TO TEACHING FOREIGN LANGUAGES IN NON-LINGUISTIC UNIVERSITIES." Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy, no. 4 (November 28, 2017): 12–19. http://dx.doi.org/10.25128/2415-3605.17.4.2.

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Ogrenich, Maria. "Peculiarities of non-linguistic students� business english communication speech etiquette development." Academic Notes Series Pedagogical Science 1, no. 183 (2019): 134–39. http://dx.doi.org/10.36550/2415-7988-2019-1-183-134-139.

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Yusupova, Lyalya Gaynullovna, Aleksandr Mikhaylovich Kabanov, and Elena Petrovna Zheltova. "DEVELOPMENT OF ORAL COMMUNICATION SKILLS IN STUDENTS OF NON-LINGUISTIC UNIVERSITIES." Pedagogical Education in Russia, no. 1 (2019): 84–92. http://dx.doi.org/10.26170/po19-01-12.

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Hilte, Lisa, Reinhild Vandekerckhove, and Walter Daelemans. "Adolescents’ social background and non-standard writing in online communication." Dutch Journal of Applied Linguistics 7, no. 1 (August 10, 2018): 2–25. http://dx.doi.org/10.1075/dujal.17018.hil.

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Abstract In a large corpus (2.9 million tokens) of chat conversations, we studied the impact of Flemish adolescents’ social background on non-standard writing. We found significant correlations between different aspects of social class (level of education, home language and profession of the parents) and all examined deviations from formal written standard Dutch. Clustering several social variables might not only lead to a better operationalization of the complex phenomenon of social class, it certainly allows for discriminating social groups with distinct linguistic practices: lower class teenagers used each of the non-standard features much more often and in some cases in a different way than their upper class peers. Possible explanations concern discrepancies in terms of both linguistic proficiency and linguistic attitudes. Our findings emphasize the importance of including social background as an independent variable in variationist studies on youngsters’ computer-mediated communication.

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Falkman, Kerstin W., Annika Dahlgren Sandberg, and Erland Hjelmquist. "Preferred communication modes: prelinguistic and linguistic communication in non-speaking preschool children with cerebral palsy." International Journal of Language & Communication Disorders 37, no. 1 (January 2002): 59–68. http://dx.doi.org/10.1080/13682820110096661.

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Druzhinina, Rimma. "DEVELOPING STUDENTS COMMUNICATIVE SKILLS IN EDUCATIONAL PROGRAMMES AT NON-LINGUISTIC FACULTIES." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 5 (May 20, 2020): 373. http://dx.doi.org/10.17770/sie2020vol5.4989.

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The article addresses some issues of developing students’ communicative skills in foreign language teaching at non-linguistic faculties. The conceptual framework of the study follows the mode of professional competence approach. The study focuses on utilizing the project technology potential in students communication training. The topicality of the study is confirmed by a notable lack of data on the project technology application beyond the scope of regular English classes at non-linguistic faculties. Thus the study offers some new insights into the effects of the extracurricular project technology application for developing students’ communicative skills. Hence the aim of the study is to propose theoretical justification and methodological development of utilizing the extracurricular project technology potential as a means of facilitating students communication training in foreign language teaching. Following the aim we have examined the essence and characteristics of students’ communicative activities in foreign language teaching within extracurricular project cases. We have identified students communicative interaction algorithms and stages. We have designed a program for students communication training within the extracurricular project activities and elaborated a model of students’ communicative interaction backed by a collection of vocabulary and speech patterns. We have verified the findings gained from the study in our experimental practical work. Research and experience data obtained make it possible to identify the significance of extracurricular project activities in foreign language teaching for students communication training at non-linguistic faculties.

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Surgutskova, Galina A. "Preparation future bachelors of non-linguistic specialties for intercultural interaction." Bulletin of Nizhnevartovsk State University, no. 1 (53) (March 20, 2021): 32–39. http://dx.doi.org/10.36906/2311-4444/21-1/05.

