Getting It Together: Tactics for Reducing Verbal Miscommunication Between Native English-Speaking Instructors and Non-Native English-Speaking Students
Abstract
Professors today are increasingly likely to encounter non-native English-speaking students in the classroom, which increases the potential for miscommunication. The author outlines the problems faced by non-native speakers and presents tactics for reducing miscommunication between native and non-native speakers. He suggests that, when working with non-native speakers, native speakers be patient, emphasize vowel sounds, avoid over-enunciation, utilize phenomenological bracketing, minimize the use of metaphors and idioms, and avoid using intonation to convey meaning. All of these suggestions are based on an ethnographic study conducted by the author in South Korea and are grounded in an interdisciplinary approach to second-language acquisition and use.
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