Communicative Teaching Research Articles

Commonality vs. Cultural Specificity of Anger Metaphors and Metonymies in Chinese and Russian Idioms

Based on the conceptual metaphor theory, this study explores the conceptualization structure and actual use of anger metaphors and metonymies in the cultural context of the two countries. The research materials come from Russian and Chinese idiom dictionaries and practical investigations on anger idioms. The study found that the conceptualization of anger between the two nations has similarities and differences. The similarities are reflected in the fact that Chinese and Russians conceptualize anger based on personal experience and cultural patterns. The main differences are concentrated in Chinese idioms influenced by traditional Chinese medicine and the theory of Yin-Yang and the Five Elements. Anger is metaphorically represented as "qi" (gas) rather than liquid, and visceral metaphors are often used. The Chinese Peking Opera mask culture also influences it.In contrast, anger is regarded as two liquid forms in Russian idioms, represented by blood elements as containers and water elements that boil after heating, accompanied by the appearance of animal nouns, and have a specific religious color. The practical investigation found that although dozens of idioms express anger for daily selection, cultural background, and cultural preferences limit the tendency to use metaphors and metonymies. The results of this study can provide a reference for cognitive linguistics research, language teaching, and actual communication.

Education on the Importance of Doctor-patient Communication in Orthodontic Clinical Teaching.

In the process of orthodontic clinical teaching, it is very important to teach medical students how they are expected to communicate effectively with patients and their families, as this has a direct impact on patient compliance throughout the process of diagnosis and treatment and on patient satisfaction after treatment. Doctor-patient communication is therefore an essential skill for medical students to gain before taking up clinical work. In view of the problems that are often encountered in each stage of orthodontic treatment, the present paper discusses the specific content of doctor-patient communication education in clinical teaching. The discussion is given in both theoretical and practical terms to lay a solid foundation for improving the overall quality of medical service provided by medical students in teaching hospitals and establishing a harmonious medical environment.

Developing and Facilitating a Workplace Communication Workshop for Engineering Student Interns: Implications for Practice

In this paper, Engeström’s third-generation activity theory (AT; 2001) is adopted as an analytic tool to analyze a workplace communication workshop for engineering students and an experienced educator’s cognition and practices. Curricular elements of the workshop and the educator’s pedagogical approach are analyzed together with the motivation for a specific learning experience design and the rationale for adopting such practices. AT served as an invaluable analytic lens for our reflection on the workshop’s design, its activities, and the educator’s cognition and practices. This reflection provides a worked sample for AT-based reflective practice and strategies for developing workplace communication workshops. It is concluded that by using AT as an analytic tool for reflection, educators can effectively reflect upon and analyze their course design and teaching practices, thereby externalizing their knowledge, skills, and attitudes. Educators can develop their expertise through such a reflective process and create more engaging and effective courses. We also recommend that AT be adopted as an analytic tool in reflective practice modules in communication teacher education and training programs to enable prospective and novice teachers to engage in reflective practice and purposefully develop their teaching expertise throughout their careers.

Teletraining to Teach Communication Partners to Support Students With Multiple Disabilities Including Cortical Visual Impairment and Emerging Symbolic Communication in Communicating Choices.

The purpose of the current study was to investigate the impact of a teletraining to teach adult communication partners the "Communicating Choices-Cortical Visual Impairment (CVI)" strategy to support participation for students with multiple disabilities. A nonconcurrent, multiple-probe, across-participants design was implemented with four adult communication partner (i.e., speech-language pathologist, paraeducators, and parent) and student dyads to determine the effects of a teletraining administered over a video-calling platform on the partner's implementation of the substeps from the Communicating Choice-CVI strategy. Dyads completed a randomly predetermined number of baseline sessions, two teletraining sessions to instruct the partners in the strategy, and five intervention probes. Results of the study indicated that communication partners successfully implemented an increased number of the strategy substeps following two short teletraining sessions and that all students communicated choices in every opportunity when they were provided with a structured opportunity. Communication partners reported that the strategy was successful for the students and that the strategy could be applied to other contexts or students. This study provides evidence for the importance of communication partner training for students with complex needs in domains such as vision and communication. Furthermore, the Communicating Choices-CVI strategy may lead to increased opportunities for academic participation, social engagement, and self-determination for students whose opportunities to take on active roles in educational settings are often severely restricted. https://doi.org/10.23641/asha.28108139.