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The process of globalization is currently developing. The process of globalization leads to the expansion of interactions between different countries, peoples and their cultures. Scientific cooperation, trade and tourism, cultural exchanges and direct contacts between state institutions, social groups, and social movements contribute to this process. Communication with people of different cultures becomes an important element of ordinary person's life. Higher education institutions are more often involved in intercultural communication and dialogue of cultures, namely, they exchange students, and teachers participate in joint projects and have internships abroad. Intercultural interaction of students is one of the main aspects of successful adaptation in the international academic environment. It allows foreign students to feel much closer to each other and to regulate the adaptation process over a long period. Today we are witnessing the development of elements of cultural identity. Higher education institutions need to determine the most effective forms and methods of working with students. These forms will prepare them for cross-cultural interaction, especially in the context of academic mobility. In the article, the author reveals the features of the dialogue of cultures in relation to intercultural interaction on the example of higher educational institutions. In the article, the difficulties encountered by university students in intercultural interaction were analyzed. The main reasons for communication problems that arise during the preparation of bachelors in non-linguistic fields were identified. An attempt has been made to reveal the problems that students face in the process of intercultural interaction, and to show their dependence on the type of culture. In the process of intercultural interaction, the parties seek to resolve their problems: to preserve their identity, to become part of the culture in which they now exist, etc. The dialogue of cultures in the modern educational environment makes it possible to formulate the patterns of students communication in foreign languages. The author draws attention to the fact that preparing students to interact with people of other cultures is an important and necessary stage in the process of their infusion into the international academic community.

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., Syamsudin. "The Use of Non Linguistics Means Strategies as a Speaking-problem Solving in EFL Learning." International Journal of English Language Education 4, no. 2 (May 29, 2016): 42. http://dx.doi.org/10.5296/ijele.v4i2.9531.

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<p>This study is about the use of non-linguistic means strategies as a part of communication strategies by the English Department students of one of the Islamic Universities of Malang as a means to solve their speaking problems. This paper aims at discussing the result of some observations and interviews to two students in the use of non-linguistic means strategies in EFL learning to handle their speaking problem. I am interested in discussing this topic because the use of non linguistic means strategies has helped EFL learners handle their speaking problems in EFL learning due to their limited knowledge on linguistic elements. It is necessary for the EFL learners to know more about non-linguistic means strategies as a part of communication strategies so that they might develop their speaking skill.</p>

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Ammon, Ulrich. "Languages in Science Communication." Thema's en trends in de sociolinguïstiek 3 62 (January 1, 1999): 25–37. http://dx.doi.org/10.1075/ttwia.62.03amm.

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The article shows the rise of English and the decline of German and French as inter-national languages of science in the 20th century. It depicts the course of this development on the basis of statistical data as well as suggesting explanations for it. It then focusses on the consequences for the declining languages of science, especially German, and their communities, which are, among other things: domain limitation of the national language within the communities, slow-down of lexical modernization, the unpreparedness of scientists for the new situation and their absencefrom the international scene, and increased costs and difficulties for publishers in competing with publishers of the Anglophone countries. One way of ameliorating the situation would be more linguistic tolerance on the Anglophone side towards non-native English, or even the "non-native speakers' right to linguistic peculiarities". Another possibility seems to be to introduce English as a language of teaching at the universities of the other language communities, which is presently happening in Germany but might have highly problematic side-effects.

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Rostyslavivna, Svitlana, and Liudmyla Serhiivna. "Linguistic and Non-Linguistic University Students’ Attitude towards Error Correction in EFL Learning." Revista Romaneasca pentru Educatie Multidimensionala 12, no. 4 (2020): 72–86. http://dx.doi.org/10.18662/rrem/12.4/334.

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The research implies that in EFL learning there are some differences in the attitudes towards error correction shown by linguistic and non-linguistic university students. Supposedly, they are caused by the purpose of EFL acquisition – to achieve language proficiency and accuracy or to develop communication and interaction skills. The combination of qualitative and quantitative methods is used in the research paper to experimentally and theoretically justify these differences. The necessary data were collected with the help of the questionnaire specially designed for the research. The study concludes that the future profession of the respondents greatly influences their attitude towards error correction. Future EFL teachers are more open and eager to being corrected while non-linguistic respondents do not like it, though they recognize its importance. Other differences include benefits that error correction can bring, remembering of errors, analysis of the errors made in the written speech. The knowledge of students’ different attitudes towards error correction can help teachers choose the most appropriate EFL teaching methods. Hence, a set of general and specific recommendations for EFL teachers working with linguistic and non-linguistic university students has been worked out on the basis of the obtained research results.

