Journal articles on the topic 'Communicative competence – Study and teaching – Vietnam'
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1
Nguyen, Cang Trung, and Diem Thi Kieu Le. "Communicative Language Teaching: Do Tasks and Activities in School Textbooks Facilitate Learners’ Development of Communicative Competence?" Journal of Language Teaching and Research 11, no. 5 (September 1, 2020): 688. http://dx.doi.org/10.17507/jltr.1105.04.
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This paper reports a theoretical evaluation and findings from teachers’ and students’ evaluations of activities and tasks in English 6, an English textbook from a series of four textbooks which have been used as the compulsory textbooks for all students from grades 6 to 9 (ages 12 to 16) in all junior secondary schools in Vietnam since 2001 (Nguyen, 2005). It presents results from a study which involved 8 teachers and 126 students in four secondary schools in the Mekong Delta, Vietnam. Combining a theoretical evaluation and the analysis of the data collected from the questionnaires, semi-structured interviews and classroom observation. It is concluded that there is a lack of a variety of activities and tasks and they mostly focus on form. Therefore, they do not help develop learners’ communicative competence. The present study also draws implications regarding how to use teaching materials effectively for EFL/ESL for developing learners’ communicative competence.
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Thai, Hung Le, Thoa Dinh Thi Kim, Lien Vu Phuong, and Vy Nguyen Thi Phuong. "ICT Competence of Pre-service Teachers in Vietnam: Structure and Impact Model." Journal of Educational and Social Research 12, no. 3 (May 5, 2022): 172. http://dx.doi.org/10.36941/jesr-2022-0076.
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Information and Communication Technology (ICT) has created ample distance learning opportunities during the Covid-19 pandemic. That also makes a requirement for transformation in education and teacher training. ICT competence is considered a part of pre-service teachers' professional competencies that apply technology in teaching and assessing students. This study aimed to determine the ICT competence level of student teachers by using ICT self-assessment surveys and find out the factors that affect student competence. The ICT competence structure was built based on four ICT skills frameworks containing 05 components: Using computers, using teaching and assessment applications, Using Internet resources, using peripheral devices, Communicating on an online platform. 289 pre-service teachers have participated in the survey. They self-assessed their ICT competence and answered the questionnaire about their training activities at university. The data was analyzed using the PLS-SEM method and found the positive impacts of infrastructure and learning activities on pre-service teachers' ICT competence.
Received: 8 February 2022 / Accepted: 29 March 2022 / Published: 5 May 2022
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Oanh, Thieu Thi Hoang. "The effect of integrating teaching cross-cultural knowledge and teaching listening skill in tertiary education on improving EFL students' intercultural communication competence." SOCIAL SCIENCES 9, no. 1 (June 2, 2020): 86–102. http://dx.doi.org/10.46223/hcmcoujs.soci.en.9.1.274.2019.
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Teaching cross-cultural knowledge in language teaching is drawing more and more attention nowadays. This study investigated the effect of integrating teaching cross-cultural issues and teaching listening skill on students’ intercultural competence. The participants were 30 Vietnamese students of English as a foreign language (EFL) who participated in the course on Listening 2 in the second year of their MBA program in Kien Giang University, Vietnam. The study consisted of an experimental study based on a pretest-posttest research design on integration of cross-cultural issues and teaching listening. The intercultural sensitivity self-assessment questionnaire (ISSAQ) that serves as a pre-test at the beginning of the semester is based on the theoretical framework put forth by Bennett and Bennett (2004). It is to elicit a self-assessment of their intercultural knowledge, behaviors and attitudes. During the ten-week intervention, besides helping students master the language and listening skill, the researcher helped promote students’ cross-cultural competence with the process-oriented intercultural teaching mode by Li (2016). At the end of the course, the posttest was given to measure the effects of the integration model on students’ intercultural communication competence. The results of the study suggested that integrating cross-cultural knowledge and language teaching could improve EFL students' intercultural communication competence (ICC).
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Tung, Nguyen Thanh. "A learning-centred approach to teaching linguistic knowledge: Teachers’ perception of teaching periods 1 and 2(/3) in the new English curriculum for secondary schools in Vietnam." SOCIAL SCIENCES 10, no. 2 (December 28, 2020): 11–25. http://dx.doi.org/10.46223/hcmcoujs.soci.en.10.2.1342.2020.
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The new curriculum was promulgated at the end of 2018. Therefore, there is a need to investigate how teachers perceive the teaching of linguistic knowledge in addition to skills to develop secondary school learners’ communicative competence. The study was carried out during the three months of July, August and October of 2020 in the three provinces of Kien Giang, Ben Tre and Lam Dong with the participation of 120 teachers from 106 secondary schools. Data were collected in the form of group poster presentations for the first two/three periods in the textbooks for the new curriculum and analyzed according to three aspects of form, meaning and use for linguistic knowledge and their sequence. The findings of the study indicate that the teacher participants have a vague idea about teaching the aspects of linguistic knowledge from a learning-centered approach, do not know their sequence of meaning, form and use, and normally follow the activities and their order in the textbook as the only resort available.
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Nguyen, Thi Hong Minh, and Linh Nguyen Thi Thuy. "Developing Students' Intercultural Communication Competence by Supplementing Local Culture Contents into English Lessons." Journal of English Language Teaching and Applied Linguistics 4, no. 3 (August 3, 2022): 71–80. http://dx.doi.org/10.32996/jeltal.2022.4.3.7.
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The ultimate goal of language learning is to communicate effectively and sensibly in that language, yet during the history of language teaching and learning, a focus on linguistic competence has remained dominant, which has undoubtedly resulted in language learners’ lack of sociolinguistic competence or ―intercultural competence allowing them to be a successful speaker of the language. This study aims to increase students' intercultural awareness and strengthen their understanding of their home culture by integrating local culture contents into English lessons for 9th graders. The intervention lasted 10 weeks in the second semester of the academic year 2021-2022, and 40 students in 9th grade at a junior high school in Thai Nguyen city, Vietnam, were engaged in the study as participants. The study utilized tests and questionnaires as the fundamental research instruments to gather data on augmenting local culture contents into English teaching in order to increase students' intercultural awareness of their surroundings. SPSS version 26.0 was used to process and analyze the results of the pre and post-tests as well as the pre and post-questionnaires. The results showed that the supplementation of local culture contents into English lessons has a positive effect on the participants’ intercultural communication competence. It is therefore proposed that local culture contents should be more regularly integrated into English lessons to develop students’ knowledge of local culture.
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Tran, Du Thanh. "Storytelling to enhance speaking and listening skills for English young learners: A case study at language centers in Binh Duong province." Vietnam Journal of Education 5, no. 2 (June 23, 2021): 18–25. http://dx.doi.org/10.52296/vje.2021.95.
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With the availability of English teaching and learning facilities in most schools as well as in English language centers in Vietnam nowadays, storytelling is believed to be one of the most suitable techniques to improve young learners’ communicative competences; therefore, it should be further investigated and promoted. With the aim of fully exploiting storytelling in Vietnamese English language teaching contexts, the research is designed to discuss and evaluate its effectiveness as a teaching technique to enhance young learners’ speaking and listening skills - a well-matched couple of oral competences. Conducted with mixed research methods through the use of questionnaires, interview and observation, the outcomes, conclusions, theories as well as evaluations and recommendations put forward in the study are of great validity and reliability. Based on the rationale of this teaching technique, some models and activities for teaching demonstration are designed and carried out in real language environments in order to evaluate its advantages as well as disadvantages. From what have been discovered, the study can serve as a reference for teachers who wish to enhance their students’ listening and speaking skills by means of storytelling.
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Tran, Du Thanh. "Storytelling to Enhance Speaking and Listening Skills for English Young Learners: A Case Study at Language Centers in Binh Duong Province." Vietnam Journal of Education 5, no. 2 (June 29, 2021): 29–36. http://dx.doi.org/10.52296/vje.2021.64.
