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

THUONGMAI UNIVERSITY
ENGLISH FACULTY
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GRADUATION PAPER
TOPIC:
A STUDY ON TRANSLATION OF TECHNICAL TERMS USED IN
EXPORT – IMPORT FROM ENGLISH INTO VIETNAMESE OF
THE FOURTH-YEAR STUDENTS AT THUONGMAI UNIVERSITY

HANOI - 2019


ABSTRACT
Communication skills is one of the elements of generic skills that are essential
among university students. Through their years in the university, final year students
would have been exposed to situations, in and outside of the lecture halls, where they
have to use their communication skills, for example group assignments, class
presentations and communication with colleagues at working places... Therefore, the
aim of this thesis is to investigate the level of communication skills among final year
sudents at English Faculty, Thuongmai university students. This study focuses on the
final year students’communication problems at English Faculty, Thuongmai University
and suggests the solutions to overcome these difficulties as well as develop strong
points in students’ communication skills.

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ACKNOWLEDGEMENT
In the process of completing this research, I have received great deal of helps,
guidance and encouragements from teachers and friends.

First of all, I would like to express my deepest thanks to my supervisor, Dr.
Nguyen Thi Thanh Huyen gave me professional guidance and insightful comments
that considerably help me gain a lot in accomplishing my research. She’s always been
most willing and ready to give me valuable advice, helpful comments as well as
correction of my research
Next, I would like to express my gratitude to all teachers in English Faculty for
their lectures that help me much in completing this paper.
Last but not least, I would like to thank my family and my friends who always
encouraged, supported and helped me during the period of internship and doing my
research.
In short, I really thank to all people helping me to finish this thesis.

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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

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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

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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

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LIST OF ABBREVIATION
TMU: Thuong Mai University
Dr.: Doctor

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CHAPTER 1: OVERVIEW OF THE STUDY:
1.1. Rationale:
In the context of globalization, there are more and more international companies
springing up. As a result, people from various countries need to communicate with
each 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

has

become the essential factor for business and in the global organization. In today’s
businesses, manufacturing, logistics… all companies are not only using English as a
common language which they can exchange information and maintain good working
relationships but also considering it as a standard for recruiting staff. The higher the
English level they have, the more job opportunities they get. Consequently,
competence in communicating in English is an important requirement for any
professional, 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 of
training with the program, modern facilities and well-trained teachers who are welltrained both in domestic and abroad. Students majoring in Business English are trained
not only in business English but also in economics and commerce, with a team of good

teachers with teaching experience. Therefore, the goal of the faculty is to help students
equip themselves with the knowledge about culture, economy, society and, the most
important target is to learn English. As a result, the students at English Major have to
use English- communicating skills for business relationship increasingly.
The researcher has observed students at English Major in Thuongmai University
and 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 in
using English such as grammar errors and inappropriate vocabulary, incorrect format,


and limited vocabulary, hesitant to communicate can lead to business mistakes and
leave a bad impression on other business partners.
For these reasons, this study aims to survey the problems related to the Englishcommunicating skills of final year students at English Faculty- who almost finished
their internship at companies.
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 to
prepare them for their future careers. Suggestions for communication skills
development are made, including the posit that communication skills be integrated
across the curriculum, rather than include it asa stand-alone subject in already packed
engineering curricula, so as to reinforce student learning.
G. Maria B (2010) in Sounding natural: improving oral presentation skills reported
that 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, body
language, 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 year
students in English Faculty in Thuongmai Unversity?
2-What are solutions to improve English communication skills for final year
students in English Faculty in Thuongmai University?
Objectives of the study:
1. To survey the significant problems in using English communicating skills of
the final year students both inside and outside of the class.
2. To find out some solutions to boost English communicating skills in English
Faculty.