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KHOTA, Ahmed, Asako KIMURA, and Eric COOPER. "Modelling of Non-Linguistic Utterances for Machine to Human Communication in Dialogue." International Symposium on Affective Science and Engineering ISASE2019 (2019): 1–4. http://dx.doi.org/10.5057/isase.2019-c000037.

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Zheltova, E. P., and L. G. Yusupova. "Intercultural communication: hot topics and prospects for change in non-linguistic universities." Rossiiskii Gumanitarnyi Zhurnal 6, no. 4 (2017): 339. http://dx.doi.org/10.15643/libartrus-2017.4.6.

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Moore, Alison, David Butt, Jodie Ellis-Clarke, and John Cartmill. "Linguistic analysis of verbal and non-verbal communication in the operating room." ANZ Journal of Surgery 80, no. 12 (October 21, 2010): 925–29. http://dx.doi.org/10.1111/j.1445-2197.2010.05531.x.

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Petrova, Olga L. "Text syntax as a factor in fostering communicative competence of non-linguistic university students." Izvestiya of Saratov University. New Series. Series: Philology. Journalism 21, no. 1 (March 25, 2021): 103–7. http://dx.doi.org/10.18500/1817-7115-2021-21-1-103-107.

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Linguistic proficiency is an important component of communicative competence. Turning to such linguistic concepts of the text as colligation, collocation, cohesion significantly facilitates a comprehensive acquisition of foreign language constructions, and is a kind of a launching platform for teaching communication in a non-linguistic institution of higher education.

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Lerch, Kent D. "Beobachter beobachten Beobachter. Eine andere Sicht auf das linguistische Monitoring der juristischen Experten-Laien-Kommunikation." HERMES - Journal of Language and Communication in Business 19, no. 36 (March 9, 2017): 65. http://dx.doi.org/10.7146/hjlcb.v19i36.25839.

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The author of this commenting article presents his reactions to the notion of a linguistic monitoring of the communication between experts and non-experts in the area of law. This type of linguistic monitoring may contribute to the development of linguistics as well as of law. It will enable linguists to take a closer look at one of the most important institutional uses of language and may also help lawyers to see aspects outside their usual scope, especially as far as the traditional view of legal interpretation is concerned. However, linguistic monitoring will have to develop speciﬁc methods of description in order to cover the characteristics of legal communication. A thorough analysis of legal communication will have to precede studies of the communication between experts and non-experts in the area of law.

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Guo, Hua. "Isolation and Communication A Stylistic Analysis of Thought Presentation in Mrs. Dalloway." Advances in Language and Literary Studies 8, no. 1 (February 1, 2017): 167. http://dx.doi.org/10.7575/aiac.alls.v.8n.1p.167.

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Mrs. Dalloway by Virginia Woolf is well-acclaimed for its almost non-intrusive portrayal of characters’ state of mind. Many studies approach it from biographical, socio-historical, philosophical, and other non-linguistic perspectives, and most linguistic investigations deal with illustrative examples of a single linguistic device in this novel. Few are concerned with the presence of particular linguistic patterns that explain how the intricate flow of thought is successfully depicted. This paper offers a detailed elaboration on the criteria for categorizing thought presentation in Leech& Short’s model and distinguishes cases of ambiguity. A case study of Mrs. Dalloway’s flower purchase scene illustrates how different types of thought presentation along with different reporting clauses are used to convey the variation in the character’s mental state and the negotiation between her inner voice and the outside world.

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Nurdini, Rahmi Aulia. "COMMUNICATION STRATEGIES USED BY EFL STUDENTS IN IMPROVING SPEAKING SKILL." IJET (Indonesian Journal of English Teaching) 7, no. 1 (August 14, 2018): 50–53. http://dx.doi.org/10.15642/ijet2.2018.7.1.50-53.