Employing Emotional Virtual Characters for Teaching in Child and Adolescent Psychiatry

Employing Emotional Virtual Characters for Teaching in Child and Adolescent Psychiatry Abstract: Communication and interaction are central to teaching child and adolescent psychiatry, with practical exercises often needing more access to actual patients or actors. Virtual reality (VR) offers an innovative solution by enabling simulation-based learning. With the help of computer-generated, interactive characters, students can practice repeatedly and in a standardized way how to conduct a medical interview and acquire communication skills. Initial tests with students show a high level of acceptance and believability despite the need for optimization of the voice input and the student's desire to use such new technology in teaching in the future. The next step will be to evaluate the benefits of the VR application regarding learning success and the influence of the teaching method on motivation and enjoyment of learning.

A Randomized Controlled Trial of the Getting Our Hearts Right Program and the Prevention and Relationship Enhancement Program in a Sample of Iranian Couples.

For several decades, to enhance relationship quality, marriage and relationship education (MRE) programs have focused on teaching communication skills and conflict management. However, new explanations reveal that the effectiveness of communication skills in MRE programs may largely depend on virtues. Through a randomized controlled trial (RCT), the present study examined the effectiveness of the Getting Our Hearts Right Program (GOHR; a virtue-based approach) and the Prevention and Relationship Enhancement Program (PREP; a skill-based approach). Forty-five eligible couples (i.e., 90 individuals) were randomly assigned to (a) GOHR intervention condition, (b) PREP intervention condition, or (c) wait-list control condition. The couples filled out the Revised Dyadic Adjustment Scale at baseline, postintervention, and 3-month follow-up phases. The results of both postintervention and 3-month follow-up showed that GOHR was more effective than PREP in improving the spouses' perceived marital adjustment. The findings of this study emphasized the potential value of short-term virtue-based interventions.

보완대체의사소통(AAC) 연수 프로그램이 미얀마 특수교육 종사자들의 AAC에 대한 인식과 AAC 교수효능감에 미치는 영향

Providing education to children with disabilities in Myanmar faces significant challenges, primarily due to limited resources and a shortage of trained professionals. The special education system is underdeveloped, making it difficult for children with complex communication needs (CCN) to engage in educational and social interactions. Teachers often lack the confidence and knowledge required to implement educational interventions such as Augmentative and Alternative Communication (AAC). This study evaluated the impact of AAC training on the perceptions and teaching efficacy of 19 staff members at an NGO-based special education center in City A, Myanmar. Participants included special education teachers, physiotherapists, paraprofessionals, and administrators working with students who have communication challenges. Using a one-group pretest-posttest design, the study assessed changes in participants’ perceptions of AAC and their teaching efficacy, with data analyzed through dependent sample t-tests. Results indicated a significant improvement in participants’ knowledge of AAC following the training program, which also notably enhanced their confidence in teaching communication. These findings underscore the need for further AAC training in Myanmar’s special education sector.

FEATURES OF ORGANIZING INCLUSIVE EDUCATION IN PRIMARY SCHOOL IN THE CONDITIONS OF NUS

The article provides a theoretical analysis of the problem of organizing inclusive education for children with special educational needs (SEN) who study in primary school in the conditions of the New Ukrainian School (NUS). The basic laws that ensure the inclusion of children SEN in the educational process in the conditions of a general secondary education institution, considering their characteristics and individual needs, are analyzed. It is noted that one of the obstacles to the full inclusion of a child in the educational process is the insufficient level of development of the necessary competencies of primary education teachers in the field of inclusion, namely: incomplete, unsystematized ideas about the peculiarities of the psychophysical development of children with special educational needs; insufficient mastery of psychological methods and techniques of pedagogical communication with such children; lack of formed skills and abilities in selecting methods and techniques of working with children with special educational needs; imperfection of the tools that ensure the effectiveness of inclusive education; knowledge about ensuring the comfort and adaptation of the child to school. The main stages of organizing an inclusive educational environment in a general secondary education institution are identified. They includes four stages: motivation (the child's desire to study in a specific general secondary education institution), organization (actions of the head of the general secondary education institution), psychological and pedagogical support (creation of a team of psychological and pedagogical support) and implementation (creation of an inclusive educational environment, selection of methods and techniques for implementing inclusive education). The information presented in the article will help in the process of designing a high-quality and comfortable educational process for children with special educational needs in primary school in the conditions of the NUS.

