Intercultural Miscommunication: Impact on ESOL Students and Implications for ESOL Teachers
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Intercultural miscommunication occurs when there is a breakdown in communication between speakers of two different cultures and languages due to cultural differences and/or sociolinguistic transfer. Intercultural miscommunication has tremendous impact on ESOL students' academic learning at North American schools. This paper examines the nature of intercultural communication, the causes of intercultural miscommunication, and its impact on ESOL students. It also suggests instructional implications for teachers to help their ESOL students avoid being misunderstood by their North American peers and teachers. ********** The number of English-to-speakers-of-other-languages (ESOL) students has more than doubled since 1980s and has recently grown significantly at North American schools (Canadian Bureau for International Education, 2010; U.S. Department of Education, 2008). Research in both second language education and English for Academic Purposes (EAP) has begun to show that ESOL students' insufficient English language proficiency, coupled with their unfamiliarity with the North American has prevented them from communicating effectively with North Americans in their cross-cultural learning (Bontrager, Birch, & Kracht, 1990; Huang, 2005; Huang & Foote, 2010; Huang & Kathleen, 2009; Huang & Klinger, 2006; Huang & Rinaldo, 2009; Leung & Berry, 2001). The questions of what is the nature of intercultural communication, why intercultural miscommunication occurs, how it impacts ESOL students, and what ESOL teachers can do to help avoid intercultural miscommunications in the classroom merit closer examination. This paper first describes the relationship between and language. It then discusses the nature of intercultural communication. Following that, it examines the causes of intercultural miscommunication and its impact on ESOL students. It finally suggests instructional implications for ESOL teachers. Culture and Language There is a very close relationship between and language. Culture plays an immeasurable role in language use because it encompasses the way a language is structured and used (Liddicoat, 2008). Kuo and Lai (2006) believe that not only changes people's values and habits, but also affects people's language and behavior (p. 5). Further, they indicate that a language adapts to the current by the introduction of new vocabulary through pop culture and the development of slang words in the passage of time. Specifically in relation to language, is not just a marginal part of language; but rather has a central relationship with language (Chang, 2002; Crago, Eriks-Brophy, Pesco & McAlpine, 1997; Liddicoat, 2009). Communication is the use of a culturally based code in a culturally shaped context to develop and understand a culturally shaped meaning (Liddicoat, 2009). This view relays the message that is not simply a factor in the communication system affecting the competence and success of communication, but rather the central component of the communication system. It is difficult to see the embedded in a language when intracultural communication is taking place because values, beliefs, and topics are shared. However, the study of intercultural communication leads researchers to find that each lexical and grammatical item of a language has a cultural background within this item and this idea is very broad and complex (Liddicoat, 2009). Intercultural Communication Many early second language acquisition studies were based on the accuracy of language use that focused on the phonological, lexical and grammatical systems of a language. However, second language instruction and learning began to shift the focus to communicative competence or the sociocultural rules of speaking that focuses on using language appropriately (Chang, 2009). In other words, learners need to focus on when to speak, in what matter to speak and to whom, all skills that can be difficult to master when transferring sociocultural rules from their first language. …
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it