Volume 03 Issue 12-2023
23
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
03
ISSUE
12
P
AGES
:
23-27
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
(2023:
6.
555
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
This article tries to explain various concepts of communication barriers and communicative competence of children
with speech disorders. These concepts are binary in nature and pertain to the development of all aspects of
communicative competence, including phonemic hearing, memory, attention, thinking, and perception in children
with speech disorders.
KEYWORDS
Barrier, sender barrier, encoding barrier, medium barrier, decoding barrier, receiver barrier, feedback barrier, physical
barriers, semantic barriers.
INTRODUCTION
Doublet technique, along with a series of exercises of
the same nature, are a fundamentally new tool for
teaching English language to children with speech
disorders and for training phonemic hearing. These
exercises combine English language instruction with
assignments, exercises, and methods of developing
phonemic hearing. The consistent use of various
supports as a factor in the interaction of all receptors
and analyzers, as well as the rejection of the oral
practice principle in favor of the simultaneous
development of language material from an oral
practice to a fixation in reading and writing, are equally
important methods of teaching children with speech
disorders the fundamentals of foreign language
communicative competence.
Research Article
CERTAIN BARRIERS IN TEACHING LANGUAGE SKILLS
Submission Date:
December 01, 2023,
Accepted Date:
December 05, 2023,
Published Date:
December 10, 2023
Crossref doi:
https://doi.org/10.37547/ajps/Volume03Issue12-05
Farangiz Asliddinovna Aslamova
Samarkand State Institute Of Foreign Languages Teacher Of The Department Of English Philology, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ajps
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 03 Issue 12-2023
24
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
03
ISSUE
12
P
AGES
:
23-27
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
(2023:
6.
555
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
First, the nature of the obstacle should be clear.
Anything that hinders progress, makes an endeavor
more difficult, or keeps individuals from interacting,
cooperating,
etc.
is
considered
a
barrier.
Communication obstacles often fall into four
categories: psychological, physical, semantic, and
procedural barriers.
Process Obstacles. Effective and good communication
requires the completion of every phase in the
communication process. Any modification or obstacle
takes the following forms:
•
Barrier to senders. This form of barrier appears, for
instance, when someone with a creative idea keeps
quiet during a superintendent-led meeting out of
fear of being criticized.
•
The barrier to encoding. It happens when the
massage is not sent correctly by the sender.
•
A moderate obstacle. It may be explained as
follows: rather than expressing her thoughts in
person, a furious employee writes the leader a
letter filled with strong emotions.
•
The obstacle to decoding. This circumstance might
be used as an illustration of the subsequent
scenario.
•
Barrier to reception. A staff worker is asked to
repeat something by a school administrator who is
busy preparing the yearly budget since she wasn't
paying close attention to what was being said.
•
Barrier to feedback. When school officials don't ask
questions during a meeting, the superintendent
starts
to
worry
whether
any
genuine
comprehension has occurred [1].
Communication is a give-and-take process that is
complicated, so any disruptions in the cycle might
prevent understanding from being transferred.
Physical
Restrictions.
Communication
can
be
hampered by a variety of physical obstacles, such as
phone calls, unexpected guests, physical barriers like
walls and static on the radio, and distances between
individuals. Physical barriers are typically taken for
granted, yet they can occasionally be eliminated.
Giving directions to a secretary will eliminate
interruptions like phone calls and walk-in guests.
People may overcome distance obstacles by using the
right medium.
Semantic Divides. Many hurdles to communication are
caused by the words we use, how we use them, and
the meaning we assign to them. Semantics, or the
meaning of the words we employ, is the issue. various
people may have various interpretations of the same
term. To a staff member, terms and words like "just
cause," "efficiency," "increased productivity," and
"management prerogatives" may signify quite
different things than they do to a school administrator.
Denotative and connotative semantic barriers are the
most frequent types of communication hurdles that
Volume 03 Issue 12-2023
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American Journal Of Philological Sciences
(ISSN
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2771-2273)
VOLUME
03
ISSUE
12
P
AGES
:
23-27
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
(2023:
6.
555
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
students encounter. When sender and recipient utilize
distinct definitions or meanings of the same term,
denotative barriers occur. For instance, in American
English, the term "braces" refers to the iron framework
used to correct teeth, whereas in British English, it
refers to a piece of clothing. In communication, a
connotative barrier is a difference in meaning based on
many abstract events, settings, acts, and emotions.
Both communicators are aware of the word's two
meanings, but they only employ one of them
depending on the situation, which may call for a
different usage of the word. For instance, the term
"astonish" may be used to both shock and surprise.
When someone uses the phrase, it might signify
anything. The recipient will only understand the
sender's meaning based on the context in which it is
employed [4,139]. Homonyms, homographs, and
homophones are the other semantic barriers. Words
that have the same sound but a distinct meaning
—
and
often even a different spelling
—
are homophones. As
an illustration: By and by, words purchase. Although
they are pronounced the same, their spellings and
meanings vary.
