@article {384,
	title = {SCIENCE AND COMMUNICATION: HOW TO TRANSFER KNOWLEDGE?},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {October/2014},
	pages = {Continuous},
	type = {Editorial},
	chapter = {592{\textendash}595},
	abstract = {A couple of months ago I came back to the University after vacations: well rested, full of ideas and having strong desire to tell the students everything I knew about my {\textquotedblleft}beloved{\textquotedblright} organic chemistry. The counterpart was even better (in all the cases they were younger: {\textquotedblleft}cela se passe de commentaries{\textquotedblright}): a large majority of the students are smart, attractive, and well put together. Just seemed to be the best time and place for effective teaching-learning (as we like to say in articles) process. As usual, I had a joy during the first lecture (feeling happy of touching once more I liked so much and engaging in my own understanding of the subject) and after the first seminar where students followed generally the logics and the way of professor thinking. However, a few days later during the classes followed by the romantic period of our acquaintance I faced the problem: the students barely understood some very easy things. Not because they didn{\textquoteright}t know, not because they were lazy, vs they could understand the more difficult things (I work at Medical University with the highest students{\textquoteright} percentile). They couldn{\textquoteright}t understand very simple things because sometimes we were speaking in different languages. To some extent and in some cases, it{\textquoteright}s a problem of interlingual interference of the mother tongue (Chittima Kaweera, 2013): one third of my students are overseas and we need to communicate in international languages like English or Russian. But misunderstanding is taking place for communication even with native speakers: and the problems are basically the same we face with foreigners. I thought about the phenomenon for years, tried to explore the problem empirically and now I{\textquoteright}m convinced {\textendash} communication is a very complex process which consists of many subunits and some of them are within the formal command of Lexis and Grammar, without taking into account, the Context.},
	keywords = {problem of communication, teaching foreign students, understanding of semantics, visualization},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.592},
	url = {http://oaji.net/articles/2015/987-1450980809.pdf},
	author = {Todar Lakhvich}
}