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This study aimed to investigate communication strategies (CSs) used by EFL students in improving speaking English. Methods employed were questionnaire, observation, and interview. Findings showed that students have improvement in speaking when they used communication strategies (CSs). The strategies used by the students such as non-linguistic means, appeal for help, and fillers or hesitation device, message abandonment, non-linguistic means, literal translation, code switching, appeal for help, and fillers or hesitation device. The study suggests that EFL practitioners pay attention to communication strategies (CSs) aspect to obtain the optimum results of teaching-learning processes.

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Noble, Alison, Lieve Vangehuchten, and Willy Van Parys. "Communication for Maritime Purposes." Language for Specific Purposes 162 (January 1, 2011): 111–33. http://dx.doi.org/10.1075/itl.162.06nob.

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Abstract Multilingual and multicultural crews have become the rule rather than the exception in the globalised maritime world. Professionals as well as researchers indicate that this increases the risk of miscommunication both on board and in external communication with major consequences for efficiency and safety (Deboo 2004, de la Campa Portela 2005 & 2006, Horck 2005, Squire 2006, Trenkner 2010). The mission statements of international shipping companies1 reveal objectives that aim not only to provide professional services, ensure safety, increase security and protect the marine environment but also to deal with cultural and linguistic diversity and how to harness its strengths and eliminate its weaknesses. Effective communication at sea plays a key role in achieving these objectives as well as in creating a harmonious and efficient working atmosphere on board. This paper offers an analysis of a survey-based research project (University of Antwerp and Antwerp Maritime Academy2 which aims to determine the linguistic and intercultural features of maritime communication that hinder or aid the quality of work onboard a merchant ship. Having established the profile of the respondent group, the paper explores the influence of (inter)cultural and linguistic features such as verbal and non-verbal communication, intercultural factors (ethical and social norms, thinking patterns, turn-taking in conversation, cross-cultural prejudices), gender issues and organisational factors on the quality of communication in the maritime sector.

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Eckardt, Birgit, and Jan Engberg. "Linguistic monitoring of communication between experts and non-experts in the legal field." HERMES - Journal of Language and Communication in Business 19, no. 36 (March 9, 2017): 9. http://dx.doi.org/10.7146/hjlcb.v19i36.25835.

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Ayazbayeva, S., and B. Mukushev. "CONDITIONS FOR THE FORMATION OF INTERCULTURAL COMMUNICATION AMONG STUDENTS OF NON -LINGUISTIC SPECIALTIES." BULLETIN Series of Philological Sciences 72, no. 2 (June 30, 2020): 242–48. http://dx.doi.org/10.51889/2020-2.1728-7804.37.

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The article emphasizes that at the turn of the second and third millennia, the development of humanity along the path of expanding the relationship and interdependence of various countries, peoples and their cultures is becoming more and more obvious. This process has covered various spheres of public life in all countries of the world. The article also refers to ethnic societies that have been affected by the cultures of other peoples, as well as by the wider social environment. This fact also affects the educational environment, which has seen a rapid growth of cultural exchanges and direct contacts between state institutions, social groups, social movements and individuals from different countries and cultures. The increased interaction between cultures and peoples makes the issue of cultural identity and cultural differences particularly relevant.

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Abdulrahman, Jabar A. "Verbal and Nonverbal Communication Efficiencies." Koya University Journal of Humanities and Social Sciences 1, no. 1 (April 14, 2019): 121–31. http://dx.doi.org/10.14500/kujhss.v1n1y2018.pp121-131.

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One of the objectives of this research was to determine the level of (linguistic & non-linguistic) communication efficiencies among the kindergarten teachers according to some demographic variables. The researcher used the Descriptive and Correlative Method, also they used observation tool, beside finding the validity, internal consistency and reliability of the tool through Cronbach's Alpha which was (0.92), then a consistency between the observers were found. The tool in its final form Consisted of (28) items. The final sample was (89) lessons observed of kindergarten teachers in Koya city. The results showed that the level of communication efficiencies in general was above average but not up to the required level educationally set at 80%, also the private kindergarten teachers was better comparing with Governmental kindergartens, also differences appeared by the years of service for the benefit of newly teachers. Based on the results the researcher presented several recommendations and suggestions.

