A STUDY ON TRANSLATION OF TECHNICAL TERMS USED IN EXPORT – IMPORT FROM ENGLISH INTO VIETNAMESE OF THE FOURTH YEAR STUDENTS AT THUONGMAI UNIVERSITY

A STUDY ON TRANSLATION OF TECHNICAL TERMS USED IN EXPORT – IMPORT FROM ENGLISH INTO VIETNAMESE OF THE FOURTHYEAR STUDENTS AT THUONGMAI UNIVERSITY A STUDY ON TRANSLATION OF TECHNICAL TERMS USED IN EXPORT – IMPORT FROM ENGLISH INTO VIETNAMESE OF THE FOURTHYEAR STUDENTS AT THUONGMAI UNIVERSITY A STUDY ON TRANSLATION OF TECHNICAL TERMS USED IN EXPORT – IMPORT FROM ENGLISH INTO VIETNAMESE OF THE FOURTHYEAR STUDENTS AT THUONGMAI UNIVERSITY A STUDY ON TRANSLATION OF TECHNICAL TERMS USED IN EXPORT – IMPORT FROM ENGLISH INTO VIETNAMESE OF THE FOURTHYEAR STUDENTS AT THUONGMAI UNIVERSITY A STUDY ON TRANSLATION OF TECHNICAL TERMS USED IN EXPORT – IMPORT FROM ENGLISH INTO VIETNAMESE OF THE FOURTHYEAR STUDENTS AT THUONGMAI UNIVERSITY A STUDY ON TRANSLATION OF TECHNICAL TERMS USED IN EXPORT – IMPORT FROM ENGLISH INTO VIETNAMESE OF THE FOURTHYEAR STUDENTS AT THUONGMAI UNIVERSITY A STUDY ON TRANSLATION OF TECHNICAL TERMS USED IN EXPORT – IMPORT FROM ENGLISH INTO VIETNAMESE OF THE FOURTHYEAR STUDENTS AT THUONGMAI UNIVERSITY A STUDY ON TRANSLATION OF TECHNICAL TERMS USED IN EXPORT – IMPORT FROM ENGLISH INTO VIETNAMESE OF THE FOURTHYEAR STUDENTS AT THUONGMAI UNIVERSITY A STUDY ON TRANSLATION OF TECHNICAL TERMS USED IN EXPORT – IMPORT FROM ENGLISH INTO VIETNAMESE OF THE FOURTHYEAR STUDENTS AT THUONGMAI UNIVERSITY A STUDY ON TRANSLATION OF TECHNICAL TERMS USED IN EXPORT – IMPORT FROM ENGLISH INTO VIETNAMESE OF THE FOURTHYEAR STUDENTS AT THUONGMAI UNIVERSITY A STUDY ON TRANSLATION OF TECHNICAL TERMS USED IN EXPORT – IMPORT FROM ENGLISH INTO VIETNAMESE OF THE FOURTHYEAR STUDENTS AT THUONGMAI UNIVERSITY A STUDY ON TRANSLATION OF TECHNICAL TERMS USED IN EXPORT – IMPORT FROM ENGLISH INTO VIETNAMESE OF THE FOURTHYEAR STUDENTS AT THUONGMAI UNIVERSITY A STUDY ON TRANSLATION OF TECHNICAL TERMS USED IN EXPORT – IMPORT FROM ENGLISH INTO VIETNAMESE OF THE FOURTHYEAR STUDENTS AT THUONGMAI UNIVERSITY A STUDY ON TRANSLATION OF TECHNICAL TERMS USED IN EXPORT – IMPORT FROM ENGLISH INTO VIETNAMESE OF THE FOURTHYEAR STUDENTS AT THUONGMAI UNIVERSITY A STUDY ON TRANSLATION OF TECHNICAL TERMS USED IN EXPORT – IMPORT FROM ENGLISH INTO VIETNAMESE OF THE FOURTHYEAR STUDENTS AT THUONGMAI UNIVERSITY A STUDY ON TRANSLATION OF TECHNICAL TERMS USED IN EXPORT – IMPORT FROM ENGLISH INTO VIETNAMESE OF THE FOURTHYEAR STUDENTS AT THUONGMAI UNIVERSITY A STUDY ON TRANSLATION OF TECHNICAL TERMS USED IN EXPORT – IMPORT FROM ENGLISH INTO VIETNAMESE OF THE FOURTHYEAR STUDENTS AT THUONGMAI UNIVERSITY A STUDY ON TRANSLATION OF TECHNICAL TERMS USED IN EXPORT – IMPORT FROM ENGLISH INTO VIETNAMESE OF THE FOURTHYEAR STUDENTS AT THUONGMAI UNIVERSITY