The Influence of Student–Instructor Communication Methods on Student Engagement and Motivation in Higher Education Online Courses During and After the COVID-19 Pandemic

Effective communication between students and instructors is vital for student success. Traditionally, this communication has taken place in person within classroom settings. However, with technological advancements, online classes have become more common. The COVID-19 pandemic accelerated this shift, significantly disrupting traditional communication methods between students and instructors and transforming the educational landscape, particularly in higher education. We conducted a qualitative narrative literature review of the technological tools that emerged during the pandemic and explored how today’s instructors can effectively use them to enhance student engagement and motivation in online classrooms. The review utilized the SANRA (scale for the assessment of narrative reviews) guidelines to ensure the quality of the studies used. Twenty-two articles published within the last ten years were chosen based on their relevance to higher education and student–instructor communication. The articles were analyzed for effective and ineffective educational communication tools (e.g., Zoom or Google Classroom) utilized during the pandemic, focusing on what worked and what could be improved. The findings revealed that live video sessions were more effective than pre-recorded videos, voice-only sessions, or email/text communications in fostering student engagement and motivation.

Developing a Checklist of Instructor Communication Competencies for the University's Online and Offline Classrooms

The purpose of this study is to systematically analyze instructor communication competencies required in university online and offline classroom environments and develop a checklist to assess them. Through literature review and expert Delphi survey, it was found that instructor communication competence consists of four domains and 12 sub-factors: lesson design, lesson implementation, learning assessment, and teaching attitude. Based on this, a total of 52 checklist items were developed, which can be used as a tool for instructors to check their communication competence at different stages of teaching. The checklist developed in this study is applicable to both online and offline classroom environments and is significant as a practical assessment tool that can contribute to improving the quality of university teaching.

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Pedagogical communication is included in the structure of methods and methods of teaching and education. The leading place in pedagogical communication is occupied by social perception, which is the process of people's perception and understanding of each other. The activity and communication of the teacher with the class are the main elements of the educational situation. In the process of pedagogical communication, there is a directed and natural interaction, which can be both positive and negative, both non-verbal and verbal and is carried out through suggestion, persuasion, imitation and personal example. Teacher communication during group lessons has unique requirements. Thus, the teacher who is in direct contact with the class collective demonstrates an example of efficiency, kindness, confidence, concentration and organization with the power of psychological influence. Such conditions create a business revival. For this purpose, rational use of the power of the voice, speed of speech, asking questions to reveal the experience and knowledge of students, episodes of the life of the educational institution, films and works of art are used. By observing the emotional state of the audience, the teacher reconstructs his behavior, semantic breaks, clearly emphasizes the main thing, tries to build mutual understanding through examples and facts. The culture of the teacher's speech, its clarity, comprehensibility and correctness are supported by the activity and cognitive interest of the audience.

FORMATION LEARNERS’ СOMMUNICATIVE COMPETENCIES THROUGH DIDACTIC GAMES

This article gives a conceptual apparatus of communicative competencies from different points of view and identifies active forms and methods of teaching English. One of the active forms of teaching English is games, the article contains an experiment in which didactic games are applied to practical classrooms to form the communicative competencies of learners. The research aims to ensure the effectiveness of the application of didactic games in English language lessons. The object of the research is the educational process of learners’ communicative teaching in English language lessons. The subject of research is the conditions for the formation of communicative competencies in English language lessons. The conditions for the formation and development of learners' communicative competencies are thinking, communication, and personality. Research methods were applied - the average level of education of a specialized school was chosen as an experimental class. At the beginning of the experiment, a cross-sectional survey for learners, the results of the quiz were put in the table of S.F.Shatilov. During the research phonetic, grammar, and lexical games were applied in English language lessons. At the end of the research was made the final cross-sectional survey, and the results were put according to the table, based on which the dynamics of the growth of learners’ communicative competencies had been figured out. The theoretical significance of the research lies in the fact that the teacher develops self-esteem, and increases the potential for the creativity of the learners person. The practical significance of the research lies in the fact that the game introduces learners to the communicative process, thereby motivating them to develop educational activities.

