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Journal articles on the topic 'Communicative Language Teaching'
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Sri Hardini, Zaini Munawir, Waridah. "AN ANALYSIS COMMUNICATIVE LANGUAGE TEACHING." JURNAL PENELITIAN PENDIDIKAN BAHASA DAN SASTRA 6, no. 2 (October 18, 2021): 78–87. http://dx.doi.org/10.32696/jp2bs.v6i2.940.
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The title of this Independent Research is An analysis of communicative language teaching .The analysis that is carried out is focused only on the communication approach to students or pupils with various methods that will be given. The goal of Communicative Language Teaching is to have one’s students become communicatively competent. While this has been the stated goal of many of the other methods in the communicative approach the notion of what it takes to be communicatively competent is much expanded. Adherents of the communicative approach, which we will consider in this Analysis acknowledge that structures and vocabulary are important. However they feel that preparation for communication will be inadequate if only these are taught. Students may know the rules of language usage, but will be unable to use the language. When we communicate, we use the language to accomplish some function, such arguing, persuading, or promising. More over, we carry out these functions within a social context. A speaker will choose a particular way to express his argument not only based upon his intent and his level of emotion, but also on whom he is addressing and what his relationship with that person is. Furthermore, since communication is a process, it is sufficient for students to simply have knowledge of target language forms, meanings and functions. Students must be able to apply this knowledge in negotiating meaning. It is through the interaction between speaker and listener (or reader and writer) that meaning becomes clear. The listener gives the speaker feedbacks as to whether or not he understands what the speaker has said. In this way, the speaker can revise what he said and try to communicate his intend meaning again, if necessary.
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ГРИЦЯК, Леся. "Communicative language teaching." EUROPEAN HUMANITIES STUDIES: State and Society 3, no. II (November 30, 2019): 60–73. http://dx.doi.org/10.38014/ehs-ss.2019.3-ii.05.
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The article deals with the actualization of the communicative approach in teaching foreign languages. Special attention is paid to the language as an instrument of intercultural business communication.
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Kapitan, Tetiana. "THE COMMUNICATIVE ORIENTATION OF THE EDUCATIONAL PROCESS IN THE TEACHING OF FOREIGN LANGUAGES." Academic Notes Series Pedagogical Science 1, no. 192 (March 2021): 77–80. http://dx.doi.org/10.36550/2415-7988-2021-1-192-77-80.
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Today there is an increase in the number of people willing to learn English, which is due to the desire to communicate fluently with foreigners, get an education abroad, read foreign literature, watch foreign channels, communicate online, find high-paying jobs in Ukraine and develop comprehensively. A well-developed personality has a better ability to learn something new, feels free and more confident in communicating with other people, as perfect command of English has recently become an integral skill of modern educated people. It is known that language knowledge and relevant speaking skills form the language competence of students; regional, country and linguistic knowledge - socio-cultural and sociolinguistic competence; speaking skills - speaking competence of students. All the types of competences form students' foreign language communicative competence, the development of which is especially important in foreign language teaching. The speed and quality of the formation of communicative competence largely depend on the level of the formation of students' general educational competence. Nowadays one of the dominant methods of foreign languages teaching is communicative. The main purpose of the communicative method is to teach students to communicate with interlocutors. This method harmoniously combines many methods and ways of teaching foreign languages, so it is the basis for the evolution of various educational methods. In the process of learning by this method, students develop communicative competence - the ability to use the language depending on the specific situation. They develop the skill of communication during the communication. According to this aspect, all the exercises and tasks must be communicatively justified by the lack of information, choice and reaction. Communicatively oriented learning task encourages students to work, because it evokes a sense of achievement, confidence, creates a joyful and pleasant atmosphere of learning, promotes a sense of responsibility, expands interests, ensures the use of information from other school subjects. The experience has shown that language material is easier to learn in this way than learning isolated words and grammar rules. The communicative approach is aimed at organizing the learning process, adequate to real communication, because it involves modeling the basic patterns of communication. Communicative (speaking) orientation means that when mastering speaking material (phonetics, vocabulary, grammar), the final step is to demonstrate how the speaking material intended for study can be used to achieve relevant communication in a foreign language.
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Mammadova, S. "Communicative Language Teaching." Bulletin of Science and Practice 5, no. 12 (November 15, 2019): 393–96. http://dx.doi.org/10.33619/2414-2948/49/48.
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The purpose of this article is to provide an introduction to communicative language teaching (CLT) and to describe methodological principles that facilitate the language learning process. CLT furthermore takes a pragmatic or performance-based approach to learning. Its goal is to promote the development of real-life language skills by engaging the learner in contextualized, meaningful, and communicative-oriented learning tasks. CLT methodologies embrace an eclectic approach to teaching, which means they borrow teaching practices from a wide array of methods that have been found effective and that are in accordance with principles of learning as suggested by research findings in research in SLA and cognitive psychology. Its open-ended or principle-based approach allows for a great deal of flexibility, which makes it adaptable to many individual programmatic and learner needs and goals.