THUONGMAI UNIVERSITY ENGLISH FACULTY

Class: K52N2 Student Code: 16D170222

HANOI - 2019

Communication skills is one of the elements of generic skills that are essentialamong university students Through their years in the university, final year studentswould have been exposed to situations, in and outside of the lecture halls, where theyhave to use their communication skills, for example group assignments, classpresentations and communication with colleagues at working places Therefore, theaim of this thesis is to investigate the level of communication skills among final yearsudents at English Faculty, Thuongmai university students This study focuses on thefinal year students’communication problems at English Faculty, ThuongmaiUniversity and suggests the solutions to overcome these difficulties as well as developstrong points in students’ communication skills

Next, I would like to express my gratitude to all teachers in English Faculty fortheir lectures that help me much in completing this paper.

Last but not least, I would like to thank my family and my friends who alwaysencouraged, supported and helped me during the period of internship and doing myresearch

In short, I really thank to all people helping me to finish this thesis

TABLE OF CONTENTS

ABSTRACT i

ACKNOWLEDGEMENT ii

TABLE OF CONTENTS iii

LIST OF DIAGRAM v

LIST OF ABBREVIATION vi

CHAPTER 1: OVERVIEW OF THE STUDY: 1

1.1 Rationale: 1

1.2 Previous research: 2

1.3 Aims of the study 2

1.4 Definition of terms 3

1.5 Research subjects 3

1.6 Scope of the study 3

1.7 Research methodology 3

1.7.1: Participants: 4

1.7.2: Data collection: 4

1.8: Organization of the study: 4

CHAPTER 2: LITERATURE REVIEW 5

2.1 Communication skills: 5

2.1.1 Definitions of communication skills 5

2.1.2 The importances of communication skills: 5

2.1.3 Types of communication: 7

2.1.4 Factors influencing on communication skills: 8

2.1.5: What are good communication skills: 10

2.2 Communication problems: 11

2.2.1 Classification communication of problems: 11

2.2.2: Causes of learners’ problems in communication 17

CHAPTER 3: RESEARCH FINDINGS 20

3.1: Finding from survey: 20

3.1.1: The evaluation about the language level 20

3.1.2: The relevance of nature of work and English: 22

3.1.3: English communication situations: 25

3.1.4: The importances of communication in English: 26

3.1.5: Evaluation about the influence on career ladder and the desire to improve more: 27

3.2: Problems: 28

3.2.1: Lack of confidence: 29

3.2.2: Lack of favorable environment: 30

3.2.3: Lack of vocabulary: 30

CHAPTER 4: CONCLUSION AND SUGGESTIONS 33

4.1 Suggestions for students: 33

4.2 Suggestion for teachers on teaching method: 35

4.3 Suggestion for administrator 37

4.3.1 Infrastructure 37

4.3.2 Learning time 37

4.3.3: Human Resources: 38

CONCLUSION: 39 REFERENCES

APENDIX

LIST OF DIAGRAM

Table 3.1 The English language level of 4th year students of English Faculty, TMU 20

Table 3.2 The English communication level of 4th year students of English Faculty, TMU 21

Chart 1: The relevance of nature of work and English 23

Chart 2: The frequency of using English 24

Chart 3: English communication situation 25

Chart 4: The importances of communication in English 26

Chart 5: The influence of English communication with the career ladder 27

Table 3.3: Opinion to improve English level more 27

Table 3.4: The difficulties of improving English skills 29

Chart 6: The difficulties of communication in English 29

Table 3.5: The factors that cause lack of vocabulary problems of 20 students who consider lacking of vocabulary as differences of communicating in English 31

LIST OF ABBREVIATION

TMU: Thuong Mai University

Dr.: Doctor

CHAPTER 1: OVERVIEW OF THE STUDY:

1.1 Rationale:

In the context of globalization, there are more and more international companiesspringing up As a result, people from various countries need to communicate witheach other more than in the past to exchange information and English is considered as

an international language which plays a vital role in that intercultural communication.English communication skills are essential for everyone in general It hasbecome the essential factor for business and in the global organization In today’sbusinesses, manufacturing, logistics… all companies are not only using English as acommon language which they can exchange information and maintain good workingrelationships but also considering it as a standard for recruiting staff The higher theEnglish level they have, the more job opportunities they get Consequently,competence in communicating in English is an important requirement for anyprofessional, working in a global business environment

 English Faculty at Thuongmai University:

The English Faculty, formerly known as the Department of Foreign Languages,was established on June 28, 2007 With 12 years of establishment and development,the English Department is increasingly asserting its leading position in the quality oftraining with the program, modern facilities and well-trained teachers who are well-trained both in domestic and abroad Students majoring in Business English are trainednot only in business English but also in economics and commerce, with a team of goodteachers with teaching experience Therefore, the goal of the faculty is to help studentsequip themselves with the knowledge about culture, economy, society and, the mostimportant target is to learn English As a result, the students at English Major have touse English- communicating skills for business relationship increasingly. 

The researcher has observed students at English Major in Thuongmai Universityand found that students in every other Faculty need to use the English language,especially for communication within the company and with others, namely suppliers,customers, and shipping agents Nevertheless, there is some miscommunication inusing English such as grammar errors and inappropriate vocabulary, incorrect format,

and limited vocabulary, hesitant to communicate can lead to business mistakes andleave a bad impression on other business partners.

For these reasons, this study aims to survey the problems related to the communicating skills of final year students at English Faculty- who almost finishedtheir internship at companies

English-1.2 Previous research:

According to Marc J Riemer (2007) in Communication Skills for the 21st

Century Engineer found that communication skills are an essential component in the

education of engineering students to facilitate not just students’ education but also toprepare them for their future careers Suggestions for communication skillsdevelopment are made, including the posit that communication skills be integratedacross the curriculum, rather than include it asa stand-alone subject in already packedengineering curricula, so as to reinforce student learning

G Maria B (2010) in Sounding natural: improving oral presentation skills reportedthat multimodal resources can be used to teach oral communication strategies,asexemplified in a course taught at the University of Padua, Italy The course focused

on lexicon and language structures in use, pronunciation and intonation, bodylanguage, and cultural awareness Overall, the course appeared to be highly effective

in raising students’awareness of facts about English communication

1.3 Aims of the study

This study aims to answer the research questions:

1-What are the significant problems in English communication of final yearstudents in English Faculty in Thuongmai Unversity?

2-What are solutions to improve English communication skills for final yearstudents in English Faculty in Thuongmai University?

Objectives of the study:

1 To survey the significant problems in using English communicating skills ofthe final year students both inside and outside of the class

2 To find out some solutions to boost English communicating skills in EnglishFaculty

1.4 Definition of terms

Communication: Communication, at its simplest, is the act of transferring

information from one place to another It may be vocally (using voice), written (usingprinted or digital media such as books, magazines, websites or emails), visually (usinglogos, maps, charts or graphs) or non-verbally (using body language, gestures and thetone and pitch of voice) In practice, it is often a combination of several of these

1.5 Research subjects

This study is focused on surveying the problems related to the Englishcommunication skills (verbal, non-verbal and writing) of final year students in EnglishFaculty of Thuongmai university to improve their English writing skills

1.6 Scope of the study

This study was conducted among 6 classes at K52 English Faculty ofThuongmai University The applicants are 100 internship students in these 6 classes

1.7 Research methodology

In this study, I used two principal methods: quantitative research and qualitativeresearch In particular, there were two ways to collect data for study The first way wascollecting data from the questionnaire The second way was collecting data from thepersonal interview

Questionnaire and interviews were carried out with internship students to gatherthe most reliable data for analysis to find answers the research question mentionedabove

Questionnaires are expected to save time and can gather data from large group ofstudents in the same time The questionnaires were delivered to 100 students at K52English Faculty of Thuongmai University to collect useful data

Interviews were implemented with 25 students when they had free time Most ofthem actively participated in answering all questions

The combination of both methods is useful to collect and analyze data basing onresults After having been collected, data are analyzed to point essential findings aswell as problems in using English, suggest strategies and solution for deal with thedifficulties

1.7.1: Participants:

The respondents of this study are 100 students from 6 main classes from K52N6 of English Faculty, Thuongmai University Students in these 6 classes areVietnamese and final year students of English Faculty in Thuongmai university Most