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With the availability of English teaching and learning facilities in most schools as well as in English language centers in Vietnam nowadays, storytelling is believed to be one of the most suitable techniques to improve young learners’ communicative competences; therefore, it should be further investigated and promoted. With the aim of fully exploiting storytelling in Vietnamese English language teaching contexts, the research is designed to discuss and evaluate its effectiveness as a teaching technique to enhance young learners’ speaking and listening skills - a well-matched couple of oral competences. Conducted with mixed research methods through the use of questionnaires, interview and observation, the outcomes, conclusions, theories as well as evaluations and recommendations put forward in the study are of great validity and reliability. Based on the rationale of this teaching technique, some models and activities for teaching demonstration are designed and carried out in real language environments in order to evaluate its advantages as well as disadvantages. From what have been discovered, the study can serve as a reference for teachers who wish to enhance their students’ listening and speaking skills by means of storytelling.
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Korovyakovsky, D. G., T. Yu Igumentseva, and V. V. Volkova. "Language Training of Customs Affairs Specialists: International and Russian Experience." Vysshee Obrazovanie v Rossii = Higher Education in Russia 29, no. 3 (March 28, 2020): 108–18. http://dx.doi.org/10.31992/0869-3617-2020-29-3-108-118.
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The article presents the results of a study of the language training of specialists in the field of Customs affairs in Russia and several of foreign countries. The described international experience in the language training of customs affairs specialists in Australia, vietnam, Germany, China, Moldova, the United States of America allows to indicate its specificity, namely, a bias towards the development of bilingual competence, since a multicultural customs space requires a specialist to have the ability to conduct a dialogue, to know the cultural realities of a native and foreign language, to be able to realize this knowledge in direct communication with international partners.Russian experience of the language training of customs specialists is characterized, on the one hand, by the lack of regionalization and filling in the content of a foreign language on the basis of interdisciplinary integration with the content of the professional cycle disciplines, and on the other, by the widespread use of active teaching methods, information and communication technologies in teaching a foreign language, which positively affects the formation of readiness for professional intercultural communication.The authors conclude that a deeper study of the international experience of language training on the basis of comparative analysis is necessary in order to improve Russian training of a qualified customs specialist who is able to conduct effective professional activities in a foreign language environment.
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Nghia, Vu Nguyen Dinh, and Nguyen Nhat Quang. "Task-Based Language Teaching to Enhance Learner Communicative Competence in Vietnam: A Matter of Opinion?" International Journal of Linguistics, Literature and Translation 3, no. 8 (August 30, 2021): 151–59. http://dx.doi.org/10.32996/ijllt.2021.4.8.22.
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This critical review investigates the efficacy in using Task-based Language Teaching (TBLT) to boost learner communicative competence as TBLT is taking a pioneering role in developing communicative language in Asia and Vietnam. The application of TBLT in Vietnam has faced several problems, including exam-based learning programs, classroom constraints, and teachers' willingness for innovative approaches. Our in-depth analysis exposed why Vietnamese and Asian teachers cannot initially trust TBLT, and overcome these challenges to enhance communicative competence. The thorough review of research works in Asia evinced that (1) TBLT can holistically improve communicative competence and (2) the criticisms against TBLT can be solved with patience, flexibility, strategic task design, and openness. Then, the authors suggested a table for TBLT practitioners to consider based on students’ level of proficiency to cater to different teaching contexts and other pedagogic suggestions to implement TBLT in exam-oriented classes. Finally, we also introduce some research gaps for further investigation.
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Safranj, Jelisaveta. "Students' communicative competence." Zbornik Instituta za pedagoska istrazivanja 41, no. 1 (2009): 180–94. http://dx.doi.org/10.2298/zipi0901180s.
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Communicative competence is the ability to send messages which promote attainment of goals while maintaining social acceptability. Competent communicators attempt to align themselves with each others goals and methods to produce a smooth, productive and often enjoyable dialogue. The aim of this research was to investigate self-perceived communicative competence (SPCC) of students of Engineering Management in General English and English for Specific Purposes (ESP). A longitudinal study was carried out starting with the first year students at the Faculty of Technical Sciences in Novi Sad and was repeated with the same sample of students during their second and third year of study. Participation was voluntary and took place during regular class time. The measure of communicative competence employed was the Self-perceived Communication Competence Scale. The results of the study indicated that differences in SPCC between the years do exist. The SPCC gradually improved between the first, the second and the third year. The research was also motivated by gaining better overview of the teaching activity. An anonymous questionnaire provided many useful hints and ideas for further work and thus, language teacher made a thorough analysis of the overall teaching procedure. However, it is essential to get some feedback and talk to students in order to evaluate both them and ourselves as well as the teaching syllabus.
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Chathamkulam Abdulrahman, Nishad, and Emad A. S. Abu-Ayyash. "Linguistic competence, Communicative Competence and Interactional Competence." INTERNATIONAL JOURNAL OF COMPUTERS & TECHNOLOGY 19 (November 16, 2019): 7537–52. http://dx.doi.org/10.24297/ijct.v19i0.8505.
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Linguistic competence, communicative competence, and interactional competence have had profound impact on second language teaching, learning, and testing. Although a significant number of studies have been conducted on these three competences, they have not been conflated for discussion in a single study. Adding this piece to the jigsaw, the current paper explores all the three competences in more depth. This paper had a twin purpose of 1) providing a historical account of the linguistic, communicative and interactional competences, and 2) reviewing of the literature on them in order to identify gaps, if any, with the intention to propose new research ideas pertinent to the three types of competence. In order to achieve the study aims, intensive literature survey was conducted. Based on the review of the related studies on linguistic, communicative and interactional competences, this article provides recommendations for effective classroom practice and future research.
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Abdulrahman, Nishad Chathamkulam, and Emad A. S. Abu Ayyash. "Linguistic competence, Communicative Competence and Interactional Competence." JOURNAL OF ADVANCES IN LINGUISTICS 10 (November 19, 2019): 1600–1616. http://dx.doi.org/10.24297/jal.v10i0.8530.
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Linguistic competence, communicative competence, and interactional competence have had a profound impact on second language teaching, learning, and testing. Although a substantial number of studies have been conducted on these three competencies, they have not been conflated for discussion in a single study. Adding this piece to the jigsaw, the current paper explores these three competencies in depth. This paper had a twin purpose of 1) providing a historical account of the linguistic, communicative and interactional competences, and 2) reviewing of the literature on them in order to identify gaps, if any, with the intention to propose new research ideas pertaining to the three types of competences. In order to achieve the study aims, an intensive literature survey was conducted. Based on the review of the related research on linguistic, communicative and interactional competencies, this article offers recommendations for effective classroom practice and future research.
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Yuzar, Ella. "Incorporating Communicative Competence in Assessment and English Language Teaching in Multilingual Settings." REiLA : Journal of Research and Innovation in Language 2, no. 1 (April 26, 2020): 8–13. http://dx.doi.org/10.31849/reila.v2i1.3864.
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There has been a high level of agreement among scholars that communicative competence should be integrated within language learning and assessments. The study attempts to unravel the issues of how communicative competence can be assessed and measured in multilingual environments and how communicative language testing can be promoted. Using the content analysis approach as the qualitative method, it begins with the historical review of communicative competence that started at the beginning of 1970s to the most current concept involving intercultural communicative competence. Then, some practical models of communicative competence that can be used to propose a measurement of communicative competence are presented. Later, this article argues that there is an upsurge need to shift the paradigm of language testing and language assessment towards communicative competence. Moreover, the nature of language testing should not only concern linguistic or knowledge competence but also recognize the different varieties of English. This study implies that, in the field of language testing, language test designers should encompass the concept of communicative competence in the test construct to include real-life language use, and by extension, to increase test validity. As for teachers, a reform integrating communicative competence in classroom language assessment has become essential within the scope of language teaching.
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Kazemian, Mohammad, Mohammad Khodareza, Fatemeh Khonamri, and Ramin Rahimy. "Instruction on Intercultural Communicative Competence." Education & Self Development 16, no. 1 (March 31, 2021): 21–40. http://dx.doi.org/10.26907/esd16.1.04.
