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Academic Communication Skills. Conversation Strategies for by Li-Shih Huang

By Li-Shih Huang

Academic conversation Skills is designed to aid overseas graduate scholars as they convey their very own possibilities to extend their linguistic and strategic repertoires in educational English conversations. the wishes of foreign graduate scholars are frequently assorted than these of others who've discovered English as an extra language simply because they perform educational conversations at complex degrees, come upon day-by-day possibilities to debate issues approximately which they've got subtle wisdom, and are required to percentage their services with others (in their roles as educating assistants or learn assistants).
As scholars growth of their educational stories, they more and more remember that their fluency in educational oral communications performs a tremendous position of their educational functionality and destiny profession suggestions. whereas they realize the significance, many voice frustrations, discovering that talking English is tougher than writing and interesting in impromptu dialogues is more challenging than offering ready monologues.
This publication is a wonderful source for both school room guide or for self-study. It offers powerful confidence-building ideas that audio system can try out whilst partaking in more than a few diverse educational interactions. by means of guiding either scholars and teachers in reading universal conversational demanding situations in educational environments, together with a number of the assumptions that often reason miscommunication, the ebook offers confirmed ideas for elevated effectiveness and self belief in cross-cultural educational conversations.

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Extra resources for Academic Communication Skills. Conversation Strategies for International Graduate Students

Sample text

Could you repeat the last point you made again? /Ididn't follow what you said about.. Try adding some of your own expressions: (B) Seeking clarification or elaboration Your participation in small group settings might at some point involve asking someone to explain a point further because there is something that you do not understand. I'm not sure what you mean. Do you mean.. You mentioned (earlier) that.. Do you mean.. What did you mean when you said.. Could you explain what you mean by.. I didn't quite get what you meant by ".

In my opinion, the main problernlcentral issue is.. I think that we cannot overlook the importance of.. To ask others for opinions: What's your position on.. [Name], I wonder if you'd like to comment on.. [Name], would you like to give us your opinion onlabout.. [Name], what's your reaction to.. To wrap up a discussion: We are just about out of time. Let me conclude by saying.. Let me summarize what we have talked about. Are there any final thoughts on this issue before we wrap up for the day?

Could you elaborate on the point you made about.. Could you provide an example of.. Could you explain your second point in more detail.. You might have already said this, but I wasn't sure what you meant when you said.. . , using active instead of passive sentences). Paraphrasing the point that you wish to address before you advance your own argument ensures that your argument is made based on an accurate understanding and interpretation of what was said. It also shows that you are exercising active listening, as covered in the previous unit.

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