K52N1-of them will graduate in May, 2020 For this reason, they are chosen as therespondents

1.8: Organization of the study:

The content of this study is divided into 4 parts:

Chapter 1: The overview of the study consists of rationale, previous research,aims and objectives of the study, research subjects, scope of the study, researchmethodology and organization of the study

Chapter 2: This chapter includes the literature review presenting theories related

to English communication of final year students inside and outside classroom

Chapter 3: Research findings include descriptions of communicating problems inEnglish, causes and discussion of these problem

Chapter 4: Recommendation and suggestions for the further studies Results ofthe study are presented and an interpretation of the research findings is provided

CHAPTER 2: LITERATURE REVIEW

The theoretical background is extracted from variety of resources such as books,websites and experiences of business persons who deal with those in their daily work

2.1 Communication skills:

2.1.1 Definitions of communication skills

According to Oxford Learner’s dictionary, communication is the various methods

of sending information between people and places, especially phones, computers,radio, etc

According to a 2018 survey by the National Association of Colleges andEmployers (NACE) the best definition of communication is - “communication is theprocess of passing information and understanding from one person to another.” Insimple words it is a process of transmitting and sharing ideas, opinions, facts, values from one person to another or one organization to another

Moreover, communication skills is the ability to convey information to anothereffectively and efficiently Business managers with good verbal, non-verbal andwritten communication skills help facilitate the sharing of information between people

within a company for its commercial benefit (Rajendranagar, Hyderabad, “Training

Program onEffective Communication”, Ministry of Agriculture, Govt of India, 2003)

From my point of view, communication skills are personal soft skills that play akey role in daily life of every person, especially in today’s socialization.Communication skills are the ability to use spoken language or body language toexpress thoughts, opinions and feelings clearly and convincingly At the same timepromote two-way communication

Communication is a two-way process: A sender sends a message The receiverneeds to decode and encode the message, which is transforming his/her thoughts of theinformation to be conveyed into a form that can be sent, such as words, gestures,emotional expression This means the receiver will give the sender feedback.Information was passed from one person to another

2.1.2 The importances of communication skills:

Having strong communication skills will aid in all aspects of life – fromprofessional life to personal life and everything that falls in between From a business

standpoint, all transactions result from communication Good communication skills areessential to allow others and yourself to understand information more accurately andquickly.

In contrast, poor communication skills can have a negative impact - a poorlydelivered message may result in misunderstanding, frustration and in some casesdisaster

In a 2016 LinkedIn survey conducted in the United States, communicationtopped the list of the most sought-after soft skills among employers

(https://corporatefinanceinstitute.com)

Developing communication skills can help many aspects of your life, from yourprofessional career, to social gatherings, to your family life:

1 Valued in the workplace:

Communication skills are needed to speak appropriately with a wide variety ofpeople whilst maintaining good eye contact, demonstrate a varied vocabulary andtailor your language to your audience, listen effectively, present your ideasappropriately, write clearly and concisely, and work well in a group Many of these areessential business skills that employers seek

2 In demand by businesses:

Oral and written communication proficiencies are consistently ranked in the topten desirable skills by employer surveys year after year Employees are oftenencouraged to take online courses and in-person training to improve their presentationand communication skills

3 Helping your career progression:

You will need to request information, discuss problems, give instructions, work

in teams, interact with colleagues and clients If you are to achieve co-operation andeffective teamwork, good human relations skills are essential Also, as the workplace

is also becoming more global, there are many factors to consider if you are tocommunicate well in such a diverse environment

Being able to deliver messages clearly and understand other people means workcan be completed more effectively and to the benefit of the company as a whole

Employers want staff who can think for themselves, use initiative and solveproblems, staff who are interested in the long-term success of the company If you are

to be seen as a valued member of the organization, it is important not just to be able to

do your job well, but also to communicate your thoughts on how the processes andproducts or services can be improved

4 Building better rapport with customers:

Customers desire nothing more than to be understood by a company and theywish to feel like they are being heard and listened to This is a particularly importantpoint if your business involves a large amount of contact with customers, either face-to-face or over the phone

5 Other benefits of effective communication;

The most successful organizations understand that if they are to be successful intoday’s business world, good communication at all levels is essential Here is a usefulmnemonic to remember the benefits you and your organization can achieve fromeffective communication:

- Stronger decision-making and problem-solving

- Upturn in productivity

- Convincing and compelling corporate materials

- Clearer, more streamlined workflow

- Sound business relationships

- Successful response ensured

2.1.3 Types of communication:

2.1.3.1: Verbal communication: is delivered and received face to face, by

phone, radio, computer, television and other media

When we communicate verbally, it involves not only speaking, but also requiresnon-verbal communication skills – listening, eye contact and body language.Mispronunciations, insufficient language skills, or struggling with the diction cangreatly hamper a person’s ability to get their message across

Also, delivering too much information can be as counter-productive as deliveringtoo little How we communicate is dependent on the context of the situation too A

different approach is needed for different situations in order for the information to bemeaningful to the listener.