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The influence of globalization on applied linguistics has recently generated considerable debate. With the advent of intercultural communicative competence (ICC) at the start of the twentyfirst century, many theoreticians and practitioners have accentuated the ICC perspectives and its incorporation into teaching language skills. This mixed methods research study tries to verify whether instruction on ICC encourages Iranian advanced EFL learners to incorporate ICC in their writings, and whether gender plays any role in the tendency to use that competence. To this end, 33 male and female Iranian advanced EFL learners were chosen via an Oxford Placement Test and then placed in two experimental classes. All the participants received a five-week instruction on ICC in a writing class at a private language institute in Rasht, Iran. The data analyzed via T-tests, content analysis technique, and η revealed that instruction on ICC assisted learners in coping with intercultural issues differently in their writing; however, gender did not play any role in using the ICC in writing. This study can shine a light on the writing course and language teaching in general and teaching how to incorporate ICC in writing in particular.
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Azizah, Shofiah Nur, Yusup Supriyono, and Agis Andriani. "PROJECTING COMMUNICATIVE LANGUAGE TEACHING (CLT) IMPLEMENTATION IN TEACHING SPOKEN LANGUAGE AT SECONDARY SCHOOL." Journal of English Teaching, Applied Linguistics and Literatures (JETALL) 5, no. 2 (October 5, 2022): 179. http://dx.doi.org/10.20527/jetall.v5i2.12873.
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The interconnected between communicative competence and Communicative Language Teaching (CLT) has been recognized as the most common approach to promoting communicative competence in language teaching. Moreover, it has been implemented by many English as a Foreign Language (EFL) countries involved in Indonesia. This study aims to determine the CLT implementation as performed by an EFL teacher in teaching spoken language at Secondary School. To achieve the aim, this study used a descriptive case study as a research design. The participant of the study was an EFL teacher who implements CLT in teaching spoken language. The data were collected through semi-structured interviews, classroom observation, and document analysis. The result of the data collection was analyzed by using Qualitative Data Analysis from Miles, Huberman, and Saldaña (2014). The findings revealed that the CLT implementation has been performed by an EFL teacher through three components. Those are seen from the teacher’s way of deciding the material, being a facilitator in the teaching-learning process, and applying teaching-learning strategies. This research indicates that the use of the CLT approach could facilitate learners to develop communicative competence skills.
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Allanazarova, M. "Communicative Approach in Teaching Foreign Languages." Bulletin of Science and Practice 7, no. 11 (November 15, 2021): 359–65. http://dx.doi.org/10.33619/2414-2948/72/46.
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The Communitive Approach in language teaching starts from а theory of language as communication. The goal of language teaching is to develop communicative competence. Another linguistic theory of communication favored in CLT is functional account of language use. Linguistic is concerned with the description of speech acts of texts, since only through study of language in use are all the functions of language and therefore all components of meaning brought into focus. The goal of language teaching is to develop what referred to as “communicative competence”. This term is coined in order to contrast а communicative view of language and theory of competence. Linguistic theory is concerned primarily with an ideal speaker-listener in а completely homogeneous speech community, who knows its language perfectly and is unaffected by such grammatically irrelevant conditions as memory limitation, distribution, shifts of attention and interest, and errors (random or characteristic) in applying his knowledge of the language in actual performance.
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Baldanova, Evgeniya Anatol'evna, and Nataliya Bal'zhinimaevna Dondokova. "Linguistic education: communicative tolerance as a component of communicative competence." SENTENTIA. European Journal of Humanities and Social Sciences, no. 3 (March 2021): 56–62. http://dx.doi.org/10.25136/1339-3057.2021.3.35695.
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The subject of this research is the linguistic education as teaching a foreign language; while the object is the concepts of “competency” and “competence”. The authors examine and compare the views of foreign and Russian scholars upon the content of these concepts. Special attention is given to the components of the key competencies, namely communicative competence. Analysis is conducted on aspects as “communicative competence” and “communicative tolerance”. Communicative competence suggests the command of language, as well as various social roles in the collective, including communication skills. The author highlights the role of the “Foreign Language” discipline in the development of students’ communicative competence and tolerance. The conclusion is made that communicative tolerance is a component of communicative competence. It is necessary to develop communicative competence of the students as the readiness for tolerant communication with the interaction partners. Communicative competence aimed at mastering the students’ ability to tolerance communication is being formed in the context of teaching a foreign language. The scientific novelty of the study lies in the fact that communicative competence encompasses not only the command of languages, but also various social roles in the team and the ability to communicate tolerantly. The conducted analysis can be valuable for the researchers of dealing with the nature of the categories of “competency” and “competence”.
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McNeill, Satsuki. "Developing Third-Age Learners’ Communicative Competence Using Communicative Language Teaching." JALT Postconference Publication - Issue 2021.1; August 2022 2021, no. 1 (August 1, 2022): 41. http://dx.doi.org/10.37546/jaltpcp2021-06.
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A third-age learner (TAL) is defined as a healthy retiree interested in learning (Gabryś-Barker, 2018). Although demands for TAL education continue to rise, research on practical teaching approaches designed for TALs remains. This paper addresses two studies investigating the effects of communicative language teaching on TALs and exploring the impact of planned focus on form, communication strategy, and timed conversation activities on TALs’ communicative competence while considering the characteristics of TALs. The studies were from voluntary community classes, one held in person and the other conducted online. A mixed-methods approach was used in both studies, comparing learners’ self-reflections, video performances, and in one study, independent evaluators’ assessments. Most TALs demonstrated improvement in their ability to communicate, providing some evidence of the efficacy of a communicative approach. The purpose of this paper is to provide teachers of TALs with examples of activities that can benefit their students’ communicative ability. サードエイジ学習者（TAL）とは、健康で学習に興味を持つ退職後の学習者と定義される（Gabryś-Barker,2018）。TAL教育への需要は高まっているが、TAL向けの実践的教授法の研究は未だ残されたままである。本稿では、TALのコミュニカティブランゲージ教育の効果を調査した2つの研究を取り上げ、フォーカス・オン・フォーム、コミュニケーション・ストラテジー、時間制限会話活動が、TALのコミュニケーション能力に与える影響を調査する。研究は有志のコミュニティクラスで行われ、対面、ならびにオンラインで実施した。両研究ともミックスメソッド法を使用し学習者の自己評価、ビデオ会話収録は共通して、また、ひとつの研究では個別評価によって得たデータを比較分析した。ほとんどのTALはコミュニケーション能力の向上を示し、コミュニカティブアプローチの有効性が明示された。本稿は、TAL教育において学習者のコミュニケーション能力向上に有益な活動例を提供することを目的としている。
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Paulikova, Klaudia. "COMMUNICATIVE COMPETENCE IN ENGLISH AND ITS DEVELOPMENT AT THE PRIMARY LEVEL OF EDUCATION." Slavonic Pedagogical Studies Journal 10, no. 1 (February 2021): 31–46. http://dx.doi.org/10.18355/pg.2021.10.1.3.
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Development of communicative competence has become one of the most important aspects of foreign language education in the modern days. The study portrays the development of communicative competence at the primary level of education in Slovakia. The main aim of the inquiry is to identify and examine the process of developing communicative competence at the given level of proficiency by a qualitative enquiry with the use of content analysis, observation, and interview. The results and findings depict how the components of communicative competence are referred to in real teaching environment. The findings reveal that several linguistic components of communicative competence prevail in the teaching process, whereas sociolinguistic and pragmatic language use is rather neglected.
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PAVLENKO, O. "THE ESSENCE OF COMMON METHODS OF TEACHING FOREIGN LANGUAGES." Pedagogical Sciences, no. 78 (December 29, 2021): 131–39. http://dx.doi.org/10.33989/2524-2474.2021.78.249852.
