Communicative Approach Research Articles

Stakeholder communication framework for successful implementation of community-based renewable energy projects

The implementation of community-based renewable energy projects demands effective stakeholder communication to ensure project sustainability, community acceptance, and overall success. This review proposes a strategic framework for communicating with diverse stakeholders, including local communities, government agencies, project developers, and non-governmental organizations. The framework emphasizes transparency, trust-building, and engagement as core principles to address the unique challenges and requirements of community-based renewable energy initiatives. Key components include identifying relevant stakeholders, establishing clear communication objectives, and selecting appropriate channels for tailored, ongoing dialogue. First, the framework outlines the identification process of key stakeholders, considering their roles, influence, and interests in the project. This involves categorizing stakeholders into primary (directly impacted) and secondary (indirectly impacted) groups, which enables targeted engagement efforts. Next, the framework recommends diverse communication channels, such as community meetings, social media platforms, local radio, and informational workshops. These channels are chosen based on accessibility, stakeholder preferences, and cultural appropriateness, ensuring messages reach all stakeholders effectively. The framework also includes strategic engagement tactics to enhance community participation, including participatory planning sessions, regular feedback loops, and transparent reporting on project milestones and impacts. By fostering continuous interaction, the project team can build and sustain trust, helping to alleviate concerns and gain community support. Moreover, the framework advocates for the inclusion of culturally relevant communication approaches that respect local values and practices, further strengthening stakeholder relationships. Implementing this communication framework is expected to enhance transparency, cultivate trust, and improve community buy-in, ultimately driving the success and long-term sustainability of community-based renewable energy projects. This approach aligns stakeholder interests, mitigates risks of opposition, and promotes shared ownership, facilitating smoother project execution. By engaging stakeholders meaningfully, community-based renewable energy initiatives can achieve greater resilience and acceptance, contributing to the broader goals of energy transition and environmental sustainability.

The Problems of Translating Classical Arabic Embedded in Saudi Novels from a Cultural Perspective

This essay examines the problematic issues that arise when translating classical Arabic language embedded in contemporary Saudi literature, with a particular emphasis on Girls of Riyadh a modern Saudi novel written .The premise of the present study is that classical Arabic has undergone semantic change through pejoration amelioration, through which their original meanings have been either completely changed or different connotations have been added. When the classical Arabic terms are used in an informal context, they may acquire new connotations, the interpretation of which is totally different from their original meaning. In most cases, these classical lexical items have been transformed into dialectal lexical items. Therefore, the present study inquires whether the translation of the classical Arabic elements embedded in Girls of Riyadh effectively and comprehensively captures the impact, pragmatics, style, atmosphere, aesthetics, and culture shown in the novel. A methodology based on corpus linguistics has been employed. This study engages in descriptive research by analyzing source text-target text pairs. The corpus of the study was composed of 29 examples taken from Girls of Riyadh. The study involved categorizing selected classical Arabic phrases from the Saudi novel as cultural indicators and examining their translation using House's covert translation idea and criteria, as well as Dickins's levels of cultural transposition. The findings of this study indicate that the translators predominantly employed a communicative approach, omitting classical Arabic terms or rendering them into formal English instead of employing tactics of domestication or foreignization.

Exploring the Needs and Challenges in Teaching English Grammar Communicatively in Albanian Context

The aim of this study is to explore through details of teaching English grammar communicatively within the Albanian context. With the global trend for communicative language teaching, Albanian teachers of English as a foreign language face specific challenges in attempting to integrate this approach effectively in their classes. The research applies a mixed-methods approach, including a questionnaire and structured interviews with teachers from several districts in Albania. Both cases intend to assess the actual situation of teaching grammar of English as a Foreign Language, identify main obstacles, and highlight opportunities for integrating communicative grammar. Findings indicate that even though the teachers are aware of the theoretical aspects of communicative methods, sometimes they find it hard to implement them due to limited resources, insufficient teacher training, and traditional teaching curricula. Additionally, the study emphasizes the need for professional development programs and appropriate classroom materials that align with the communicative approach. By addressing these challenges, the research aims to provide concrete recommendations for teachers and policymakers to improve English grammar teaching in Albanian schools, so as to improve language proficiency and communicative competence among learners of different ages and educational levels in a larger context.