2.1.3.2: Non-verbal communication: is delivered and received through body

language, eye contact, gestures, and how we dress or behave

Body language needs to be in line with the non-verbal content When usedeffectively, facial expressions, gestures and posture can greatly improve the listener’sunderstanding of the verbal information being presented It can also add interest, andhelp to maintain the listener’s concentration

Eye contact between speaker and listener is important too If a speaker activelyseeks out eye contact when talking, he or she is judged to be more believable,confident and competent However, too much eye contact can make the listener feeluncomfortable, or think the speaker rude, hostile and condescending; and too little eyecontact can make the listener think that the speaker is uneasy, unsure or insincere.How much eye contact is considered appropriate though will always depend onthe situation, the setting, cultural expectations, gender, and personality types

Your body posture, hand gestures and eye contact all express a meaning, oftensaying much more than the words you speak For instance, standing or sitting withyour arms and legs relaxed and open will convey a friendly impression that will inviteothers to interact with you

2.1.3.3: Written communication is delivered and received through printed or

digital media such as letters, e-mails, books, magazines, and the internet In addition,Visual communication which can be listed in written communication is delivered andreceived via charts, maps, images and graphs

2.1.4 Factors influencing on communication skills:

The factors that affect communication in an organization are grouped intovarious categories These include:

- Cultural Diversity.:

When people from different cultural backgrounds communicate the chance ofmisunderstanding and wrong interpretation of the message is higher Largecorporations and Multinational Corporation’s usually have a culturally diverseworkforce

Also, they deal with many nationalities Misunderstanding of messages can lead

to a very troubling situation for a company Companies can take some measures toavoid this problem

- Misunderstanding of Message:

Communication in business also fails when people assign different meanings tothe same word Such a misunderstanding happens when technical words or jargons areused Moreover, people may intentionally misinterpret the inner meaning of words.Misunderstanding of the message is a common thing in communication but itcould create a problem for the company So, messages must be prepared properly andthere should be a feedback system

- Emotional Difference:

Emotions and feelings of the parties involved in communication significantlyaffect the meaning of communication For example, physicians are usually lessemotional to the patient than those of the relatives of the patients

- Educational and Intellectual Difference

The difference in the informal educational and intellectual level of the sender andreceiver also influences the meaning of communication

If they have similar educational qualifications, communication will be effective.Because they are likely to hold similar perceptions, understanding, feeling, thinking,view, etc

- Body language:

Psychologist Albert Mehrabian’s research revealed the ‘7%-38%-55% Rule’,which illustrates the relative impact of our words, vocal variety, and body languagewhen communicating feelings and attitudes When attempting to discern congruency,body language seems to govern whether feelings and attitudes are being discussedauthentically and consistently

This makes sense, as body language is a critical component of how wecommunicate and interpret communication by others However, much of what we do isunconscious In business, the way we communicate can enhance or impair ourinteractions, long-term relationships, and economic opportunities Therefore, exploringkey aspects of body language can only enhance our overall understanding ofcommunication and when mastered, give us a competitive edge regardless of industry

If you want to gain a competitive edge in business, upgrade your communicationskills beginning with these key aspects of body language such as: eye contact, facialexpressions, voice, gesture, body movement and posture

2.1.5: What are good communication skills:

There are dozens of different communication skills to possess, however, there aretop 5 communication skills I will focus on in research These 5 skills are absolutelynecessary for successful communication in the workplace or private life

1 Listening

Listening is one of the most important aspects of communication Successfullistening is not just and understanding of spoken or written information, but also anunderstanding of how the speaker feels during communication If a speaker can seeand feel that someone is listening and understanding that can help build a stronger,deeper relationship between interlocutors Careful listening can also create anenvironment in which everyone feels safe to express ideas, opinions and feelings, orplan and solve problems in a creative way