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Sutton, Ann E., and Jill P. Morford. "Constituent order in picture pointing sequences produced by speaking children using AAC." Applied Psycholinguistics 19, no. 4 (October 1998): 525–36. http://dx.doi.org/10.1017/s0142716400010341.

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ABSTRACTChildren using Augmentative and Alternative Communication (AAC) picture boards often produce sequences of symbols that do not reflect the grammatical structure of the language spoken in their environment. These irregularities may reflect an incomplete or incorrect representation of linguistic structure. Alternatively, they may simply be the result of constraints on the communication mode itself. This study examined constituent order and deletion in picture board communication in children who are known to have intact linguistic knowledge (i.e., normally developing native speakers of English). The results suggest that English syntactic knowledge is not automatically applied to picture board communication. Additional skills may be required to transpose linguistic knowledge into the visual-graphic modality used in AAC systems. Moreover, the regularity of non-English responses suggests that there is a bias for specific structures in visual communication systems.

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Wyderka, Bogusław. "O stosunkach językowych na Śląsku." Białostockie Archiwum Językowe, no. 5 (2005): 181–90. http://dx.doi.org/10.15290/baj.2005.05.13.

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The author presents a very interesting and complex linguistic situation in Silesia, revealing its linguistic and non-linguistic causes, such as people’s migrations, German language influence, and general Polish and folk Polish speech impact. Taking the most important Silesian linguistic features into consideration, he distinguishes five regions of distinctly formed communication systems: Lower Silesia, Opole Silesia, Upper Silesia, Cieszyn Silesia and Zaolzie.

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Mizyurova, E. "Features of Profession Oriented Foreign Language Teaching in a Non-Linguistic University." Profession-Oriented School 7, no. 6 (December 18, 2019): 20–23. http://dx.doi.org/10.12737/1998-0744-2019-20-23.

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The article considers a profession oriented foreign language as one of the main components of the professional training of a modern specialist. The optimal ways of eff ective learning contribute to the development of communication skills for the successful solution of various professional tasks.

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Nielsen, Tone Holt. "Developing shared communication practices: A study of BELF in multinational team meetings." Journal of English as a Lingua Franca 9, no. 1 (October 25, 2020): 131–53. http://dx.doi.org/10.1515/jelf-2020-2029.

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AbstractA growing number of Multinational Corporations (MNCs) adopt English as their official corporate language. Research on English used as a business lingua franca (BELF) in such contexts shows how its use is negotiated, context dependent, and influenced by cultural and linguistic diversity. Multinational teams (MNTs) are legion within MNCs, and need to find efficient ways of communicating across their diversity, in particular in demanding and complex interactions such as meetings. This case study uses non-participant observation and interviews to study how one MNT has developed shared BELF communication practices for meetings. It examines the BELF communication practices in both the MNC context and at the team level. The analysis of the data shows that team members were highly aware of the challenges posed by cultural and linguistic diversity, and how they developed their local communication practices by processes of developing common ground, building trust, and good leadership.

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Shamne, Nikolay, and Elena Pavlova. "Linguistic Pragmatics of English Language Restaurant Online Discourse." Vestnik Volgogradskogo gosudarstvennogo universiteta. Serija 2. Jazykoznanije, no. 3 (November 2019): 182–94. http://dx.doi.org/10.15688/jvolsu2.2019.3.15.

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The paper presents an analysis of linguistic pragmatics of restaurant online discourse that is plunged into studying the content of English versions of British restaurant websites. The authors state that the investigated segment of virtual restaurant communication is organized on the basis of a linguistic-and-pragmatic model, which is constructed from the following components: discourse goal, discourse addresser's intention / communicative-pragmatic purposes with corresponding strategies and tactics. Special attention is paid to the main communication strategies of the discourse under analysis, among which there are the strategies of creating positive emotional mood, constructing an attractive image of the restaurant, increasing the activity of restaurant guests. It is established that these strategies are implemented by a set of tactics. The authors distinguish and describe verbal (lexical, lexical-grammatical and stylistic features), as well as non-verbal means that are used by site moderators for implementing the desired tactics. It is stated that the most frequent linguistic means are lexical units with emotional-expressive and attitudinal meanings, metaphorical and pleonastic constructions, modal verbs, superlatives; interrogative-responsive and imperative structures; non-verbal means of communication are represented by graphics, font and colour highlighting, various illustrations and photographs. The suggested linguistic and pragmatic model uncovers the following restaurant online discourse regularities: location of zones with verbal or non-verbal dominating means is defined by visual assessment factors of information representation on the website.

