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These studies "delineate how educational interventions should be organized in order to enhance clinicians’ communication skills learning and practice. CST interventions need to be learner- and practice-centered and include core conceptual knowledge and experiential opportunities for practice, reflection, feedback, and rehearsal". [3]
Active listening skills, including but not limited to eye contact, no distractions, and clarity seeking, round out these techniques by engaging in an active, respectful, and attentive way. Only by practicing these methods can listeners create a non-threatening, meaningful space for communication. [5]
Learners in environments using communication to learn and practice the target language by communication with one another and the instructor, the study of "authentic texts" (those written in the target language for purposes other than language learning), and the use of the language both in class and outside of class.
Language education – the process and practice of teaching a second or foreign language – is primarily a branch of applied linguistics, but can be an interdisciplinary field. [ 1 ] [ 2 ] There are four main learning categories for language education: communicative competencies, proficiencies, cross-cultural experiences , and multiple literacies.
Conversation is interactive communication between two or more people. The development of conversational skills and etiquette is an important part of socialization. The development of conversational skills in a new language is a frequent focus of language teaching and learning.
Oral skills are used to enhance the clarity of speech for effective communication. Communication is the transmission of messages and the correct interpretation of information between people. The production speech is insisted by the respiration of air from the lungs that initiates the vibrations in the vocal cords. [ 1 ]