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Today, knowledge of foreign languages is required to avoid barriers to communication between people around the world. Thus, learning foreign languages is relevant at almost any age.The purpose of this article is to consider the generally accepted methods and determine the effectiveness of each of them during training. To achieve fluency in a foreign language, it is necessary to divide foreign language communicative competence into a number of components and develop them both individually and in combination. Each of the models is a separate and independent method that can be used to improve certain components of foreign language communicative competence. The main components include: the development of speech, writing, reading, and the study of vocabulary. There is no single approach in the scientific literature to determine the structure of foreign language communicative competence, as the general form of this competence can be presented in a set of components such as linguistic, sociolinguistic and pragmatic competence. Therefore, it is not possible to dwell on a specific method as ideal for the formation of competence, as each of them has its disadvantages and advantages. The formation of foreign language communicative competence requires a long and careful study of the material offered by a teacher who uses a certain method.
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Belinda, Rachma Vivien, Patuan Raja, and Flora. "Modifying PPP in Promoting Communicative Language Teaching to Improve the Students’ English Communicative Competence." International Journal for Innovation Education and Research 9, no. 8 (August 1, 2021): 351–65. http://dx.doi.org/10.31686/ijier.vol9.iss8.3304.
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This study was going to find out the significant difference between students’ English communicative competence after being taught by using original PPP method and the modified PPP by using CLT. Moreover, the more effective method between original PPP method and the modified one in improving the students’ communicative competence was investigated. This is a true experimental research using both control and experimental class comparing the original and modified PPP. The subject was forty junior EFL students whose English were still at the lower level. The result showed that there is a significant difference between students’ English communicative competence after being taught by using original PPP method and the modified one. In addition, both original and modified PPP are good to facilitate the learners in having good grammatical competence; however, only PPP that has been modified by using CLT that can facilitate them in having a good communicative competence.
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Maria C.R, Irene. "THE USE OF COMMUNICATIVE APPROACH IN TEACHING SPEAKING COMPETENCE." ISLLAC : Journal of Intensive Studies on Language, Literature, Art, and Culture 5, no. 1 (February 3, 2021): 102. http://dx.doi.org/10.17977/um006v5i12021p102-111.
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This study aims to inquire into the use of commonicative approach in teaching speaking competence for young learners. The researcher found that the speaking skills or competence was the important skills that learners needed to grasp for improving their language competence. Young learners need to learn English as their foreign or second language as fun as possible. Speaking competence will teach English beyond grammar, words function, so that they feel free to express their opinion. By feeling comfortable to express themselves, they have good self-esteem to learn new knowledge and language. That is the reason why communicative approach, especially speaking competence can be taught well to the young learners. Keywords: communicative approach, speaking skill, teaching young learners
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Dwijayani, Ira, and Sita Musigrungsi. "Investigating speaking tasks in relation to communicative goals: Possibilities and obstacles." Studies in English Language and Education 9, no. 2 (May 23, 2022): 501–20. http://dx.doi.org/10.24815/siele.v9i2.23566.
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Enhancing students’ communicative competence is crucial in teaching speaking in Communicative Language Teaching (CLT) classrooms. While relating elements focusing on curriculum, materials, and teachers pay attention to developing the students’ communicative competence, obstacles hinder students’ communicative skill development. This mixed-methods study aimed to analyze the communicative level of the speaking tasks presented in the teaching materials and how teachers used these tasks to enhance communicative competence. It also investigated teachers’ perceived difficulties in teaching speaking in the classroom. The participants were three 11th grade teachers and 54 students from three schools in the southern border area of Thailand. Data collected from speaking task analysis and classroom observation were analyzed based on Littlewood’s communicative continuum, and a semi-structured interview was analyzed with an inductive approach. This in-depth information illustrates the communicative level presented in the teaching materials and observed in the classroom, along with obstacles encountered. The findings showed that teacher-made teaching materials mainly focused on forms, while commercial textbooks explored forms and meaning-focused in Littlewood’s communicative continuum. However, how teachers used the tasks did not always correspond to the original design presented through teaching materials. Many perceived difficulties in teaching English speaking were found, these include time limitations, students’ English proficiency level, teachers’ attitude toward the tasks, a lack of school facilities, and exam-oriented teaching and learning. The results of this study are expected to be a consideration for material developers in designing speaking tasks and for English teachers in engaging their students with communicative speaking activities.
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Tleubay, Sandugash, Gulmira Nurzhanova, Saltanat Ybyshova, Saltanat Abdigulova, Aksaule Mankesh, Toktar Kerimbekov, and Abylaikhan Ualikhanuly. "The Formation of Intercultural Communicative Competence of Future Teachers in a Trilingual Educational Environment." International Journal of Emerging Technologies in Learning (iJET) 15, no. 17 (September 11, 2020): 148. http://dx.doi.org/10.3991/ijet.v15i17.14249.
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This study was conducted on the junction of Cultural Linguistics, Methodology and Pedagogy. As the issue of foreign language teaching by implying cognitive lingua-cultural aspects and competence based approach in the formation of intercultural communicative competence for the requirements of the globalizing world is relatively new, the topic can be characterized by a high level of availability. This paper provides an overview of the aspects to foreign language teaching in the formation of intercultural communicative competence and it investigates the following areas: the place and importance of gaining Intercultural communicative competence in foreign language teaching to overcome misbehavior, misunderstanding arising from the cultural and mentality diversity of the people from different lingua-cultural background for cross-cultural and intercultural interaction and communication; contribution to development of cultural based exercises and activities for the aim of intercultural communicative development according to European Union Competence reference.
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Sirisuwilai, Watcharapon. "CLT in Chines Major’s Comprehensive Chinese Course – A case study of Khon Kaen University, Thailand." European Journal of Social Science Education and Research 5, no. 2 (August 1, 2018): 175–78. http://dx.doi.org/10.2478/ejser-2018-0045.
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Abstract Nowadays Chinese language is become one of the most important foreign language in Thailand reflexing by the growing popularity of the Chinese language. Traditional Chinese language teaching cause the lack of high communicative competence. Therefore, the study preliminarily attempt to combine the theory of Communicative Language Teaching with Comprehensive Chinese teaching so as to search for a feasible and effective instruction which conforms to the teaching features of comprehensive Chinese course in Khon Kaen University. After Pre-test and Post-test and compared by SPSS (T-Test sig (2-tailed) = 0.00<0.05), the result show that in Listening skill the difference is significant (sig. (2-tailed) = 0.01), Speaking skill the different is significant (sig. (2-tailed) = 0.00), Writing skill the different is significant (sig. (2-tailed) = 0.03), only Reading skill which the difference is no significant(sig. (2-tailed) = 0.324). As a result after a semester using Communicative Language Teaching method in comprehensive Chinese course for Chinese major student in Khon Kaen University, CLT effectively improve student Chinese language achievement and help them to improve their Chinese listening, speaking and writing skill. Moreover, this teaching method is highly recognized by students. This verified the important and necessity of communicative language teaching method to improve Chinese major student Chinese communicative competence.
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Bisenbaeva, Zhanat. "Meta language communicative competence enhancement model." New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 8 (December 31, 2019): 39–45. http://dx.doi.org/10.18844/prosoc.v6i8.4546.
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This research discusses the issue of meta language communicative competence (MCC) enhancement model. This investigation represents the model of the MLCC process with its necessary components applied to the language teaching. This research is of significant value as a contribution to the language teaching policy not only in Kazakhstan but abroad as well. It demonstrates that the MCC development process helps to improve the teaching process and make the system work properly. In recent years, in line with the communicative and especially the competence approach in the domestic and foreign science actively developed the problem of enhancement of meta communicative competence MLCC ‘as a mandatory competency component of professional development of a modern specialist’ in different branches of science such as philosophy, sociology, psychology, pedagogy, cultural studies, economics and ethics. Such a multifaceted study of the phenomenon of MLCC is determined by the dynamics of social life to find the real needs of today's ideological orientation and the necessity of its formation in the learning process. In the present time, a considerable fund is accumulated that allows to explore the topic of the research: issues of implementation of MCC enhancement model. The necessity of this research, as it follows from the above, is conditioned by the urgent need to train specialists in MLCC in a foreign language in the framework of activities as well as its theoretical and practical underdevelopment.
Keywords: Approach, meta, communicative, competence, modelling.