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Tananuraksakul, Noparat. "Non-native English Students’ Linguistic and Cultural Challenges in Australia." Journal of International Students 2, no. 1 (January 1, 2012): 107–15. http://dx.doi.org/10.32674/jis.v2i1.540.

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This paper looks into the effect of use of international English on non-native students’ dignity in Australian academic and social contexts. The study was undertaken through in-depth interviews with 28 participants from 13 countries. The results partly revealed that there was neither speech convergence nor culture convergence between non-native and native speakers. When native speakers linguistically converged towards non-native speakers, it appeared to backfire as mocking behavior. There was an expectation that host tutors, lecturers and classmates would adjust their speech to a level accommodating non-native speakers, but they did not. Failure to effectively converge linguistically and culturally led to failure in intergroup communication. The failure concomitantly affected participants’ self-worth, motivation and identity in a way that diminished their dignity and motivation, impinging on their identity.

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Steen, Gerard J. "The contemporary theory of metaphor — now new and improved!" Review of Cognitive Linguistics 9, no. 1 (July 6, 2011): 26–64. http://dx.doi.org/10.1075/rcl.9.1.03ste.

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This paper outlines a multi-dimensional/multi-disciplinary framework for the study of metaphor. It expands on the cognitive linguistic approach to metaphor in language and thought by adding the dimension of communication, and it expands on the predominantly linguistic and psychological approaches by adding the discipline of social science. This creates a map of the field in which nine main areas of research can be distinguished and connected to each other in precise ways. It allows for renewed attention to the deliberate use of metaphor in communication, in contrast with non-deliberate use, and asks the question whether the interaction between deliberate and non-deliberate use of metaphor in specific social domains can contribute to an explanation of the discourse career of metaphor. The suggestion is made that metaphorical models in language, thought, and communication can be classified as official, contested, implicit, and emerging, which may offer new perspectives on the interaction between social, psychological, and linguistic properties and functions of metaphor in discourse.

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Kennedy, Sara, and Pavel Trofimovich. "Research timeline: Second language communication strategies." Language Teaching 49, no. 4 (September 23, 2016): 494–512. http://dx.doi.org/10.1017/s026144481600015x.

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Speakers of a second language (L2), regardless of proficiency level, communicate for specific purposes. For example, an L2 speaker of English may wish to build rapport with a co-worker by chatting about the weather. The speaker will draw on various resources to accomplish her communicative purposes. For instance, the speaker may say ‘falling ice’ if she has forgotten the word ‘hail’ or may repeat the last few words of her interlocutor's utterance to show that she is listening and engaged. The term communication strategies (CSs) refers to the strategic use of various resources (both linguistic and non-linguistic) for communicative purposes. While speakers also use CSs in their native languages (L1s), research on L2 CS use is particularly interesting because speakers’ L2 linguistic resources and the associated cognitive processes are typically less developed, compared to those in their L1. Therefore, for L2 users to accomplish their communicative purposes in the L2, it is important that they effectively use the resources available to them. This research timeline presents key developments in theoretical understanding and empirical research targeting L2 CSs, mainly in oral communication. The timeline places particular emphasis on the evolution of theoretical approaches to the study of CSs and the consequent expansion of research in terms of the nature of participants, speech samples, and analytical tools used.

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Maksymuk, Larysa, and Liliia Levoniuk. "IMPLEMENTATION OF THE PRINCIPLES OF PROFESSIONAL LINGUODIDACTICS IN THE PROCESS OF FOREIGN LANGUAGE EDUCATION AT NON-LANGUISTIC SPECIALTIES OF UNIVERSITIES." Collection of Scientific Papers of Uman State Pedagogical University, no. 2 (June 24, 2021): 212–19. http://dx.doi.org/10.31499/2307-4906.2.2021.236695.