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 (using
printed or digital media such as books, magazines, websites or emails), visually (using
logos, maps, charts or graphs) or non-verbally (using body language, gestures and the
tone 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 English
communication skills (verbal, non-verbal and writing) of final year students in English
Faculty 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 of

Thuongmai 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 qualitative
research. In particular, there were two ways to collect data for study. The first way was
collecting data from the questionnaire. The second way was collecting data from the
personal interview.
Questionnaire and interviews were carried out with internship students to gather
the most reliable data for analysis to find answers the research question mentioned
above.
Questionnaires are expected to save time and can gather data from large group of
students in the same time. The questionnaires were delivered to 100 students at K52
English Faculty of Thuongmai University to collect useful data.
Interviews were implemented with 25 students when they had free time. Most of
them actively participated in answering all questions.
The combination of both methods is useful to collect and analyze data basing on
results. After having been collected, data are analyzed to point essential findings as
well as problems in using English, suggest strategies and solution for deal with the
difficulties.


1.7.1: Participants:
The respondents of this study are 100 students from 6 main classes from K52N1K52N6 of English Faculty, Thuongmai University. Students in these 6 classes are
Vietnamese and final year students of English Faculty in Thuongmai university. Most
of them will graduate in May, 2020. For this reason, they are chosen as the
respondents.
1.7.2: Data collection:
All interviews were recorded and taped among the study by using different mass
media, such as recording devices or smart phones provided with recording application.
In addition, answer sheets are also used in this study. Then all questions in the

interviews and students’ responses have been written on hard copy for further records
and statistic analysis.
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, research
methodology 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
in English, causes and discussion of these problem.
Chapter 4: Recommendation and suggestions for the further studies. Results of
the 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 and
Employers (NACE) the best definition of communication is - “communication is the
process of passing information and understanding from one person to another.” In
simple 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 another
effectively and efficiently. Business managers with good verbal, non-verbal and

written 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 a
key role in daily life of every person, especially in today’s socialization.
Communication skills are the ability to use spoken language or body language to
express thoughts, opinions and feelings clearly and convincingly. At the same time
promote two-way communication.
Communication is a two-way process: A sender sends a message. The receiver
needs to decode and encode the message, which is transforming his/her thoughts of the
information 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 – from
professional life to personal life and everything that falls in between. From a business


standpoint, all transactions result from communication. Good communication skills are
essential to allow others and yourself to understand information more accurately and
quickly.
In contrast, poor communication skills can have a negative impact - a poorly
delivered message may result in misunderstanding, frustration and in some cases
disaster.
In a 2016 LinkedIn survey conducted in the United States, communication
topped the list of the most sought-after soft skills among employers.
()
Developing communication skills can help many aspects of your life, from your
professional career, to social gatherings, to your family life:
1. Valued in the workplace:

Communication skills are needed to speak appropriately with a wide variety of
people whilst maintaining good eye contact, demonstrate a varied vocabulary and
tailor your language to your audience, listen effectively, present your ideas
appropriately, write clearly and concisely, and work well in a group. Many of these are
essential business skills that employers seek.
2. In demand by businesses:
Oral and written communication proficiencies are consistently ranked in the top
ten desirable skills by employer surveys year after year. Employees are often
encouraged to take online courses and in-person training to improve their presentation
and 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 and
effective 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 to
communicate well in such a diverse environment.
Being able to deliver messages clearly and understand other people means work
can 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 solve
problems, 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 and
products or services can be improved.
4. Building better rapport with customers:
Customers desire nothing more than to be understood by a company and they
wish to feel like they are being heard and listened to. This is a particularly important
point if your business involves a large amount of contact with customers, either faceto-face or over the phone.
5. Other benefits of effective communication;