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de Leão, Ana Ponce. "Interculturality in English Language Teaching – A Small Study with Portuguese Teachers." e-TEALS 8, no. 1 (December 1, 2018): 107–25. http://dx.doi.org/10.2478/eteals-2018-0005.
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Abstract UNESCO and many other organisations worldwide have been working on approaches in education to develop tolerance, respect for cultural diversity, and intercultural dialogue. Particularly, the Council of Europe has laid out guiding principles in several documents to promote intercultural competence, following Byram’s and Zarate’s efforts in integrating this important component in language education. The commitment to developing the notion of intercultural competence has been so influential that many countries, e.g., Portugal, have established the intercultural domain as a goal in the foreign language curricula. However, this commitment has been questioned by researchers worldwide who consider that action is needed to effectively promote intercultural competence. The research coordinated by Sercu, for example, suggests that, although foreign language teachers are willing to comply with an intercultural dimension, their profile is more compatible with that of a traditional foreign language teacher, rather than with a foreign language teacher, who promotes intercultural communicative competence. In this study, I propose to examine teachers’ perceptions and beliefs about intercultural communicative competence in a cluster of schools in Portugal and compare these findings with Sercu’s study. Despite a twelve-year gap, the present study draws similar conclusions.
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Petosi, Evangelia, and Ioannis Karras. "Intercultural communicative competence: Are Greek EFL teachers ready?" European Journal of Applied Linguistics 8, no. 1 (February 26, 2020): 7–22. http://dx.doi.org/10.1515/eujal-2018-0018.
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AbstractOver the years and because of globalization, English has undoubtedly become an international language, a lingua franca. In this interconnected context, a new reality for the EFL educators has arisen: the need to prepare learners for intercultural encounters, that is being able to learn and use English, for effective and appropriate interaction with other native or non-native speakers of English worldwide. It is, thus, imperative that teachers become aware of the importance of this competence so they can adapt their teaching approaches and incorporate them in the EFL classroom.This exploratory study investigated the beliefs and attitudes of EFL teachers, with regards to incorporating intercultural communicative competence (ICC) in their classroom. The aim of this study was to gain more understanding of the current status of teaching English for Intercultural Communication in the Greek EFL state classroom in terms of teachers’ understandings and attitudes towards cultural teaching and ICC. To this end, an online questionnaire with closed questions was employed to collect data from sixty-two EFL teachers teaching at Greek state schools. Statistical analyses showed that EFL teachers have high appreciation of integrating ICC in English teaching. Moreover, they seem highly value the affective and behavioural components of this competence. These findings are hoped to contribute to a better understanding of intercultural teaching in ELT so that implications should be made to enhance the quality of ELT in Greece.
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Kulamikhina, Irina V., Zhanbota B. Esmurzaeva, Dinara G. Vasbieva, and Aleksei Yu Alipichev. "Supporting English competence development in university teachers: Principles and practices." New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 1 (May 10, 2019): 256–68. http://dx.doi.org/10.18844/prosoc.v6i1.4177.
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In today’s world, the English language communicative competence is a major soft skill of university teachers which is needed for personal and professional fulfilment and career development. This study aimed at the design and practical realisation of the 72-hour English course stimulating the teaching staff’s engagement in language learning and English communicative competence development at the Omsk State Agrarian University. The authors have discussed the principles and approaches to the course content design and efficacy of four classroom management strategies: the use of real life communication situations, making presentations, visual thinking strategy and short-film-based discussions for developing EFL communicative competence in university teachers. The situational approach to the content design introduced ‘real-life’ communicative situations serving as a teaching method and an assessment tool. The participants of the course took an online test: ‘Evaluation of Readiness for The Certificate Exam in English’, developed by the Tomsk Polytechnic University, at the beginning, in the middle and at the end of the course.
Keywords: Communicative competence, adult language learning, university teaching staff, visual thinking, situational approach, communicative environment.
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Uneke Enyi, Amaechi, and Chiekpezie Edwin Orji. "Interlanguage Pragmatics, Communicative Competence, Nigeria’s L2 Classrooms." International Journal of Applied Linguistics and English Literature 8, no. 4 (July 31, 2019): 19. http://dx.doi.org/10.7575/aiac.ijalel.v.8n.4p.19.
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In Nigeria, much attention has been given to the teaching and learning of grammatical forms and sound sequences with emphasis on their accuracy and correctness (linguistic competence). This has reflected in the selection of course syllabi, curriculum, instructional materials and methods in our classrooms. A lot studies have been carried out by scholars on the non-native speakers’ use and acquisition of linguistic action patterns in a second language. Though such studies, dubbed interlanguage pragmatics, have all been carried out in Europe and America with focus on speakers of English as a Foreign language (EFL). This area of enquiry has not been adequately explored in Africa in general or Nigerian L2 learners of English as the focus. Thus, little or seldom attention has been given to pragmatics and appropriateness in language use (Communicative competence). This study is therefore, a consciousness - raising effort to highlight the relevance and advantages of teaching pragmatics and the development of pragmatics awareness in our classrooms. This is against the backdrop of the fact that the linguistic competence of most learners of English as a second language is not usually at par with their pragmatic competence. This study foregrounds the need for L2 learners of English to develop a concomitant degree of pragmatic awareness in the use of the language. They must learn how to combine form, meaning, force and context. They need, for example, to learn how to say what they want to say with the required formality or politeness, directness or indirectness, e t c, as required by a given situation or sometimes, to even keep quiet and still communicate intention. The study, domesticating the findings of some current researches in instructed pragmatics, discussed and suggested some classroom activities that could be adopted as part of the methods of teaching pragmatics, and by so doing, highlighted the enormous advantages and usefulness of teaching pragmatics and acquiring pragmatic competence in Nigeria’s L2 classrooms.
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Baydikova, Tatiana V. "Development of professional intercultural foreign language communicative competence of students of “Agricultural Engineering” programme in the conditions of content and language integrated learning." Tambov University Review. Series: Humanities, no. 186 (2020): 64–76. http://dx.doi.org/10.20310/1810-0201-2020-25-186-64-76.
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The work is devoted to determining the purpose of professional foreign language teaching to students of an agrarian university in the conditions of content and language integrated learning. Based on the study of the history of the issue of determining the purpose of foreign language teaching at different stages, it was concluded that the main result of teaching should be the development of students’ professional intercultural foreign language communicative competence. This type of competence in work is understood as the ability and willingness of agrarian university students to use a foreign language as a mean of professional communication with representatives of different countries and cultures, taking into account the specifics of intercultural interaction, as well as a mean of cognition and professional development. Structurally, intercultural professional foreign language communicative competence includes three blocks: professional, intercultural, and foreign language communicative. Foreign language communicative competence represents the ability and willingness of students to use a foreign language as a mean of communication, cognition and development. It will reflect the professional orientation of teaching and include linguistic, speech, sociocultural, strategic and educational-cognitive components. Intercultural competence represents the ability and willingness to interact with representatives of different countries and cultures, aimed at establishing professional intercultural contacts, resolving conflict situations in the field of intercultural communication, and achieving the goals of intercultural interaction. All these three blocks of professional intercultural foreign language communicative competence exist separately only for descriptive purposes and are in close interconnection with each other. We also consider professional foreign language communicative competence as a level category consisting of value-motivational, cognitive, communicative and reflective components. Each of the components is described in detail.
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Chang, Shih-Chuan. "A Contrastive Study of Grammar Translation Method and Communicative Approach in Teaching English Grammar." English Language Teaching 4, no. 2 (May 31, 2011): 13. http://dx.doi.org/10.5539/elt.v4n2p13.