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The article deals with the problem of professionally oriented foreign language education of students of non-linguistic specialties. Today, the goal of teaching a foreign language to non-linguistic specialists is the professional and business component of intercultural communication. In other words, it became necessary to train a graduate possessing professional oral communication competence, which led to the creation of a linguodidactic approach in vocational education, the theoretical and methodological foundations of which are dealt with by professional linguodidactics.In the context of professionally oriented teaching of foreign languages, we are talking about the formation of the future specialist’s secondary linguistic personality, which is a key category of professional linguodidactics. As an autonomous diversified scientific discipline, linguodidactics has its own object and subject of research, patterns, and categories, general didactic and linguistic professional principles that are actualized in the process of foreign language teaching.Professional linguodidactics is of great scientific and social importance, since it provides ample opportunities for training specialists with a high level of foreign language professional communicative competence, ensuring their mobility, competitiveness, and success in the modern world; determines the need for constant professional and creative development of foreign language teachers. Professional education creates the necessary prerequisites and conditions for conducting fundamental linguodidactic research in professionally oriented foreign language education. Keywords: professional linguodidactics, non-linguistic specialist, foreign language professional communicative competence, secondary linguistic personality, foreign language advanced specialization, integrated teaching, linguistic professional learning environment.

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Rakhimbekova, G. O., and O. A. Zhumadillayeva. "ISSUES OF TEACHING STUDENTS OF NON-LINGUISTIC UNIVERSITIES A PROFESSIONALLY-ORIENTED FOREIGN LANGUAGE." BULLETIN 3, no. 391 (June 12, 2021): 203–7. http://dx.doi.org/10.32014/2021.2518-1467.122.

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The article discusses the issues of teaching professionally-oriented foreign languages to students of non-linguistic specialties, which are especially relevant due to the growing role of foreign language communication in the professional activities of modern professionals. The need for the formation and development of communication skills that are important for effective professional activity of students is indicated. The goals and objectives of teaching a foreign language in a professional direction are defined, attention is paid to the importance of its integration with special disciplines, ways to solve the difficulties that arise in the selection and learning process with an emphasis on the content of the necessary materials. In addition, the article analyzes the main factors of effective teaching of a professionally-oriented foreign language and describes the role of educational materials as a means of forming and developing students’ motivation to learn a professional foreign language.

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Uskova, L. V., and O. S. Ihnatyeva. "Information and Communication Technologies in Teaching Foreign Languages for Students of Non-linguistic Specialities." Bulletin of Luhansk Taras Shevchenko National University, no. 2 (325) (2019): 391–400. http://dx.doi.org/10.12958/2227-2844-2019-2(325)-391-400.

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Pozdniakova, Svetlana. "Principles of Education Content in Teaching Foreign-language Professional Communication in Non-linguistic Universities." SHS Web of Conferences 50 (2018): 01141. http://dx.doi.org/10.1051/shsconf/20185001141.

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In this article, the issues of improving the education content in teaching foreign-language professional communication in a modern university are discussed. It is noted that the Russian system of higher professional education is a constant subject to an active modernization process. Therefore, at the present moment the most important objective of the Educational Policy is to ensure the quality of education, maintaining its fundamental nature and its correspondence to the needs of society and the labor market, to the interests of the individual and the State. With regard to the realities of modern Language Pedagogy, the improved education content in the system of higher professional technical education should correspond to a number of the following fundamental principles: rely on the scientific concept, be directed towards humanization and humanitarization of education; meet the requirements of normative instruments which regulate the learning process; ensure the development of students` personal potential and be authentic.

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Polyakova, Lidiya Olegovna. "CONDITIONS FOR OVERCOMING COMMUNICATION-LANGUAGE BARRIERS IN THE SYSTEM OF NON-LINGUISTIC HIGHER EDUCATION." Sovremennye issledovaniya sotsialnykh problem, no. 1 (January 21, 2016): 23. http://dx.doi.org/10.12731/2218-7405-2016-1-3.