Znaczenie nauczania ortografii i interpunkcji w budowaniu kompetencji językowej studentów neofilologii (na przykładzie języka rosyjskiego)

Knowledge of foreign languages plays an important role in the competence structure of a university graduate. Equipping students and graduates with effective communicative competences is the basis for the development of social cooperation skills which allow them to understand and interpret cultural, social, economic and political phenomena and processes. The article is an attempt to discuss the place of spelling and punctuation in the process of teaching and learning communication in a foreign language. The placement of these issues accounts for their importance in the process of teaching and learning Russian as well as confirming the need for their presence in the teaching process from the very beginning. The research material consists of syllabuses of the course Practical Russian Language Teaching implemented in the first year of undergraduate studies in Russian philology. The subject of the analysis will be spelling and punctuation issues as elements of integrated Russian language teaching in higher education.

Students' Perspectives on Fostering a Sense of School Belonging in Greece: Moving Beyond COVID-19.

Students' sense of school belonging is important for mental health, physical health, and academic performance. However, some students do not feel as though they belong in their schools. This study investigated Greek secondary school students' perspectives on practices that enhanced their sense of belonging during the COVID-19 pandemic. An online survey used open-ended questions to explore the views of 226 Greek secondary school students. Thematic analysis identified four teacher-level practice themes: communication and understanding, respect and inclusion, support to become involved in the school community, and classroom structure. Four school-level practice themes were identified: support and inclusion, psychological support and career guidance, improved school facilities and safety, and activities and opportunities for social connections. Teacher communication that fostered belonging included being approachable, understanding, and caring. Students valued inclusion, safety, and equality. Extracurricular activities and workshops strengthened belonging at school. Group work, creative lessons, and at the school-level, opportunities for social connection, were also important for developing a sense of belonging. By understanding different level factors linked to school belonging, schools and policymakers can better identify effective and appropriate practices that improve student belonging.

Multimodalities and Conversational Implicature in Cross-Cultural Pragmatic Context: A Systematic Review

This study explores the intersection of multimodal communication and conversational implicature in cross-cultural pragmatic contexts through a systematic literature review. Pragmatics, a branch of linguistics emphasizing the dynamic interaction between language and context, often involves inferential processes that extend beyond literal interpretation. The review synthesizes research published between 2020 and 2024, focusing on multimodalities and conversational implicature in American, Indonesian, and Chinese contexts. Key findings highlight the diverse applications of pragmatics theories, such as Grice’s Cooperative Principle, in examining verbal and non-verbal communication. Studies reviewed investigate contexts ranging from sitcoms, political debates, and humorous dialectal speech to educational methodologies leveraging implicature for language learning. Emerging themes include the pedagogical implicature to enhance students’ pragmatic competence, particularly in understanding implicit meanings and cultural nuances. Additionally, the review underscores the role of multimodal resources, incorporating visual and auditory cues, to support pragmatic awareness. The findings demonstrate that conversational implicature, whether generalized or particularized, varies significantly across cultures, reflecting distinct communication styles and social norms. This variation emphasizes the importance of integrating cultural sensitivity into language education. The review concludes with pedagogical recommendations, advocating the incorporation of multimodal materials and authentic language use to foster critical thinking, cultural adaptability, and effective communication skills. Overall, this systematic review offers valuable insights into the role of multimodal communication and conversational implicature in shaping cross-cultural interactions, providing a foundation for further research and practical applications in language teaching and intercultural communication.

Digital transformation of the characteristics of professional activity and com-munication of teachers

The article discusses the change in the characteristics of professional activity based on the research of teachers who note that digitalization was a resource for them, i. e., in general, they positively assessed the digitalization of their professional activities (n = 117). The results of a study by a group of teachers from schools and colleges in Ekaterinburg and St. Petersburg on the following questionnaires “Transformation of labor behavior in the digital environment”, “Professional gain for specialists in socionomic professions”, “Loss and acquisition of resources” are presented. The study went through three stages. At the first stage, using the ‟Loss and Gain...” methodology, a group of teachers was formed, noting that digitalization was a resource for them. At the second stage, using factor analysis, three groups of char-acteristics of professional activity were identified that determine the successful adap-tation of teachers in the digital environment. At the third stage, the relationship of these factors with the characteristics of burnout and attitude to new technologies was revealed. It is shown that technophilia (for women) and technorationalism (for men) are included in the structure of successful adaptation to the digital environment of professional activity. Keywords: characteristics of professional activity, technopho-bia, technopessimism, technophilia, technorationalism, burnout, emotional exhaus-tion, depersonalization.