The most successful organizations understand that if they are to be successful in
today’s business world, good communication at all levels is essential. Here is a useful
mnemonic to remember the benefits you and your organization can achieve from
effective 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 requires
non-verbal communication skills – listening, eye contact and body language.
Mispronunciations, insufficient language skills, or struggling with the diction can
greatly hamper a person’s ability to get their message across.
Also, delivering too much information can be as counter-productive as delivering
too 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 be
meaningful 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 used
effectively, facial expressions, gestures and posture can greatly improve the listener’s
understanding of the verbal information being presented. It can also add interest, and
help to maintain the listener’s concentration.
Eye contact between speaker and listener is important too. If a speaker actively
seeks 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 feel
uncomfortable, or think the speaker rude, hostile and condescending; and too little eye
contact can make the listener think that the speaker is uneasy, unsure or insincere.
How much eye contact is considered appropriate though will always depend on
the situation, the setting, cultural expectations, gender, and personality types.
Your body posture, hand gestures and eye contact all express a meaning, often
saying much more than the words you speak. For instance, standing or sitting with
your arms and legs relaxed and open will convey a friendly impression that will invite
others 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 and
received via charts, maps, images and graphs.
2.1.4. Factors influencing on communication skills:
The factors that affect communication in an organization are grouped into various
categories. These include:
-

Cultural Diversity.:

When people from different cultural backgrounds communicate the chance of
misunderstanding and wrong interpretation of the message is higher. Large
corporations and Multinational Corporation’s usually have a culturally diverse
workforce.


Also, they deal with many nationalities. Misunderstanding of messages can lead
to a very troubling situation for a company. Companies can take some measures to
avoid this problem.
-

Misunderstanding of Message:

Communication in business also fails when people assign different meanings to
the same word. Such a misunderstanding happens when technical words or jargons are
used. Moreover, people may intentionally misinterpret the inner meaning of words.
Misunderstanding of the message is a common thing in communication but it
could create a problem for the company. So, messages must be prepared properly and
there should be a feedback system
- Emotional Difference:
Emotions and feelings of the parties involved in communication significantly

affect the meaning of communication. For example, physicians are usually less
emotional 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 and
receiver 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 language
when communicating feelings and attitudes. When attempting to discern congruency,
body language seems to govern whether feelings and attitudes are being discussed
authentically and consistently.
This makes sense, as body language is a critical component of how we
communicate and interpret communication by others. However, much of what we do is
unconscious. In business, the way we communicate can enhance or impair our
interactions, long-term relationships, and economic opportunities. Therefore, exploring
key aspects of body language can only enhance our overall understanding of
communication and when mastered, give us a competitive edge regardless of industry.


If you want to gain a competitive edge in business, upgrade your communication
skills beginning with these key aspects of body language such as: eye contact, facial
expressions, 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 are

top 5 communication skills I will focus on in research. These 5 skills are absolutely
necessary for successful communication in the workplace or private life
1.

Listening

Listening is one of the most important aspects of communication. Successful
listening is not just and understanding of spoken or written information, but also an
understanding of how the speaker feels during communication. If a speaker can see
and feel that someone is listening and understanding that can help build a stronger,
deeper relationship between interlocutors. Careful listening can also create an
environment in which everyone feels safe to express ideas, opinions and feelings, or
plan and solve problems in a creative way.
2. Straight talking
Conversation is the basis of communication, and one must not neglect its
importance. Even a simple, friendly conversation with colleagues can build mutual
trust and even detect problems before they become serious.
A healthy dose of chatting with and unknown person can lead to a business
opportunity. Be accessible and friendly because then you will be able to talk to almost
anyone.
3.

Non-verbal communication

When we talk about things that matter to us then we send a lot of nonverbal
messages. Non-verbal signals are wordless communication, body position, facial
expression, 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 feelings
than words will ever be able to.

Why non-verbal communication skills are important?
Because, according to Salesforce’s research on interpersonal communication, 93
percent of communication is non-verbal.