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Nalitkina, Olga, and Raushan Khasan. "INDUCTIVE APPROACH TO TEACHING FOREIGN LANGUAGE ETIQUETTE OF PROFESSIONAL COMMUNICATION AT NON-LINGUISTIC UNIVERSITY." Chronos: psychology and pedagogy 6, no. 2(25) (July 4, 2021): 17–20. http://dx.doi.org/10.52013/2712-9683-25-2-4.

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We look at the challenges of teaching cultural and ethical norms of foreign language business communication to future specialists in tourism. We substantiate the advisability of applying inductive approach in teaching foreign language business etiquette.

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Maulana, Angga, and Fegy Lestari. "NEEDS ANALYSIS OF ENGLISH LITERATURE STUDENTS IN ENGLISH ORAL COMMUNICATION." ELTIN JOURNAL, Journal of English Language Teaching in Indonesia 5, no. 2 (October 27, 2017): 45. http://dx.doi.org/10.22460/eltin.v5i2.p45-50.

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The purpose of this study is to identify factual information about the needs of students of English Literature in the activities and supporting factors of oral communication by using English, whether linguistic and non-linguistic, and analyzing the difficulties of the situation of oral communication of English Literature students using English. This research uses descriptive method. Data collection is done through two stages: the questionnaire and the interview, followed by the review of someliteratures. The results of this study indicate that in general the students of English Literature feel that participating in a formal discussion is more important than the informal. While in terms of ability in the oral communication activity, generally students mastered informal communication activities. In terms of linguistic factors, the choice of vocabularies, and good and correct sentences are considered very important, although they only feel quite capable in it. It is also found that talking with self-confidence, having proper English pronunciation and mastering the topic of conversation become the important non-linguistic factors. The same thing does not happen on loudness and facial mimic. In general, students feel it is not important enough to master. Regarding situations that facilitate students in oral communication in English, they generally feel that well preparation, self-confidence, and mastery over vocabulary and what is being discussed becomes an easier factor. Different things revealed by most students about the difficult vocabulary and the lack of preparation in oral communication. It is difficult. As for things that require improvement, students generally feel that the confidence and the amount of vocabulary that is mastered should be improved in order to improve the quality of oral communication in English.

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Khrin, Iryna. "Psycholinguistic peculiarities of formation of foreign language communicative competence of students of non-linguistic specialties." Psihologia. Pedagogia specială. Asistența socială = Psychology, Special Pedagogy and Social Work 61, no. 4 (2020): 83–91. http://dx.doi.org/10.46728/jpspsw.2020.v61.i4.p83-91.

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It has been found that the modern process of modernization of higher education in Ukraine and its social and economic cooperation requires attention to the foreign language training of non-philological specialists. The English language programs indicate that the main purpose of mastering a foreign language is to master the language as a means of communication - this contributes to the development of students' skills in their ability to use as a tool for communication in the dialogue of cultures. It is argued that from the point of view of psycholinguistics for intensive learning of foreign languages, the most important are: the structure and dynamics of the deployment of speech actions; the role of the speech mechanism in mastering a foreign language; conditions for the successful launch of the speech mechanism. In the communicative competence of students of non-linguistic specialties can be distinguished linguistic, psychological and social characteristics. Linguistic characteristics include speech competence, speech activity, vocabulary, language and stylistic literacy.Psychological characteristics of communicative competence combines the assessment of external mental manifestations and personality behavior in the process of communication, the motivation to develop their individual abilities, communication and the desire for self-realization. And social characteristics appear in the form of the presence of social activity, an adequate perception of the situation of communication and social adaptation. Within the framework of the personality-oriented approach, the object of learning a foreign language is language activity that is active, purposeful, mediated by the language system, and caused by the communication situation of the process of sending and receiving a message.The speech mechanism is a complex of speech skills that are formed during the life of a person, capable of interaction in the interests of education and understanding of speech messages, built according to the rules of a particular language. It is proved that the verbal process is provided by the mechanisms of programming speech utterances, the construction of the syntactic structure of sentences, the «voice acting» of words. A special kind of speech activity is internal speech. Internal speech is closely related to thinking, as it participates in the phases of planning and executing activities.

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Journal articles on the topic 'Non-linguistic communication'

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