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Nasimova, Muattar. "Communicative language teaching." Общество и инновации 3, no. 5/S (June 10, 2022): 222–28. http://dx.doi.org/10.47689/2181-1415-vol3-iss5/s-pp222-228.
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Communicаtive lаnguage teаching is an approach to learning that is a reaction to previous mеthоds that were considered nоn-cоmmunicative in terms of teaching materials фnd teaching methods, especially GTM and ALM, which were popular in the period bеfоre thе 1970s. The twо components that are being reviewed by the CLT are teaching materials that аre trаnslаted into language that is actually used in everyday life, in аddition tо learning аctivitiеs into language activities performed by students in the classrооm, as а substitute fоr teaching grammar in the classroom.
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Kazimova, Zahire. "COMMUNICATIVE LANGUAGE TEACHING." SCIENTIFIC WORK 47, no. 8 (October 1, 2019): 7–10. http://dx.doi.org/10.36719/2663-4619-2019-47-8-7-10.
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Rambe, Sojuangon. "COMMUNICATIVE LANGUAGE TEACHING." English Education : English Journal for Teaching and Learning 5, no. 2 (December 28, 2017): 54. http://dx.doi.org/10.24952/ee.v5i2.1180.
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TEKLIUK, Hanna. "COMMUNICATIVE LANGUAGE TEACHING." Humanities science current issues 4, no. 30 (September 21, 2020): 215. http://dx.doi.org/10.24919/2308-4863.4/30.212602.
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Savignon, Sandra J. "Communicative language teaching." Theory Into Practice 26, no. 4 (September 1987): 235–42. http://dx.doi.org/10.1080/00405848709543281.
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Baldanova, Evgeniya Anatol'evna, and Nataliya Bal'zhinimaevna Dondokova. "Language education: communicative tolerance as a component of communicative competence." Litera, no. 6 (June 2021): 1–8. http://dx.doi.org/10.25136/2409-8698.2021.6.35672.
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The subject of this research is language education as teaching a foreign language; the object of this research is the concepts "competency" and "competence". The authors consider the views of foreign and domestic scientists and researchers on the content of the categories "competency" and "competence", and conduct comparative analysis. Particular attention is paid to the elements of the key competencies, namely communication competence. Analysis is conducted on aspects as "communicative competence" and "communicative tolerance". Communicative competence includes not only the command of languages, but also mastering various social roles in the team and the ability to communicate. The author emphasizes the role of the "Foreign languages" discipline in the formation of communicative competence and communicative tolerance of students . The conclusion is made that communicative tolerance is the component of communicative competence. It is necessary to purposefully cultivate communicative competence in students, as the communicative readiness for tolerant communication with the interaction partners. Teaching students a foreign language form communicative competence aimed at mastering the ability of students to communicate tolerantly. The scientific novelty lies in the statement that communicative competence includes not only the command of languages, but also mastering various social roles in the team and students' skill of tolerate communication. The proposed analysis will be of interest to the scientists dealing with the nature of the categories "competency" and "competence".
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Tayebinik, Maryam, Elham Tizjang, and Shirin Najarian. "Communicative Language Teaching (CLT) method in Iran." International Academic Journal of Humanities 05, no. 02 (December 24, 2018): 58–65. http://dx.doi.org/10.9756/iajh/v5i2/1810026.
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Shcherbyna, Svitlana. "To the problem of formation of foreign language communicative competence." Academic Notes Series Pedagogical Science 1, no. 189 (August 2020): 169–73. http://dx.doi.org/10.36550/2415-7988-2020-1-189-169-173.
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Communicative skills are the leading tendency in the modern methods of teaching foreign languages. The article deals with the aim of such a system of teaching – the establishment of foreign language competence which contributes to the students’ communicative skills. One of the most important component of communicative competence is language competence, that provides on the basis of a decent amount of knowledge as the construction of grammatically correct forms and syntactic constructions, as an understanding the semantic segments of language, organized in accordance with the norms of a foreign language. Undoubtedly, verbal communication is possible only in the presence of language competence. However, removing only the language barrier does not automatically lead to a full-fledged foreign language communication. Rapid growth of international relations puts an increasing number of communicators in need of overcoming not only linguistic, but also cultural and mental barriers. Vocabulary teaching as an integral part of communicative and systemic aspects of foreign language learning is featured. Communication – based techniques of mastering lexical material are proposed. Mastering the purpose of the word, the conceptual functioning of lexical material is aimed at achieving adequate implementation of communicative intent. Useful for the formation and improvement of communication skills is the method of enriching the vocabulary of students by providing synonymous series with an explanation of the difference of meaning. Thus, learning a foreign language is communicatively oriented, so the leading component of the four-single complex of goals is the mastery of language skills for foreign language communication, taking into account its intention, addressee and conditions. Further development of tools and techniques for the formation of components of communicative competence will continue to be relevant in teaching foreign languages to students of non-language higher education institutions, that opens up opportunities for scientific and creative research.