2 Straight talking

Conversation is the basis of communication, and one must not neglect itsimportance Even a simple, friendly conversation with colleagues can build mutualtrust and even detect problems before they become serious

A healthy dose of chatting with and unknown person can lead to a businessopportunity Be accessible and friendly because then you will be able to talk to almostanyone

3 Non-verbal communication

When we talk about things that matter to us then we send a lot of nonverbalmessages Non-verbal signals are wordless communication, body position, facialexpression, hand movements, gestures, eye contact, attitude and tone of your voice,muscle tension and the way you/we breathe

The way you look, listen, create, react, gesture, speaks far more about feelingsthan words will ever be able to

Why non-verbal communication skills are important?

Because, according to Salesforce’s research on interpersonal communication, 93percent of communication is non-verbal

Developing the ability to understand others and use nonverbal signals will helpyou connect with others, express what you think, meet challenging situations, andbuild better relationships at home and at work.

4 Stress management

In small quantities, stress can be very useful and encouraging for work However,when the stress becomes constant and completely begins to take effect, it can affectcommunication, clarity of opinion, and appropriate behavior and action

When you are under stress you may misunderstand other people, send confusingnonverbal signals, and use funny patterns of behavior

How often did you feel stressed during discussion with your friends or colleaguesand then said or did something you regretted later?

If you improve stress management skills, not only will you avoid thesesubsequent regrets, but you will also be able to influence the other person you areentering into a conflict

Control of emotions provides you with tools to understand others, yourself andthe messages you send Though recognizing feelings makes it simple, many peoplehave strong feeling like anger, sorrow, or fear being pushed under the carpet

2.2 Communication problems:

2.2.1 Classification communication of problems:

The communication problem may prevent communication or carry incorrectmeaning due to which misunderstandings may be created Therefore, it is essential for

a manager to identify such difficulties and take appropriate measures to overcomethem The barriers to communication can be broadly grouped as follows:

2.2.1.1: Language barriers:

Language is needed for any kind of communication, even people with speechimpairments communicate with sign language and brail Communication becomesdifficult in situations where people don’t understand each others’ language Theinability to communicate using a language is known as language barrier tocommunication

Language barriers are the most common communication barriers which causemisunderstandings and misinterpretations between people

Most of the people in the world do not speak English or, even if they use, it istheir second or third language If the speaker and receiver do not use same languageand words, there is no meaning to the communication Not using the words that otherperson understands makes the communication ineffective and prevents message frombeing conveyed

- Causes of Language Barriers: There are 3 mains points:

• Difference in Language: Difference in language is the most obvious barrier tocommunication as two people speaking two different languages cannot communicatewith each other

For example, an American goes to Vietnam The person does not understandVietnamese and most people in Vietnam do not understand English So, when theperson speaks, the communication is worthless as the other Vietnamese person doesn’tunderstand it

• Grammar and Spelling:

Grammar and spelling becomes a barrier in communication as people fromdifferent parts of the world can be using it differently even in a particular word.Similarly, grammar and spelling mistakes create a huge communication barrier inwritten communication

For example: a person makes a mistake of typing done as “don” The spellingand grammar checker of the computer does not label it as wrong as “don” is also acorrect word But, the word can change the whole meaning of the sentence or make thesentence not understandable

• Literacy and Linguistic Ability

Some people have low vocabulary in a particular language whereas some veryhigh Though literacy and education increases the need to learn new words, it mightnot be the only reason People can increase their vocabulary by reading and with theirown interest too Vocabulary is also less if a person uses the language as theirunofficial language.

Likewise, linguistic ability is the capability of a person in a particular language

If a person with high vocabulary and linguistic ability talks with another with lowability, the second person will not understand the words used leading tomiscommunication of whole message

2.2.1.2: Semantic problems:

The Semantic Barriers refers to the misunderstanding between the sender andreceiver arising due to the different meanings of words, and other symbols used in thecommunication

In communication, there are two types of Semantic Barriers

• Denotative Barriers: The direct meaning of any word which must be shared bytwo people to understand each other is the denotative meaning The barriers that arisedue to the definition or meaning of a word used differently by sender and receiver isdenotative barriers of communication They disagree on the meaning of a word as theyare unaware of the other persons’ meaning

For example, the meaning of braces which is used to define the metallic structure

to adjust teeth in American English whereas it means a part of clothing in BritishEnglish