Exploring Speaking Difficulties Among English Major Students at Kabul University

This study examined the speaking difficulties faced by English major students at Kabul University, focusing on challenges that hinder their ability to communicate effectively in English. A quantitative research design was employed, with data collected from 110 undergraduate students using a structured questionnaire. The findings revealed several key issues, including pronunciation errors, lack of fluency, and limited exposure to authentic English environments. Instructional barriers, such as overemphasizing grammar and insufficient communicative teaching methods, were significant obstacles. Institutional factors like overcrowded classrooms and inadequate feedback also hindered students' progress. Psychological factors, such as fear of negative evaluation, reduced students’ participation in speaking activities. Many students expressed dissatisfaction with the effectiveness of English proficiency courses, noting an excessive focus on grammar and writing at the expense of speaking skills. Statistical analysis revealed significant variations in speaking difficulties across academic years and highlighted the influence of demographic factors like employment status. The study concludes with recommendations to enhance students’ speaking skills for real-world communication.

Project Based Learning Business Communication Teaching Materials To Improve Vocational School Students' Work Readiness

This research aims to develop business-based communication teaching materials Project Based Learning (PjBL) which is valid and tests its effectiveness in increasing the work readiness of Vocational High School (SMK) students. This research uses the ADDIE development model which includes stages Analysis, Design, Development, Implementation, and Evaluation. The development of teaching materials is carried out based on analysis of student and industry needs, as well as validation by material experts, learning media and practitioners. The research results show that the teaching materials developed are valid and effective in improving students' business communication skills. The test results show a significant increase in pretest and posttest scores, which indicates that students are better prepared to face the world of work after using this teaching material. Apart from that, this research also found that the integration of technology in PjBL learning and collaborative learning can help students develop soft skills that are important for success in the world of work. Based on the research results, it is hoped that this teaching material can be implemented more widely in vocational schools to improve the quality of vocational education in Indonesia.

‘A surprise I will never forget’: How do adolescent Spanish-German heritage speakers express the emotion of surprise in both their heritage language and the societal language?

Aim: The affective valence of surprise depends on both individual and contextual factors. This study examined the role of language and cultural background in the linguistic and affective properties of written narratives of surprise produced by adolescent heritage language (HL) speakers and first language (L1) users. Methodology and Data Analysis: Quantitative and qualitative methods were employed to investigate the overall emotional valence, the themes, and the valence and the emotional arousal of the affective vocabulary used in the narratives of surprise written by 148 adolescents, consisting of 60 bilingual speakers of HL Spanish who had grown up in Germany, 27 L1 Spanish speakers and 61 L1 German speakers. Findings: Most of the narratives of surprise had positive emotional valence. Narratives of surprise in Spanish (both L1 and HL) contained more positive, negative and high-arousal words. The heritage speakers recalled different experiences of surprise depending on the language they used and expressed this emotion following similar linguistic and cultural patterns to those of L1 speakers, but with specific attributes that were related to their bilingual/HL speaker status. Originality: We adopted a holistic approach to examine how adolescent heritage speakers express the emotion of surprise and to gain an in-depth understanding of this non-prototypical emotion that has varying affective properties. The methodological innovation is due to the combination of different paradigms and data analysis techniques, including a content analysis, a thematic analysis, and both a within- and a between-subjects design. Implications: The linguistic and cultural factors influencing the expression of surprise should be considered in language teaching and other fields of human communication. Narratives of surprise can be used as a source of second language learning, and surprising information must be transmitted considering the positive or negative effect it might have on the audience.

Measures of Information Visualizations in Design Studio Education: Designing Climate Change Visualizations

The climate crisis and sustainability are priority issues that are increasingly integrated into all fields of study in universities. For the field of communication design, there is a challenge to deliver effective designs on the climate crisis due to the complexity of the issue and the large volume of scientific data involved. To overcome this challenge, information visualizations are designed to help communicate complex data. Information visualizations, being data-driven, necessitate specific design principles in addition to fundamental graphic design skills. This study investigates the communication of the climate crisis through information visualizations, with the aim of determining the prominent measures and relevant design language that can be incorporated into design studio education. We conducted three focus groups with academics teaching communication design studios and professionals who have work experience in information visualization design and experts who are doing projects on sustainability and the climate crisis. The findings highlight the importance of actionability, enlightening, evoking curiosity, evoking emotions, localization, personification and positivity in designing effective climate change visualizations. This study contributes to the fields of information visualization and communication design by offering measures to enhance climate change visualizations and providing insights for teaching these principles in communication and graphic design studios.