Implementation of Chinese Language Training Course Based on Communicative Approach and Situated Learning to Improve Students’ Listening and Speaking Skills

Background and Importance: Language acquisition, especially in speaking and listening, is essential for overseas students studying Chinese. These competencies promote academic achievement and social assimilation. The communicative approach and situated learning acknowledged for improving language proficiency, provide immersive and pragmatic learning contexts. Nonetheless, the difficulties in implementing these strategies, particularly for Chinese as a foreign language, remain little examined. Objective: The study seeks to assess the efficacy of a Chinese language course that integrates the communicative approach with situated learning to enhance students' speaking and listening abilities by comparing the communicative approach and situated learning scores of students before and after learning through the Chinese language training course based on the communicative approach and situated learning. Methods: Twenty second-year international students at Xi’an University engaged in this experimental investigation. The study employed a pretest-posttest methodology to evaluate speaking and listening skills before and during course implementation, utilizing scoring rubrics and listening assessments. The statistical analysis encompassed means, standard deviation, and t-tests for dependent samples to assess the significance of differences. Results: Post-course assessments indicated significant improvements in both speaking and listening skills. Speaking skills improved significantly (t=19.992, p=0.001, effect size=4.48), and listening skills also showed substantial growth (t=9.289, p=0.001, effect size=2.07). Conclusion: The research illustrates the efficacy of integrating communicative and situated learning methodologies to improve language proficiency. This comprehensive method provides a dynamic and immersive context that fosters significant enhancement in both speaking and listening abilities. This research enhances the understanding of second language instruction, specifically for Chinese learners, and offers data advocating for the adoption of new pedagogical approaches in language training programs.

ENGLISH SPEAKING BARRIERS IN VOCATIONAL EDUCATION: A STUDY OF SMK SPP SNAKMA STUDENTS

The English-speaking skills of students at SMK SPP SNAKMA remain underdeveloped due to specific challenges in using the language within a vocational context. This study explores and analyzes these barriers to understand the underlying factors that hinder effective English communication among vocational students. Employing a qualitative approach, the research gathers data through interviews, observations, and questionnaires to capture students’ perspectives and real-time experiences with English language use. Findings reveal four primary obstacles: limited vocabulary, grammatical difficulties, speaking anxiety, and insufficient practice opportunities. These factors collectively impact students’ confidence and fluency in speaking English, which is critical in vocational settings where practical language skills are increasingly required. The study suggests that a more communicative teaching approach, combined with structured and frequent speaking practice, could significantly address these challenges. By focusing on interactive and supportive teaching methods, educators can create an environment that encourages active language use, helping students overcome barriers and develop essential English-speaking skills for their careers.

Jumantik Education: Strategy Toward Malaria Elimination in the Resettlement Area of Osi Island, West Seram Regency

The Covid-19 pandemic, which has been global for 3 years, tends to have a domino effect in various aspects, such as individuals, groups, and countries. One of the causes of decreased immune system in the host is due to comorbid diseases suffered by the host (patients). Those at risk of Covid-19 may also be at risk of infectious diseases caused by viruses, parasites, and bacteria. In a pandemic situation like Covid-19, health behavior change education with a risk communication approach needs to be implemented in preventing, treating, and rehabilitating environmental stages of worm infection risk in the community of Osi Island hamlet. This education aims to increase public knowledge of potential health risks and threats. Thus, they can determine appropriate steps and actions to protect themselves from these issues. The method used is education with the project-based learning model, which combines lecture, discussion, and field practice methods. The target group is high school students of PGRI Pelita Jaya Seram Western Part. The achieved results are that the JUMANTIK cadres know about malaria-free health (cognitive), can collect trash (containers) from yards (psychomotor), do not allow stagnant water (affective), can drain water storage containers inside and around the house (psychomotor), can make simple mosquito traps using recycled materials, can sleep under mosquito nets (psychomotor), can observe larvae and pupae (psychomotor). Kyewords: Jumantik education, malaria elimination, Osi Island

Development of Research Skills in Students of Pedagogical Science in the Communicative Method of Teaching

Research abilities of students of pedagogical university are an integral quality of personality, which is expressed in the recognition of the value of such activity, in the possession of the methodology of investigative work, in the formation and development of the ability to investigative work, in solving investigative problems and their use in further professional activity. The article provides evidence of the importance of the development of communication and research skills as a guarantee of successful training of student teachers. The authors provide key skills of scientific-research and communicative approach of teaching.

