SELF-PERCEIVED COMMUNICATION COMPETENCE OF ECONOMICS STUDENTS IN BUSINESS ENGLISH
The purpose of this research is to investigate selfperceived communication competence (SPCC) of Economics students in Business English. We conducted a longitudinal study starting with the first year students and repeated with the same sample of students during their second and third year of study. The results of the study indicated that differences in SPCC between the years do exist. The SPCC gradually improved between the first, the second and the third year.
Intercultural Communication: An Introduction
PART ONE: CULTURE AS CONTEXT FOR COMMUNICATION The Dispute Over Defining Culture Defining Communication as an Element of Culture Barriers to Intercultural Communication Stereotypes and Prejudice as Barriers PART TWO: COMMUNICATION VARIABLES Nonverbal Communication Knowing Culture through Language Language as a Barrier Culture's Influence on Perception PART THREE: CULTURAL VALUES Dimensions of Culture Dominant United States Cultural Patterns Using Value Orientation Theory Comparative Cultural Patterns Arabian Culture Women, Families and Children Contact between Cultures PART FOUR: CULTURES WITHIN CULTURES Immigration and Acculturation Forces against Assimilation Forces to Conform to One Cultural Identity Reclaiming a Culture Identity and Subgroups PART FIVE: THE FUTURE Multiculturalism Challenges Facing Intercultural Communication
The Effect of Summarizing Strategy on Reading Comprehension of Iranian Intermediate EFL Learners
Reading comprehension plays a significant role in educational success. In spite of its importance, students still have difficulties in understanding texts. One solution to the problem of poor reading comprehension is the learning of reading strategies. The current study examined the effect of summarizing strategy on reading comprehension of Iranian intermediate EFL learners. Sixty-one students were selected and randomly divided into two control and experimental groups. The homogeneity of their proficiency level was established using a TOEFL proficiency test. All students in both groups participated in a reading comprehension test as pretest. The experimental group utilized summarizing strategy three times a week typically 45 minutes in duration for ten weeks. After each two week instruction, an immediate posttest was administered. At the end of the treatment, a post-test was administered to both groups. The findings of the study indicated that summarizing strategy has a significant effect on learners’ reading comprehension.