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Abdivalievna, Kholmurodova Olima. "Communicative language teaching method." ACADEMICIA: An International Multidisciplinary Research Journal 11, no. 3 (2021): 1358–62. http://dx.doi.org/10.5958/2249-7137.2021.00797.7.
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Hendrickson, James M. "On Communicative Language Teaching." Hispania 74, no. 1 (March 1991): 197. http://dx.doi.org/10.2307/344583.
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Дубинский and Vladimir Dubinskiy. "Communicative basis in foreign language teaching." Modern Communication Studies 1, no. 1 (November 12, 2012): 0. http://dx.doi.org/10.12737/76.
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The article addresses the use of the basics of communication in foreign language teaching and the realization of communicative components in the alien linguistic environment, namely, social communication, verbal communication, cross-cultural communication.
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Murotjonovich Usmonov, Giyosiddin, and Sherzod Khursanalievich Shadmanov. "THE ROLE OF COMUNICATIVE LANGUAGE TEACHING(CLT) AND SITUATIONAL LANGUAGE TEACHING (SLT) IN LANGUAGE TEACHING AND LEARNING." SCIENTIFIC WORK 59, no. 10 (November 6, 2020): 34–35. http://dx.doi.org/10.36719/2663-4619/59/34-35.
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In this article the role of communicative and situational language teaching approaches is discussed. It is also discussed that different learning purposes compared with the traditional language teaching and learning, for example, Computer-aided language teaching and learning is both a big challenge and also a benefit to educators, as well as to communicative language teaching and situational language teaching. Key words: Communicative Language Teaching, Situational Language Teaching, approach, linguistic competence, communicative proficiency, specific interaction, language-speaking environment and situations
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Doeur, Bunhorn. "Implementation of Communicative Language Teaching: Cambodian EFL Teachers’ Attitudes toward Communicative Language Teaching." International Journal of Instruction 15, no. 2 (April 1, 2022): 155–70. http://dx.doi.org/10.29333/iji.2022.1529a.
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ZABLOTSKA, Lyubov, Vira MELESHCHENKO, and Liudmyla CHERNII. "FOREIGN LANGUAGE TEACHING USING INTERACTIVE TECHNOLOGIES AT HIGHER EDUCATION ESTABLISHMENTS." Cherkasy University Bulletin: Pedagogical Sciences, no. 3 (2022): 10–20. http://dx.doi.org/10.31651/2524-2660-2022-3-10-20.
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Introduction. The article deals with the problem of the development of foreign language communicative competence of undergraduate students of non-linguistic specialties through the application of interactive technologies in the process of teaching foreign languages for specific purposes. The formation of professional foreign language communicative competence is one of the essential aspects of professional training of modern specialists. Among the education techniques, interactive methods based on a person-oriented approach to the student are given special attention, aimed at developing not just learner’s creativeness, but also the ability to think and react quickly, thus improving communication skills. In this case interactive learning technologies are regarded as the means of developing a foreign language competence of undergraduates at higher education establishments. The purpose of the article is to study the development of foreign language communicative competence of undergraduate students of non-linguistic specialties through the application of interactive technologies in the process of teaching foreign languages for specific purposes. Methods. The given paper involves the theoretical analysis of scientific sources on the topic, comparison and systematization of the collected material and the empirical method of pedagogical observation and a questionnaire to comprehend the trends of the development of foreign language communicative competence of undergraduate students of non-linguistic specialties through the application of interactive technologies in the process of teaching foreign languages for specific purposes. Results. The research consists of three stages: the analysis of publications relating to the issue of our research; the analysis of the concepts (communicative competence, interactive model of teaching, interactive learning technology), relating to the topic of the research; the empirical monitoring of the effectiveness of the application of interactive technologies in the process of teaching foreign languages for specific purposes to undergraduate students of non-linguistic specialties. Originality. The monitoring of the educational process and the conducted survey found that the use of interactive technologies during practical classes stimulates interest, encourages students to learn foreign languages, and contributes to the formation of a communicative and pragmatic approach. Conclusion. Interactive technologies include learning outcomes that are clearly defined; interactive methods, tools, and forms that stimulate students’ learning, cognitive and mental environments, and procedures to accomplish the desired results. The use of interactive technologies is a way of providing the required conditions for communicatively effective learning. It supports personal cooperation and self-development, improves not only foreign language communication but also personal qualities.