Evaluating the Oral Method in Foreign Language Teaching: Historical Perspectives, Modern Applications, and Pedagogical Insight

This article explores the Oral Method in foreign language teaching, focusing on its historical significance, core principles, and relevance in contemporary education. Originally developed by Harold Palmer and A.S. Hornby, the Oral Method emphasizes verbal repetition, situational learning, and structured grammar acquisition as foundational tools for language proficiency. Through an analysis of its strengths—such as pronunciation accuracy, fluency development, and practical application—and its limitations, including restricted learner autonomy and cognitive engagement, this study highlights the method’s enduring value. The article also discusses the potential of integrating the Oral Method with communicative and task-based approaches, leveraging digital tools and personalized techniques to enhance its effectiveness for diverse learners. Ultimately, the Oral Method’s adaptable principles make it a valuable component of a comprehensive language teaching framework.

Fighting fiscal awkwardness: How relationship strength changes individuals' communication approach when resolving interpersonal debt.

Social interactions can be uncomfortable. The current research focuses on a particularly uneasy interaction that individuals face with their friends and acquaintances: the need to request owed money back. Nine preregistered studies (N = 6,953) show that individuals' approach to resolving interpersonal debt varies based on their closeness with the requestee. Specifically, people prefer communication methods low in social richness (e.g., digital apps) when requesting money back from weak social connections such as distant acquaintances. However, they prefer communication methods high in social richness (e.g., in-person interactions) when requesting money back from strong social connections such as close friends. Process evidence reveals the psychological dynamics at play: (a) people anticipate discomfort when requesting money back from distant acquaintances in person, driving them away from in-person requests and toward digital apps, and (b) people are more averse to appearing impersonal with close friends, driving them away from digital apps and toward in-person requests. In sum, individuals adaptively approach uncomfortable financial interactions based on the relationship dynamics at hand. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Effective communication by health care workers to promote HPV vaccination: Lessons learned from Kenya, India, and Nigeria

Health care workers play an essential role in maintaining the public trust in vaccination programmes globally, and more specifically, in low- and middle-income countries. This role is particularly important in building trust in the human papillomavirus (HPV) vaccine. While there are many factors that affect HPV vaccine acceptance, health care workers are one of the most critical influences in the decision-making process among parents as well as adolescent girls. In this paper, we sought to better understand how health care workers in a diverse set of countries communicate and promote HPV vaccines. We summarize communication approaches and lessons learned by health care workers in Kenya, India, and Nigeria through a case study approach. In Kenya, the utilization of a multisectoral approach proved to be very important. In India, intense social mobilization with targeted messaging by target audience laid the groundwork for community acceptance. An evolving communication strategy was essential in Nigeria, where there is no national HPV vaccination programme. Given the increase in vaccine hesitancy globally, the lessons learned through these three country examples highlight the importance of communication efforts in increasing vaccine acceptance.

Arabic Language Learning Strategy for Elementary School Graduates in Pondok Pesantren Yusuf Abdussatar Kediri Lobar West Nusa Tenggara, Indonesia

This article discusses the Arabic language learning strategy for elementary school graduates at Pondok Pesantren Yusuf Abdussatar, Kediri Lobar, West Nusa Tenggara. The background of this research is based on the importance of mastering Arabic as a means of communication and understanding religious texts in Islamic boarding schools. However, elementary school graduates who enter pesantren often have limitations in Arabic language skills. Therefore, effective learning strategies are needed to facilitate their understanding. This article examines the various methods used, ranging from the communicative approach, context-based learning, to the use of interactive media and a supportive learning environment. This research uses qualitative methods with observation, interview and document analysis techniques. The results show that the applied learning strategies succeeded in improving students' learning motivation and their Arabic language skills, especially through the combination of theory and hands-on practice. In addition, the active involvement of teachers and the support of an intensive boarding school environment play an important role in the success of the learning process. This article recommends further development on the integration of technology in Arabic language learning to improve the efficiency and effectiveness of learning in Islamic boarding schools.