• Connotative Barriers: The implied meaning of a word is known as Connotativemeaning A connotative barrier in communication refers to the difference of meaningaccording to different abstract situations, contexts, actions and feelings Both thecommunicators know both meanings of the word, but use only one meaning according

to the context, which might be being used differently in the context

For example, the word astonish can be used to describe surprise as well as startle.The words, when used by someone, can have any of the meaning The context in which

it is used will only let the receiver know what the sender means Another example is theword god, which is used differently by people following different religions

These are concerned with the problems and obstructions in the process of encodingand decoding of a message into words or impressions Normally, such barriers result due

to use of wrong words, faulty translations, different interpretations, etc

For example, a manager has to communicate with workers who have noknowledge of the English language and on the other side, he is not well conversantwith the Korean or Vietnamese language Here, language is a barrier tocommunication as the manager may not be able to communicate properly with theworkers

2.2.1.3: Problems of verbal communication skills:

Nonverbal communication is the use of sounds and words to express yourself,especially in contrast to using gestures or mannerisms (non-verbal communication).Nonverbal communication is the act of conveying a thought, feeling, or idea throughphysical gestures, posture, and facial expressions (Foley, G N., & Gentile, J P

(2010) “Nonverbal communication in psychotherapy” Psychiatry (Edgmont))

Verbal communication is the use of words to share information with otherpeople It can therefore include both spoken and written communication However,many people use the term to describe only spoken communication The verbal element

of communication is all about the words that you choose, and how they are heard andinterpreted

Difficulties with speech and communication are common for many people withintellectual disability Some people might experience difficulties with speech itself,have problems with language (including how to use and understand spoken language),

or both

There are many reasons why a person with intellectual disability mightexperience speech difficulties, and these reasons may or may not be related to theirdisability Some of the factors that can contribute to difficulties with speech include:+ Physical factors and physical disability – such as low muscle tone; structuralproblems in the mouth, nose and throat; and conditions that affect nerve and musclecontrol (it is important that physical difficulty with speech does not lead toassumptions about a person’s level of comprehension or language ability)

+Ear infections that can cause hearing difficulties and hearing impairment

+Intellectual disability, which slows the development of speech and language +Lack of stimulation or experience in communicating verbally

+Traumatic experiences, which can change the chemical structure in the brainand affect the ability to recognize, accurately describe or sequence even concreteconcepts (discussed in Shauer, Neuner & Elbert, 2005)

Some of the particular difficulties that people can experience with speechinclude:

+Difficulty with making sounds – including saying words clearly or correctly +Speaking fluently – without hesitating too much or stuttering

+Using words and grammar – knowing and applying the rules of word order andword use

+Choosing the right words and putting them in the right order to convey theintended meaning

It is vitally important not to make assumptions about why a person experiencesdifficulties with speech For example, people who have verbal communicationdifficulties due to their physical disability are often assumed to have an intellectualdisability, due to the association between intellectual disability and problems withcommunication This may not be the case

2.2.1.4: Problems of non-verbal communication skills:

Non-verbal communication includes facial expressions, the tone and pitch of thevoice, gestures displayed through body language (kinesics) and the physical distancebetween the communicators (proxemics) These non-verbal signals can give clues andadditional information and meaning over and above spoken (verbal) communication.Indeed, some estimates suggest that around 70 to 80% of communication is non-verbal

- Types of Non-Verbal Communication:

There are many different types of non-verbal communication They include:+ Body movements (kinesics), for example, hand gestures or nodding or shakingthe head, which are often the easiest element of non-verbal communication to control;+Posture, or how you stand or sit, whether your arms are crossed, and so on;

+Eye contact, where the amount of eye contact often determines the level of trustand trustworthiness

+Facial expressions, including smiling, frowning and blinking, which are veryhard to control consciously Interestingly, the broad facial expressions that showstrong emotions, such as fear, anger, and happiness, are the same throughout theworld; and

+Physiological changes, for example, you may sweat or blink more when you arenervous, and your heart rate is also likely to increase These are almost impossible tocontrol consciously and are therefore a very important indicator of mental state

Many popular books on non-verbal communication present the topic as if it were

a language that can be learned, the implication being that if the meaning of every nod,eye movement, and gesture were known, the real feelings and intentions of a personwould be understood This, of course, is absolutely true Unfortunately, interpretingnon-verbal communication is not that simple