Developing the ability to understand others and use nonverbal signals will help
you connect with others, express what you think, meet challenging situations, and
build 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 affect
communication, clarity of opinion, and appropriate behavior and action.
When you are under stress you may misunderstand other people, send confusing
nonverbal signals, and use funny patterns of behavior.
How often did you feel stressed during discussion with your friends or colleagues
and then said or did something you regretted later?
If you improve stress management skills, not only will you avoid these
subsequent regrets, but you will also be able to influence the other person you are
entering into a conflict.
5. Emotion control
In communication, feelings play an important role. Making decisions more often
affects the way you feel than the way you think.
Guided by emotions, your nonverbal behavior affects the understanding of other
people and how others understand and perceive you.
If you are not aware of your feelings you are guided, you will not be able to
express your needs and experiences. This can result in frustration misunderstanding
and conflict.
Control of emotions provides you with tools to understand others, yourself and
the messages you send. Though recognizing feelings makes it simple, many people
have 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 incorrect
meaning due to which misunderstandings may be created. Therefore, it is essential for
a manager to identify such difficulties and take appropriate measures to overcome
them. 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 speech
impairments communicate with sign language and brail. Communication becomes
difficult in situations where people don’t understand each others’ language. The
inability to communicate using a language is known as language barrier to
communication.
Language barriers are the most common communication barriers which cause
misunderstandings and misinterpretations between people.
Most of the people in the world do not speak English or, even if they use, it is
their second or third language. If the speaker and receiver do not use same language
and words, there is no meaning to the communication. Not using the words that other
person understands makes the communication ineffective and prevents message from
being conveyed.
- Causes of Language Barriers: There are 3 mains points:
• Difference in Language: Difference in language is the most obvious barrier to
communication as two people speaking two different languages cannot communicate
with each other.
For example, an American goes to Vietnam. The person does not understand
Vietnamese and most people in Vietnam do not understand English. So, when the
person speaks, the communication is worthless as the other Vietnamese person doesn’t
understand it.
• Grammar and Spelling:

Grammar and spelling becomes a barrier in communication as people from
different parts of the world can be using it differently even in a particular word.
Similarly, grammar and spelling mistakes create a huge communication barrier in
written communication.
For example: a person makes a mistake of typing done as “don”. The spelling
and grammar checker of the computer does not label it as wrong as “don” is also a
correct word. But, the word can change the whole meaning of the sentence or make the
sentence not understandable.
• Literacy and Linguistic Ability


Some people have low vocabulary in a particular language whereas some very
high. Though literacy and education increases the need to learn new words, it might
not be the only reason. People can increase their vocabulary by reading and with their
own interest too. Vocabulary is also less if a person uses the language as their
unofficial 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 low
ability, the second person will not understand the words used leading to
miscommunication of whole message.
2.2.1.2: Semantic problems:
The Semantic Barriers refers to the misunderstanding between the sender and
receiver arising due to the different meanings of words, and other symbols used in the
communication.
In communication, there are two types of Semantic Barriers
• Denotative Barriers: The direct meaning of any word which must be shared by
two people to understand each other is the denotative meaning. The barriers that arise
due to the definition or meaning of a word used differently by sender and receiver is
denotative barriers of communication. They disagree on the meaning of a word as they
are 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 British
English.
• Connotative Barriers: The implied meaning of a word is known as Connotative
meaning. A connotative barrier in communication refers to the difference of meaning
according to different abstract situations, contexts, actions and feelings. Both the
communicators 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 the
word god, which is used differently by people following different religions


These are concerned with the problems and obstructions in the process of encoding
and 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 no
knowledge of the English language and on the other side, he is not well conversant
with the Korean or Vietnamese language. Here, language is a barrier to communication
as the manager may not be able to communicate properly with the workers.
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 through
physical 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 other people.
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 and
interpreted.
Difficulties with speech and communication are common for many people with
intellectual 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 might
experience speech difficulties, and these reasons may or may not be related to their
disability. Some of the factors that can contribute to difficulties with speech include:
+ Physical factors and physical disability – such as low muscle tone; structural
problems in the mouth, nose and throat; and conditions that affect nerve and muscle
control (it is important that physical difficulty with speech does not lead to
assumptions 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 brain
and affect the ability to recognize, accurately describe or sequence even concrete
concepts (discussed in Shauer, Neuner & Elbert, 2005).
Some of the particular difficulties that people can experience with speech
include:
+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 and
word use
+Choosing the right words and putting them in the right order to convey the
intended meaning.
It is vitally important not to make assumptions about why a person experiences

difficulties with speech. For example, people who have verbal communication
difficulties due to their physical disability are often assumed to have an intellectual
disability, due to the association between intellectual disability and problems with
communication. 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 the
voice, gestures displayed through body language (kinesics) and the physical distance
between the communicators (proxemics). These non-verbal signals can give clues and
additional information and meaning over and above spoken (verbal) communication.
Indeed, some estimates suggest that around 70 to 80% of communication is nonverbal.
- 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 shaking
the 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 trust
and trustworthiness