Message Action Adapter Framework in Multi-Agent Reinforcement Learning

Multi-agent reinforcement learning (MARL) has demonstrated significant potential in enabling cooperative agents. The communication protocol, which is responsible for message exchange between agents, is crucial in cooperation. However, communicative MARL systems still face challenges due to the noisy messages in complex multi-agent decision processes. This issue often stems from the entangled representation of observations and messages in policy networks. To address this, we propose the Message Action Adapter Framework (MAAF), which first trains individual agents without message inputs and then adapts a residual action based on message components. This separation isolates the effect of messages on action inference. We explore how training the MAAF framework with model-agnostic message types and varying optimization strategies influences adaptation performance. The experimental results indicate that MAAF achieves competitive performance across multiple baselines despite utilizing only half of the available communication, and shows an average improvement of 7.6% over the full attention-based communication approach. Additional findings suggest that different message types result in significant performance variations, emphasizing the importance of environment-specific message types. We demonstrate how the proposed architecture separates communication channels, effectively isolating message contributions.

Integrating local knowledge with ChatGPT-like large-scale language models for enhanced societal comprehension of carbon neutrality

Addressing carbon neutrality presents a multifaceted challenge, necessitating collaboration across various disciplines, fields, and societal stakeholders. With the increasing urgency to mitigate climate change, there’s a crucial need for innovative approaches in communication and education to enhance societal understanding and engagement. Large-scale language models like ChatGPT emerge as transformative tools in the AI era, offering potential to revolutionize how we approach economic, technological, social, and environmental issues of achieving carbon neutrality. However, the full potential of these models in carbon neutrality is yet to be realized, hindered by limitations in providing detailed, localized, and expert-level insights across an expansive spectrum of subjects. To bridge these gaps, this paper introduces an innovative framework that integrates local knowledge with LLMs, aiming to markedly enhance the depth, accuracy, and regional relevance of the information provided. The effectiveness of this framework is examined from government, corporations, and community perspectives. The integration of local knowledge with LLMs not only enriches the AI’s comprehension of local specificities but also guarantees an up-to-date information that is crucial for addressing the specific concerns and questions about carbon neutrality raised by a broad array of stakeholders. Overall, the proposed framework showcases significant potential in enhancing societal comprehension and participation towards carbon neutrality.

PP062 Topic: AS07–Family Care: Patient and Family Centered Care, Family Presence, Patient and Family Engagement in Research and Care/Patient Diaries/Other: FAMILY-INITIATED INTERPRETATION: A NOVEL APPROACH TO COMMUNICATION IN THE PEDIATRIC INTENSIVE CARE UNIT

PP062 Topic: AS07–Family Care: Patient and Family Centered Care, Family Presence, Patient and Family Engagement in Research and Care/Patient Diaries/Other: FAMILY-INITIATED INTERPRETATION: A NOVEL APPROACH TO COMMUNICATION IN THE PEDIATRIC INTENSIVE CARE UNIT

The comedy "Oh, time!" by Catherine II: author's strategies and tactics

The ways of Catherine II's influence on the reader, stated through the prism of the author's strategies and tactics that characterize the consciousness of the writer and her focus on forming the model of Enlightenment based on gallant discourse is the subject of the article. The play "Oh, time!", being the first "noble" comedy, becomes the ideological message of the empress addressed to her subjects in order to introduce them to the Enlightenment. Comedy sets the parameters of what to pay attention to, what vices are condemned and how to perceive the reign of Catherine II. The communicative approach, expressed in the study of the author's interaction with the reader, is complemented by a comparative historical, cultural-historical and a method of holistic analysis of the work of art. The research methodology is based on the work of V. V. Sipovsky, P. N. Berkov, Y. Stennik, O. B. Lebedeva, A. Evstratov, Carrer d'Encausse E., K. Sharfa O. I. Eliseeva. The novelty of the research is determined by a new approach to the study of the comedy of Catherine II, which consists in a systematization of author's strategies and tactics, the consideration of which allows us to imagine the regulation of the domestic literary process of the second half of the XVIII century, to see the features of Catherine's Enlightenment, as well as to trace the birth of the author's own thinking, departing from the previous rhetorical system. During the study, three author's strategies were identified: ridiculing the vices of the older generation, supporting the younger generation and approving the model of Catherine's Enlightenment, each of which is implemented through three author's tactics: using speaking surnames within the framework of a traditional comedy of manners, pointing out the discrepancy between words and deeds, condemning domestic tyranny, introducing helper characters, liberation from Domostroi model of behavior, the need for young girls to understand their hearts, ridicule of the previous unenlightened rule, approval of the model of gallant behavior in the family-state, mythologization of their own rule. This not only characterizes the author's consciousness as enlightening, but allows to isolate the image that the writer wants to assert in the perceiving consciousness of the viewer and present the formation of the comedy genre "from within" as the interaction of the author and the reader.