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The Grammar Translation Method and the Communicative Approach have both played important roles in grammar teaching. Which is better, the Grammar Translation Method or the Communicative Approach? This paper aims to compare the controllability and feasibility of these two approaches and find out which one is more suitable for grammar teaching in Taiwan. Two classes were selected and taught by the Grammar Translation Method and the Communicative Approach respectively. The college admission test showed that they share a similar level of the overall English proficiency before the intervention. The pre-test demonstrated that there wasn’t any distinction between the two classes in their grammatical competence. The post-test embodied that there was significant difference in their grammatical competence between the two classes. The scores of the students in the Experimental Class were higher than that in the Control Class. The result showed that grammar teaching in the framework of the Grammar Translation Method is better than the Communicative Approach. Nevertheless, the Communicative Approach emphasizes fluency and the Grammar Translation Method is concerned with accuracy. Fluency and accuracy are the target for English learning. So the best way to improve the situation is to combine both methods in teaching English Grammar.
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Prihantoro, Prihantoro, Didi Suherdi, and Ahmad Bukhori Muslim. "Developing Students’ Multimodal Communicative Competence Through Multiliteracies Pedagogy." ENGLISH FRANCA : Academic Journal of English Language and Education 6, no. 2 (August 28, 2022): 191. http://dx.doi.org/10.29240/ef.v6i2.5242.
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With the rise of globalization, digitization, and the emergence of the fourth industrial revolution, meaning-making modes are now increasingly multimodal in which written linguistics modes of meaning interface with oral, visual, audio, gestural, tactile, and spatial patterns of meaning. In the EFL context, this situation unavoidably urges changes in the goal of English language teaching to include multimodal communicative competence. In response to such challenges, multiliteracies pedagogy offers plausible solutions. In a multiliteracies classroom, students are supported through a pedagogy that provides them with ample opportunities to develop their knowledge and skills to multimodally examine diverse information sources and content, critically explore the information, and become active meaning-makers and effective communicators. This study aims at investigating the implementation of multiliteracies pedagogy in English language teaching to foster students’ multimodal communicative competence. This is a qualitative case study involving twenty students of the English language department of IAIN Curup. The data of the study are gained through observation, interviews, and students’ artefacts. The data collected from these instruments were examined qualitatively using thematic and categorical coding. The result of this study demonstrates the enactment of multiliteracies pedagogy can develop five competences of multimodal communicative competence: linguistic competence, sociocultural competence, interactional competence, discourse competence, and multimodal competence. Meanwhile the other two competences, strategic competence and formulaic competence, are somewhat hindered due to lack of exposure to authentic English language.
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Dorfman, Oxana, and Oksana Chernova. "Development of the communicative competence of students of technical universities as a strategy for teaching effective communication." Litera, no. 4 (April 2022): 27–35. http://dx.doi.org/10.25136/2409-8698.2022.4.37806.
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The article is written at the junction of several branches of science, reflects one of the problems of university teaching of the Russian language in technical universities. The purpose of the study is to prove that the development of communicative competence, which is the most important task of modern education, should be carried out in the light of new requirements. The author considers the issues of formation of communicative competence of students of technical universities. It is argued that philological disciplines should be included at all levels of higher education, which contributes to the formation of a highly qualified specialist with not only professional, but also flexible skills (soft skills). The relevance of the issues of improving the level of communicative culture of students at the university is due to the requirements of the new time, the dynamics of changes in the professional industry. The author's special contribution to the research of the topic is a systematic view of the competence approach in university education: communicative competence in the system of learning outcomes; in the structure of university teaching; content modules that form communicative competence; didactic conditions, forms, methods and techniques of its development. The author dwells on the consideration of the communicative competence of the CC-4, presented in the Federal State Educational Standard of Higher Education in the block "communication", reviews the disciplines forming it in technical universities, identifying current teaching trends, analyzes the content of training and provides a list of effective methods and techniques for the formation of communicative competence.
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Dimitrova, Margarita, Hristiana Krasteva, and Teodora Todorova. "Theory and Practice in Teaching Bulgarian as Foreign Language in the Freely Chosen Discipline “Bulgarian for Medical Purposes”." Bulgarski Ezik i Literatura-Bulgarian Language and Literature 64, no. 3 (June 9, 2022): 292–306. http://dx.doi.org/10.53656/bel2022-3-5-dk.
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This is not only the general communicative competence, but also professional competence to converse. That gives us confidence to further actively research working pedagogical study models. In the course of one academic year, we have been developing such dynamic model with the medical students (who study Medicine in English), taking part in the freely chosen discipline “Bulgarian for medical purposes”. At this stage we have the following goals: to verify problematic areas in communication in professional environment and during practice; applying together conventional and innovative methods, instruments, and forms of education and proposing ways to improve the educational process; interdisciplinary approach to realize successful communicative competence by creating a direct connection between theory and practice. At the end of the academic year, we thus define the parameters of the results of the communicative competence in Bulgarian for professional communication. Achieving excellent communicative competence of the foreign students for a year is a key factor for checking the results.
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Damnet, Anamai, and Helen Borland. "Acquiring Nonverbal Competence in English Language Contexts." Culture, Contexts, and Communication in Multicultural Australia and New Zealand 17, no. 1 (February 27, 2007): 127–48. http://dx.doi.org/10.1075/japc.17.1.08dam.
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In the Asia Pacific region acquiring communicative competence in intercultural interactions in English is an increasingly important goal for adult English language learners. One aspect of communicative competence that has been little researched to date is competence in interpreting the nonverbal channels of communication that accompany speakers’ verbal messages. For Thai learners of English the differences between Thai and English native speakers in many features of nonverbal communicative behaviour can lead to misunderstanding and miscommunication. In this study the understanding of English native speakers’ nonverbal communication and attitudes to such communication is investigated with a group (n = 73) of Thai university students. Using experimental classroom-based research the effectiveness of two teaching approaches using American and Australian films have been evaluated. One of these approaches involves explicit teaching about nonverbal communication used by English native speakers, whereas the other approach does not teach about nonverbal communication, but exposes the students to nonverbal codes whilst explicitly teaching the linguistic features of interactions in the chosen films. Results of pre and post teaching intervention assessments support the importance of explicit teaching for Thai background English learners’ enhanced appreciation of the nonverbal communication of English native speakers.
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Eroz, Ekrem, and Azamat A. Akbarov. "THE IMPLEMENTATION OF COMMUNICATIVE LANGUAGE TEACHING (CLT) IN AN EFL CONTEXT: A CASE STUDY OF LEARNERS' ATTITUDES AND PERCEPTIONS." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 7, no. 3 (December 25, 2015): 118–26. http://dx.doi.org/10.48127/spvk-epmq/15.7.118.
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This research study investigates the place of communicative language teaching in one of the capital Balkan cities in Sarajevo, in Bosnia by exploring attitudes and perceptions of Bosnian EFL students. A questionnaire survey was conducted to collect data from the target EFL learner groups. The findings of the survey revealed that Bosnian learners have positive views and attitudes toward communicative language teaching. According to Hymes (1972), the goal of language teaching is to improve the communicative competence of learners. That is why, educators should focus on the communication skills of learners rather than their grammar-based knowledge and being able to communicate effectively in the target language is the most important of all skills. However, some external factors, like exam system, high number of students in the classes, can be barriers to implement CLT effectively in different EFL contexts and they force teachers to use traditional methods in language teaching but this presumption is lower or almost unlikely in private education institutions thanks to the amenities. Supporting the view above, the results of survey also reported that EFL learners have favourable beliefs for the use of CLT in their classrooms and they believe that as a foreign language English learning is very important in their country and for their future careers. Key words: EFL (English as a Foreign Language), learner beliefs, communicative competence, CLT (communicative language teaching), English language teaching.
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Abu Bakar, Noor Idayu, Nooreen Noordin, and Abu Bakar Razali. "Improving Oral Communicative Competence in English Using Project-Based Learning Activities." English Language Teaching 12, no. 4 (March 14, 2019): 73. http://dx.doi.org/10.5539/elt.v12n4p73.