+As our Interpersonal Communication page, non-verbal communication is not alanguage with a fixed meaning It is influenced and driven by the context in which itoccurs This includes both the place and the people concerned, as well as the culture.For example, a nod of the head between colleagues in a committee meeting maymean something very different from when the same action is used to acknowledgesomeone across a crowded room, and again when two people are having a socialconversation

+Non-verbal communication may also be both conscious and unconscious Facialexpressions are particularly hard to control, because we cannot see ourselves to knowwhat we are doing We may, therefore complicate communication by trying to conveyone message consciously, while in fact conveying quite another unconsciously

+Interpersonal communication is further complicated because it is usually notpossible to interpret a gesture or expression accurately on its own Non-verbalcommunication consists of a complete package of expressions, hand and eyemovements, postures, and gestures which should be interpreted along with speech(verbal communication)

2.2.1.5: Social communication skills barriers:

Social communication is the use of language in social contexts It encompassessocial interaction, social cognition, pragmatics, and language processing.

Social communication skills include the ability to vary speech style, take theperspective of others, understand and appropriately use the rules for verbal andnonverbal communication, and use the structural aspects of language (e.g: vocabulary,syntax, and phonology) to accomplish these goals

Social communication, spoken language, and written language have an intricaterelationship (see figure below) Social communication skills are needed for languageexpression and comprehension in both spoken and written modalities Spoken andwritten language skills allow for effective communication in a variety of socialcontexts and for a variety of purposes

Social communication behaviors such as eye contact, facial expressions, andbody language are influenced by sociocultural and individual factors (Curenton &Justice, 2004; Inglebret, Jones, & Pavel, 2008) There is a wide range of acceptablenorms within and across individuals, families, and cultures

How nonverbal communication can go wrong?

What you communicate through your body language and nonverbal signalsaffects how others see you, how well they like and respect you, and whether or notthey trust you Unfortunately, many people send confusing or negative nonverbalsignals without even knowing it When this happens, both connection and trust inrelationships are damaged

For example:

One of my colleague when I was on my internship in Regent Garment FactoryLtd, Mr Trung believes he gets along great with his colleagues at work, but if youwere to ask any of them, they would say that Mr Trung is “intimidating” and “veryintense.” Rather than just look at you, he seems to devour you with his eyes And if hetakes your hand, he lunges to get it and then squeezes so hard it hurts Trung is acaring guy who secretly wishes he had more friends, but his nonverbal awkwardnesskeeps people at a distance and limits his ability to advance at work

2.2.2: Causes of learners’ problems in communication

Effective communication between teachers and learners has the potential toimprove the learning experience and create a positive environment in the classroom.However, the relationship takes work on both ends Communication barriers in theclassroom certainly make it difficult for students to get the most out of their education.Many times, teachers fail to create engaging lessons and struggle to connect with theirstudents on a one-to-one basis Students also have unaddressed language or speechdifficulties which lead to poor communication Personality differences and peerpressure add to the mix, making some classroom interactions feel awkward or forced.The gravity of the situation is immense Thus it brings us back to the question.Why does this failure arise in the first place? There are 4 main reasons.

- Unknown Expectations;

If neither the teacher or the student pushes the communication or expresses theirexpectations, both parties may stay silent Students sometimes feel they are taking uptoo much of a teacher’s time with frequent communications Teachers may assumethat a child who doesn’t ask many questions is uninterested or doesn’t have any issues

to address It’s up to the teacher to set forth his/her expectations and preferred methods

of communication

- Problems with Comprehending

Often, students have unaddressed learning or speech difficulties and struggle tocommunicate in classroom settings Sometimes, they have trouble comprehendinglessons and organizing their thoughts Because of hesitation, students often shut down,isolating themselves out of fear or embarrassment Whilst teachers may encouragestudents to talk about their work; that talk is usually about problematic aspects ofwork Also, some students’ efforts to ask for help results in negative labels from someteachers

- Uninteresting Classroom Lessons

Classroom communication often suffers when students are bored orunenthusiastic about their schoolwork Yeah, I know it’s impossible to entertainstudents all day, but teachers should work hard to develop engaging lessons withinteresting, relevant activities Thought-provoking assignments, technology-enhancedlectures and creative projects spur classroom communication and interaction On the

other hand, outdated and monotonous assignments create communication barriers, andstudents just want the class to be over.