Communication in Mediation

Abstract The purpose of this study is to establish a communication model between the parties to the conflict in mediation based on the research of communication, information, mediation and conflict approaches and definitions. The main methods of communication for finding a solution to a conflict are dialogue between the parties to the conflict and non-violent communication. The model has been designed and practically used to achieve the results of mediation –resolution of a conflict, as well as education of the parties about conflict-free communication for their future relationships. The study/article offers a method for measuring the effectiveness of mediation using the proposed communication model.

From Conversation to Interaction: A Pedagogical Exploration of Applying Conversation Analysis in EFL Classrooms

Within the communicative language teaching approach, current instructional materials often lack explicit guidance or fail to provide L2 learners with a wide range of resources in the target language. Conversation analysis (CA), which focuses on authentic talk, has been proposed as a potential resource for language classrooms. This study examines the effectiveness of using CA as a pedagogical approach in an EFL classroom and its impact on learners’ attitudes toward English language learning. The study engaged eight adult learners in a structured program, encompassing a pre-test, a 4-week explicit CA-informed instruction, and a post-test. After four weeks, learners demonstrated progress in their knowledge and skills of interaction, different aspects of English speaking, interactional competence, and confidence in speaking English. Additionally, the CA-informed instruction positively influenced learners’ attitudes toward English language learning and their appreciation of interactional features. The results strongly suggest that language teachers should consider incorporating CA insights into their teaching practices to enhance both linguistic and attitudinal outcomes.

The effectiveness of Processing Instruction and Production-Based Instruction on the acquisition of the past tense in Greek by child heritage learners: A preliminary study

The study compares the effectiveness of two communicative approaches to grammar teaching, Processing Instruction (PI) and Production-Based instruction with collaborative tasks (PB), on the acquisition of past tense verb morphology by child heritage learners of Greek. Fourteen child learners of Greek, students at a heritage language school in Hungary, participated in the study. Half of them received PI instruction, which focuses only on the input, providing structured-input activities, and the other half received PB instruction, which focuses on the production of output with meaningful collaborative tasks. Both teaching interventions included a short explicit grammar teaching module. A pre-/post-test design was employed, which consisted of two tasks: a written production task and a sentence repetition task. Results revealed significant gains for both PI and PB instruction. However, both teaching interventions yielded better results in the written production task than in the more cognitively demanding sentence repetition task. Additionally, children who had little or no previous exposure to Greek seem to have profited more in the more cognitively demanding task, irrespective of the type of teaching intervention.

Workshop On Teaching English Using The Communicative Approach For Teachers At The Elementary, Junior High, And High School Levels In Kiara Pandak Village

Workshop On Teaching English Using The Communicative Approach For Teachers At The Elementary, Junior High, And High School Levels In Kiara Pandak Village

Produce Safety Behaviors, Motivators, Barriers, and Beliefs in Pediatric Cancer Patient Caretakers

Cancer patients, who face increased foodborne illness susceptibility and severity, are often placed on neutropenic diets (NDs), which eliminate the consumption of fresh produce, among other foods perceived as high-risk. Such diets are clinically disputed because they have never been proven effective in reducing foodborne illness, leading to unstandardized dietary guideline content, format, and delivery methods. To inform a strategic communication approach, this study explored the produce safety handling behavior, barriers, motivators, and beliefs of pediatric cancer patient caretakers using a mixed methods convergent parallel design. A quantitative survey revealed high frequencies (> 60%) for generally recommended produce safety behaviors, such as rinsing produce and washing cutting boards, and more mixed responses for restrictive produce safety behaviors, such as peeling produce and avoiding pre-cut, self-serve, and school cafeteria produce. Total produce safety frequency scores were not significantly affected by demographic factors or Child Vulnerability Scale (CVS) scores. Qualitative interviews established a wide domain of caretaker produce safety experiences and beliefs, finding that eight of seventeen interview participants from different hospitals received produce restrictions typical of the ND. Ultimately, five caretaker archetypes were identified, with common motivators and barriers linked to materials received, child’s health and perceived susceptibility, and self-efficacy beliefs. Finally, response-driven communication strategy improvements were recommended. Although sample sizes in this work were small, and further validation is advised, this work highlights the inconsistent use of the restrictive ND, advances understanding of the drivers of produce safety behaviors in cancer patient caretakers, and supports future endeavors to streamline communication strategy interventions.