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The quasi-experimental study investigated the effectiveness of using project-based learning (PjBL) activities as a teaching strategy in improving the oral communicative competence of Malaysian English language learners. The participants included 44 diploma students enrolled in a Communicative English course at a technical college in the Peninsular Malaysia, who were purposely selected for the study. The intervention comprised a 12-week lessons taught using PjBL teaching strategy and centred on eight PjBL activities. Data were collected using a speaking test and a listening test, which were administered as pre-tests and post-tests, and a student questionnaire which was administered at the end of the study. Data analysis involved the procedure of MANOVA, as well as descriptive statistics such as mean, standard deviation and percentage. The findings revealed a significant improvement in the learners’ overall oral communicative competence and a high perception of PjBL by the learners. It is concluded that PjBL teaching strategy is effective in improving the oral communicative competence of the English language learners. The study recommends the use of PjBL as a suitable English language teaching strategy for technical students who are generally low proficient English language learners.
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Setyowati, Ratini, Beta Setiawati, and Evi Murti Wardhani. "English Communicative Competence of Health Vocational High Schools (Case Study at Health Vocational High Schools in Internusa Institution in Central Java)." Journal of English Teaching and Learning Issues 3, no. 1 (May 28, 2020): 21. http://dx.doi.org/10.21043/jetli.v3i1.5863.
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Indonesia must prepare the high-skill categories needs for every aspects. One of the aspects is the ability to compete in this era, the ability to communicate with other. Indonesian needs English communicative skill to face the Industrial Revolution 4.0. The aims of the study are: understand Vocational High Schools students’ English communicative competence and to understand the teaching method on Improving English Communicative competence for Health Vocational High Schools. This research used descriptive qualitative method. The study used a TOEIC Test to know the result of the study and interview the English teachers, the populations of the study are the third grades of Health Vocational High Schools at Internusa Institution in Central Java, there are 552 students from 6 Health Vocational High Schools. The results of the study is the students English Communicative competence is still on score 186-250 (Memorized Proficiency). The teachers have appled many methods to improved the English Communicative competence. most of the applied Discovery Learning Method.
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Romanіuk, Svitlana, Liliia Denysiuk, and Nataliia Danilova. "FORMATION OF COMMUNICATIVE COMPETENCE OF MARKETING SPECIALISTS DURING THE STUDY OF ENGLISH." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 13(81) (May 26, 2022): 104–7. http://dx.doi.org/10.25264/2519-2558-2022-13(81)-104-107.
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In the context of accelerating integration and globalization processes, English is a key competence of modern professionals. The development of international relations, the active introduction of foreign experience in various spheres of public life and other globalization trends determine the need for the formation of higher education student’s skills and abilities of academic and professional foreign language communication. The purpose of learning English is not only to master it as a means of communication, but also to acquire professionally oriented foreign language competence for the successful implementation of further professional activities. The article highlights the peculiarities of the formation of English-language communicative competence in the training of marketers. It is established that the growing market demand for marketing professionals has led to an expansion of the offer of educational services in this area. The purpose of the article is to investigate the main scientific approaches to the formation of communicative competence of marketers in the process of learning English and to determine the main components of English communicative competence, methods of its formation. Communicative competence is seen as a set of knowledge, skills and abilities, as well as the ability to apply them for effectively communication in certain communicative situations. One of the most important communicative competencies of a future marketer is knowledge of a foreign language: the ability to read professional literature, communicate with business partners, write and study in a foreign language. It is determined that the basic scientific approaches to the formation of communicative competence in marketers are competence, cultural and systemic. It is substantiated that a modern English teacher should have a wide range of teaching methods and technologies, which will facilitate the satisfaction of educational needs of higher education students.
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Araujo Portugal, Juan Carlos. "Intercultural communicative competence in foreign language learning." Global Journal of Foreign Language Teaching 11, no. 4 (November 30, 2021): 243–56. http://dx.doi.org/10.18844/gjflt.v11i4.6006.
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The importance of teaching both language and culture inseparably are widely acknowledged by both instructors and students. As a result, new concepts such as intercultural communicative competence have emerged. This means that this new skill has to be promoted and fostered so that students can develop it and interact with other people effectively in a more culturally diverse setting. This paper aims to analyse the role of this new competence in foreign language learning, which is characteristic of 21st-century citizens. The study, therefore, conducts a literature review. In this process, teachers, and to a lesser extent coursebook, play a paramount role. Even though all the agents involved in the teaching-learning process value its importance, there are some factors such as a lack of appropriate training on the part of teachers, inadequate content and materials contained mainly in coursebooks, and effective ways of assessment, which prevent the development of this new 21st-century skill. Keywords: Awareness; culture; development; intercultural communicative competence; interculturality
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Strunina, N. V. "Realization of Federal State Educational Standards Competence-Based Aspect in Foreign Languages Teaching at High School." Izvestiya of Saratov University. Philosophy. Psychology. Pedagogy 14, no. 1 (2014): 105–10. http://dx.doi.org/10.18500/1819-7671-2014-14-1-105-110.
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The article is devoted to the study of the problems of the competence-based approach implementation while teaching at the institutes of higher education. The terms «competency» and «competence-based approach» are expounded in details. The aims of the competence-based approach are determined; the classification of the key competencies that the students master at English lessons is given. Using of the competence-based approach in foreign languages teaching at high school is described. Various interpretations of the category «communicative competency» are considered; the basic components of communicative competency are defined. Also the article gives recommendations on the competence-based approach forming and introducing into university educational process.
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Nguyen, Tri, and Trang Xuan Phuong Dao. "Impact of Integrating Task-Based Learning and Functional Approach to Empower Learners’ Communicative Competence." International Journal of Linguistics and Translation Studies 2, no. 2 (April 28, 2021): 39–54. http://dx.doi.org/10.36892/ijlts.v2i2.142.
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Enhancing EFL learners’ communicative competence is a time-taking process to reach certain levels of interacting with different communication participants. However, in the tertiary education in Vietnam, traditional teaching approach with the task-based learning does not thoroughly focus on the language use but on the strategies to perform the tasks. Hence, the functional approach has been applied to boost learners’ awareness of their language delivery thanks to communicative functions and notions. The new mode of teaching concentrates on what communication participants desire to convey and why they make use of those speech acts. This paper aimed to explore the impact of the integration of task-based learning and the functional approach, and learners’ perspective towards the implementation of such approach combination. With the application of the mixed method of qualitative and quantitative approaches, the data were collected via a pre-test and a post-test, survey, and 32 interviews with the participation of 100 students whose major is Business Administration at a university. The findings reveal that adding the functional approach to the existing teaching method could enhance students’ overall speaking competence, especially their fluency and discourse management. Additionally, the application of the functional approach received positive feedback from the learners.
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Tórrez, Nahúm Misael. "A framework for characterizing communication-oriented ELT textbooks." Nordic Journal of Language Teaching and Learning 9, no. 2 (January 5, 2022): 66–88. http://dx.doi.org/10.46364/njltl.v9i2.903.
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Textbooks hold a fundamental position in English Language Teaching (ELT). Today, their main aim is to contribute to the development of the learner’s communicative competence. This paper sets out to set the basis for constructing a framework for characterizing ELT textbooks, in terms of their opportunities to promote communicative competence. In order to provide a theoretical foundation for the framework, it first introduces the notions of input (Krashen, 1989) and output (Swain & Lapkin, 1995). Then, it presents two influential models of communicative competence, i.e., those of Canale and Swain (1980), and the Common European Framework for Reference of Languages (Council of Europe, 2001, 2018). Following that, it presents two significantly quoted sets of principles for the study of learning materials in Communicative Language Teaching (CLT), i.e., the principles of Richards and Rodgers (2014) and Nation (2007). Building on the models and principles, the paper suggests eleven criteria for characterizing communication-oriented ELT textbooks, covering input in the form of topics and texts, and output in the form of activities. A short discussion of the main affordances of the suggested framework is provided at the end of the article.
Keywords: Communicative Competence, ELT Textbooks, Textbook Analysis, Communicative Language Teaching (CLT).
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Kyrylenko, Kateryna, Viktoriia Stratiuk, Liudmyla Boiko, Olesia Beniuk, and Olena Kunderevich. "USAGE OF THE MOODLE PLATFORM FOR THE PURPOSE OF FORMATION OF COMMUNICATIVE COMPETENCE IN THE PROCESS OF TEACHING THE PHILOSOPHY COURSE IN HIGHER EDUCATION INSTITUTIONS." Psychological and Pedagogical Problems of Modern School, no. 2(6) (December 21, 2021): 59–72. http://dx.doi.org/10.31499/2706-6258.2(6).2021.247531.