+Facial expressions, including smiling, frowning and blinking, which are very
hard to control consciously. Interestingly, the broad facial expressions that show strong
emotions, such as fear, anger, and happiness, are the same throughout the world; and
+Physiological changes, for example, you may sweat or blink more when you are
nervous, and your heart rate is also likely to increase. These are almost impossible to
control 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 person
would be understood. This, of course, is absolutely true. Unfortunately, interpreting
non-verbal communication is not that simple.

+As our Interpersonal Communication page, non-verbal communication is not a
language with a fixed meaning. It is influenced and driven by the context in which it
occurs. 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 may
mean something very different from when the same action is used to acknowledge
someone across a crowded room, and again when two people are having a social
conversation.
+Non-verbal communication may also be both conscious and unconscious. Facial
expressions are particularly hard to control, because we cannot see ourselves to know
what we are doing. We may, therefore complicate communication by trying to convey
one message consciously, while in fact conveying quite another unconsciously.
+Interpersonal communication is further complicated because it is usually not
possible to interpret a gesture or expression accurately on its own. Non-verbal
communication consists of a complete package of expressions, hand and eye
movements, 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 encompasses
social interaction, social cognition, pragmatics, and language processing.


Social communication skills include the ability to vary speech style, take the
perspective of others, understand and appropriately use the rules for verbal and
nonverbal 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 intricate
relationship (see figure below). Social communication skills are needed for language
expression and comprehension in both spoken and written modalities. Spoken and
written language skills allow for effective communication in a variety of social
contexts and for a variety of purposes.

Social communication behaviors such as eye contact, facial expressions, and
body language are influenced by sociocultural and individual factors (Curenton &
Justice, 2004; Inglebret, Jones, & Pavel, 2008). There is a wide range of acceptable
norms within and across individuals, families, and cultures.
How nonverbal communication can go wrong?
What you communicate through your body language and nonverbal signals
affects how others see you, how well they like and respect you, and whether or not
they trust you. Unfortunately, many people send confusing or negative nonverbal
signals without even knowing it. When this happens, both connection and trust in
relationships are damaged.
For example:
One of my colleague when I was on my internship in Regent Garment Factory
Ltd, Mr. Trung believes he gets along great with his colleagues at work, but if you
were to ask any of them, they would say that Mr. Trung is “intimidating” and “very
intense.” Rather than just look at you, he seems to devour you with his eyes. And if he
takes your hand, he lunges to get it and then squeezes so hard it hurts. Trung is a caring
guy who secretly wishes he had more friends, but his nonverbal awkwardness keeps
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 to
improve the learning experience and create a positive environment in the classroom.
However, the relationship takes work on both ends. Communication barriers in the
classroom 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 their
students on a one-to-one basis. Students also have unaddressed language or speech
difficulties which lead to poor communication. Personality differences and peer
pressure 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 their
expectations, both parties may stay silent. Students sometimes feel they are taking up
too much of a teacher’s time with frequent communications. Teachers may assume that
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 to
communicate in classroom settings. Sometimes, they have trouble comprehending
lessons and organizing their thoughts. Because of hesitation, students often shut down,
isolating themselves out of fear or embarrassment. Whilst teachers may encourage
students to talk about their work; that talk is usually about problematic aspects of
work. Also, some students’ efforts to ask for help results in negative labels from some
teachers.
- Uninteresting Classroom Lessons
Classroom communication often suffers when students are bored or
unenthusiastic about their schoolwork. Yeah, I know it’s impossible to entertain
students all day, but teachers should work hard to develop engaging lessons with
interesting, relevant activities. Thought-provoking assignments, technology-enhanced
lectures and creative projects spur classroom communication and interaction. On the
other hand, outdated and monotonous assignments create communication barriers, and
students just want the class to be over.