Words
that
are
homophones
have
similar
pronunciations and spellings, yet they have different
intended meanings. For instance, although they have
the same sound and spelling, the noun and verb "bear"
have different meanings.
Words that are homographs have the same spelling
but a distinct pronunciation and meaning. For instance,
"The discovery of lead was facilitated by research." The
two words in this statement are spelled the same, yet
they have different pronunciations and meanings.
Psychosocial Restrictions. Psychological and social
barriers are linked to three key concepts: psychological
distance, filtering, and fields of experience. People's
histories, perspectives, ideals, prejudices, wants, and
expectations are examples of their fields of
experience. Only within the confines of their respective
domains of expertise can senders and recipients
interpret communications. Communication becomes
challenging when there is little to no overlap between
the sender's and the recipient's fields of expertise.
Psychosocial barriers sometimes entail a psychological
gap that is comparable to a real physical gap between
individuals. But as was previously said, communication
does occasionally fail. Numerous communication
theorists have concentrated on the main areas where
communication breakdowns most commonly occur.
The main areas in schools where communication
failures most commonly occur are as follows:
• Honesty. Sincerity is the cornerstone upon which
genuine communication is built, according to nearly all
communication
theorists.
Any
communication
endeavor devoid of sincerity
—
honesty, directness,
and authenticity
—
is certain to fail.
Volume 03 Issue 12-2023
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American Journal Of Philological Sciences
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2771-2273)
VOLUME
03
ISSUE
12
P
AGES
:
23-27
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
(2023:
6.
555
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
• Compassion. Studies indicate that one of the main
barriers to successful communication is a lack of
empathy. The capacity to place oneself in another
person's shoes is known as empathy. Being empathic
allows one to view the world from the perspective of
another.
• One's view of oneself. Our perception of oneself
influences how well we are able to communicate. A
realistic yet healthy self-perception is an essential
component of interpersonal communication.
• Perception of roles. People cannot know what to say,
when to express it, or to whom to communicate it if
they do not understand their function, its significance,
and what is expected of them.
• The capacity for communication. Some of the
methods we communicate create walls that prevent
others from talking or make them feel reliant,
obedient, hostile, furious, or subordinate.
• Listening ability. Many often, individuals don't r
ealize
how important listening is, don't care enough to
actively engage with what others are saying, and lack
the motivation to practice the skills required to master
the art of listening.
• Customs. Prejudices, biases, and our cultural
background frequently act as roadblocks to
communication. Our age, gender, and other
characteristics have all been shown to be barriers to
good communication.
• Sound. What communication professionals refer
to
as noise is a significant impediment to communication.
The subjective views and experiences of both the
source and the receiver, as well as environmental
variables in the channels, all contribute to noise in
communication.
The term “communication noise” describes factors
that impede clear communication and affect how
people understand one another. Even though it's
frequently ignored, communication noise may have a
significant influence on how we analyze our own
communication skills as well as how we perceive
interactions with others [3].
Semantic, physiological, physical, and psychological
noise are examples of several types of communication
noise. All of these noises have a subtle but significant
impact on how we communicate with others, making
them essential to anyone's ability to communicate
effectively.
Noise from the surrounding surroundings might
occasionally be the largest barrier to effective
communication. This can include children playing, cars,
noisy pedestrians, or music (imagine talking over a
band at a performance). A listener may find it difficult
to concentrate on a conversation when her phone
rings. Physical disease, drug or alcohol intoxication,
Volume 03 Issue 12-2023
27
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
03
ISSUE
12
P
AGES
:
23-27
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
(2023:
6.
555
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
and fatigue are some physical states that might impede
speech [2].
When individuals interact from various playing fields,
semantic noise has an impact on the conversation. To
put it another way, they are operating from disparate
conceptions, such as various first languages, dialects,
or fundamental cultural traits. Slang and sloppy
handwriting are two more semantic sounds that
impede clear communication.
Given that each person has a unique mental
composition; it might be more challenging to quantify
psychological noise in a given setting. Ideas like bias,
narrow-mindedness, and personal prejudice are
included in this kind of noise. Extreme emotions can
also make it difficult for someone to communicate; for
example, grief, joy, or even rage might impair
someone's ability to focus during a discussion or
presentation.
CONCLUSION
In summary, noise pollution originating from external
sources like as transportation, industry, and leisure
activities is referred to as physiological or
environmental noise.
Leaders are informed by faculty and staff that they are
seeking feedback. On the other hand, poorly delivered
criticism might hinder rather than facilitate
communication. More instruction is required to help
followers and administrators use feedback more
effectively.
REFERENCES
1.
Brewster J., Ellis G., Girard D. The Primary
English Teacher’s Guide. Harlow: Pearson
Education Limited, 2012.-79p
2.
Coffin Berton. Phonetic Readings of Songs And
Arias. London, 2005.-154p.
3.
Ellis
R.
Instructed
Second
Language
Acquisition: Learning in the Classroom.
–
Oxford: Oxford Univ. Press, 2011.-265p.
4.
Giles H., Peter R.W. The new Handbook of
Language and Social Psychology. -New York :
Wiley, 1990.-P.65-69