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The purpose of the article is to substantiate the expediency of directing the computer-oriented learning environment to the formation of communicative competence of the future graduate of the higher education institutions. The forms of work of the university lecturer with students in the direction of formation of the communicative educational environment are described, on the example of the use of computer-based learning tools of the Moodle platform, in the process of teaching the “Philosophy” course. The following research methods are used: pedagogical observation, monitoring, analysis, generalization, concretization, systematization. The scientific novelty of the research is to study the communicative capabilities of the Moodle learning platform, ways of using them in teaching the “Philosophy” course in the university in order to form the communicative competence of future graduates and highlight the relevant experience of the Department of Philosophy and Pedagogy of Kyiv National University of Culture and Arts (KNUC&A) in attracting them to work with students. The necessity of the formation of communicative competence as the basic integral characteristic of the person, the direction of educational and training activity of the university of any profile in this direction is substantiated. It is demonstrated that the subject content of the “Philosophy” course provides the formation of communicative competence at the theoretical and practical levels. It has been studied out that Moodle platform helps to create an integrated learning environment with well-established interaction of all participants, to form the communicative competence of future graduates.
Keywords: competency approach; communicative competence; computer-oriented learning environment; Moodle platform; empathic relationships; dialogic educational model; teaching the “Philosophy” course; educational experience of KNUC&A.
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V. Gali, Gulnara, Anastasiya V. Fakhrutdinova, and Askar I. Gali. "FOREIGN LANGUAGE TEACHING TO LINGUISTICALLY GIFTED STUDENTS: COMMUNICATIVE COMPETENCE." Humanities & Social Sciences Reviews 7, no. 4 (September 18, 2019): 394–98. http://dx.doi.org/10.18510/hssr.2019.7452.
Full textAbstract:
Purpose of the Study: The urgency of the problem under investigation is due to the fact that the issue of gifted students’ education is one of the most difficult and interesting aspects of contemporary pedagogy. The purpose of the article is to comprehensively characterize the components of foreign language teaching to linguistically gifted students.
Methodology: New directions of teaching linguistically gifted students of non-linguistic directions, based on the communicative and personal-activity approach, are analyzed.
Results: In this article, the concept of foreign language competence of students is defined and the content, forms, methods and means of pedagogical interaction in the process of foreign language teaching to gifted students are considered. The authors pay special attention to foreign language teaching to linguistically gifted students.
Applications: The materials of the article can be useful for teachers, students and a wide range of readers interested in the problems of gifted students’ education.
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Serdiuk, Liudmyla, Olena Chykhantsova, and Ingrida Baranauskienė. "FOREIGN COMMUNICATIVE COMPETENCE AS A FACTOR OF PERSONAL DEVELOPMENT." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 5 (May 20, 2020): 537. http://dx.doi.org/10.17770/sie2020vol5.5096.
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Life in Ukraine has provided people with diversity and possibility in communication with the corresponding increase in intercultural communication. Therefore, foreign language teaching and learning at the universities should not only be instrumental, but it should set a new goal to train students with intercultural communicative competence to meet the needs of our globalized world. The article deals with the role of foreign language communicative competence and the problem of forming foreign language skills in communication that influence on the development of the person in the process of education in higher education institutions. Communicative competence means having ‘a competence to communicate’. The aim of the article is to investigate the level of foreign language communicative competence of the individuals and its impact on personality development. We used such research methods as observation, interview and questionnaire, analysis of the results of communication and teaching of students in a foreign language, the author’s method of determining the level of foreign language mastering, the expert assessments method. The results of our study determined that communicative competence implies the appropriate skills, the formation of which is a prerequisite for learning a foreign language in the educational environment. The results of the experiment allowed us to establish the psychological specificity of the process of mastering a foreign communication. The communicative competence is considered as a factor of personal development in the process of effective mastering of foreign languages. The foreign communicative competence is a recent notion and there is no clear consensus about what it is. Sometimes this term is referred to as global competence, international competence, multicultural competence and so forth.
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CAO, Ha Thi. "Teachers’ Capacity of Instruction for Developing Higher – Order Thinking Skills for Upper Secondary Students – A Case Study in Teaching Mathematics in Vietnam." Revista Romaneasca pentru Educatie Multidimensionala 10, no. 1.SP (July 2, 2018): 8. http://dx.doi.org/10.18662/rrem/33.
Full textAbstract:
In the social model, in order to live and work in a complex and competitive environment of the 21st century, students must be well-equipped with such important skills and qualifications, of which creativity, critical thinking, communication and collaboration skills are very necessary for learners in the future. In this paper, the researcher aims to focus on teachers’ competency of instruction for developing higher-order thinking skills (creativity, critical thinking skills) through teaching and learning Mathematics in Vietnam.
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Adil, Mohammad. "Exploring the Role of Translation in Communicative Language Teaching or the Communicative Approach." SAGE Open 10, no. 2 (April 2020): 215824402092440. http://dx.doi.org/10.1177/2158244020924403.
Full textAbstract:
This study aims to investigate the perception of language teachers and their experience regarding the use of translation as a language teaching approach in Saudi Arabia. The study adopted a cross-sectional qualitative design to investigate the role of translation as a communicative approach in language teaching. Data were collected through a semi-structured interview with 20 professors and lecturers who were teaching at a university in Saudi Arabia. The interview results revealed that language translation strategy is effective in developing the necessary communicative ability among Saudi language learners. Also, the use of translation should be based on the skill set and competence level. It concludes that the judicious use of the translation should be practiced for Communicative Language Teaching.
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Zudina, Alena I. "DEVELOPMENT OF PROFESSIONAL-ORIENTED FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE THROUGH THE USE OF BLENDED LEARNING TECHNOLOGY." Russian Journal of Education and Psychology 13, no. 3 (June 30, 2022): 7–21. http://dx.doi.org/10.12731/2658-4034-2022-13-3-7-21.
Full textAbstract:
The objective of the research is to study the effectiveness of using blended learning technology to develop professional-oriented foreign language communicative competence of students in teaching a foreign language.
Currently, the rapid processes of global political, economic, cultural and religious integration and the increasing role of intercultural communication determine the level of proficiency of a foreign language specialist in any field. The key goal of teaching a foreign language is a specialist ready to continuously improve his professional competencies, including foreign-language communicative competence.
The process of developing a foreign language communicative competence is more effective provided if blended learning technology is actively used.
Blended learning is considered as a comprehensive educational technology that combines the traditional form of face-to-face education in the audience under the guidance of a teacher in real time and learning through a digital educational environment, which allows to build the process of teaching a foreign language in accordance with modern requirements for university graduates.
The article pays special attention to the concept, as well as various approaches to the use of various models of blended learning technology in the process of developing a professional-oriented foreign language communicative competence in teaching a foreign language.
The results of the study show that blended learning technology contributes to the formation of independence and responsibility of students, their self-education and development of the ability to continuously improve their professional competencies, including professional-oriented foreign language communicative competence.
Purpose. The article is devoted to the topic of efficiency of using innovative technologies in teaching foreign languages, which is relevant in the conditions of modern education. The subject of analysis is blended learning technology. The author aims to unlock the potential of using blended learning technology to form a professional-oriented foreign language communicative competence.
Methodology. The basis of the research is the methods of studying and analyzing publications that examine aspects of this problem, summarizing our own experience in using blended learning technology, as well as systematizing the information studied.
Results. Blended learning technology is one of the modern approaches to teaching a foreign language in a university. Combining traditional forms of education in the audience and innovative forms through electronic educational platforms and online resources, this technology contributes to the formation of independence and responsibility of students, their self-education and development of the ability to continuously improve their professional competencies, including professional-oriented foreign language communicative competence.
Practical implications. The results of the study can be applied in teaching foreign languages.