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Şahin qızı Kərimbəyli, Turan. "Methods for selecting authentic texts in accordance with the language level of students while teaching German." SCIENTIFIC WORK 69, no. 08 (August 23, 2021): 32–37. http://dx.doi.org/10.36719/2663-4619/69/32-37.
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Today our main goal is to use authentic texts, including the study of the peculiarities of intercultural communication in the environment of communicative teaching of foreign languages. Authentic text reflects the use of natural language. It should be noted that the teaching of authentic texts in teaching a foreign language should be determined by the language level of the students. The selection criteria for authentic texts in German differ depending on the language level of the students. Key words: authentic texts, intercultural communication, communicative learning
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Morska, Liliya. "TEACHING INTERCULTURAL COMMUNICATIVE COMPETENCE: THEORETICAL BACKGROUND." АRS LINGUODIDACTICAE, no. 2 (2018): 12–18. http://dx.doi.org/10.17721/2663-0303.2018.2.02.
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Background. The goal of teaching a foreign language has always been the issue of debates in language teaching methodology. With emergence of Competence-based Approach the idea of teaching communicative competence became quite persuasive in this respect. Though, it can often be heard in teaching circles that language is culture and we should teach the language as part of culture. Therefore, witnessing the shifts in the goal of learning English as to enable learners to communicate their ideas and culture with not only native English speakers but also those of other cultures, the question of intercultural communication is inevitably indispensable in English language learning as far as students’ communicative competence development is of primary concern. Purpose. The purpose of the paper is to analyze the essential issues of the intercultural communicative competence structure and to define theoretical background for developing the didactic model of teaching this competence. Discussion. The article discusses theoretical background of pragmatic aspects of teaching intercultural communicative competence to Ukrainian speaking students in ESP educational surrounding. The author presumes that the learners of English will be more likely to use the language for interaction with non-natives rather than the native speakers. A noteworthy fact is that intercultural communication training promotes expansion of worldviews, strengthens motivation for language learning, enhances intercultural communication skills, improves content of foreign language education etc. To enhance the potential of foreign language classes in terms of developing intercultural communicative competence, it is significant to encourage students into participation in the network-based international language learning projects aimed at developing collaboration with the students from a variety of cultures using the same foreign language. Results. It has been found out that the most effective activities for teaching intercultural communication are cultural assimilations, cultural capsules, mini-dramas, role-plays, social and cultural tasks, use of media, training, comparative and project technology. The assessment tools include tests, portfolios, observation, interviews, diaries, reports etc. They will help objectively identify the level of knowledge and skills as well as readiness for the intercultural interaction. Perspective for further studies is seen in the development of the model of teaching this competence to ESP students. The system of exercises to correlate with the model is to be developed as well.
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Mishchuk, Inna, and Victoria Yushak. "FORMATION OF ENGLISH COMMUNICATIVE COMPETENCE OF HIGHER EDUCATIONAL ESTABLISHMENTS STUDENTS." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 11(79) (September 29, 2021): 210–12. http://dx.doi.org/10.25264/2519-2558-2021-11(79)-210-212.
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Nowadays it is necessary to find effective techniques of teaching foreign languages. The article studies the ways of formation the English communicative competence of the Phylology students of higher educational establishments. Approaches to the definition of the notion of communicative competence, its contents and structure are considered. Communicative language teaching is understood as a set of principles about the goals of language teaching, how learners learn a language, the kinds of classroom activities that best facilitate learning, and the roles of teachers and learners in the classroom. It is defined that the process of teaching students in higher educational establishments should be organized on the basis of the communicative approach: knowledge of English depends on the competence and ability to use it depending on the situation. It is stated that the communicative approach to learning increases the students’ motivation to acquire a foreign language and improves the efficiency of teaching. Communicative competence includes the following aspects of language knowledge: knowing how to use language for a range of different purposes / functions and vary the use of language according to the setting and the participants; knowing how to produce and understand different types of texts and how to maintain communication despite having limitations in one’s language knowledge (e.g., through using different kinds of communication strategies). The students want to master English to a higher level of accuracy and fluency to improve their further communicative skills in order to effectively carry out communication in the foreign language.
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Maghviroh, Nazilatil. "Development of Arabic Language Teaching Materials with a Communicative Approach in the Language Dormitory of the Salafiyah Islamic Boarding School, Syafi'iyah, Sukerejo Situbondo." At-Turost : Journal of Islamic Studies 6, no. 2 (November 20, 2020): 188–94. http://dx.doi.org/10.52491/at.v6i2.45.
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The function of language Arabic as languages communication. And the proces of languages teaching nennds elements of support, incluiding teaching contens, because it is a medium that contains a variety of knowledge that must be mastered by student, therefore auther chosee the title Development of Arabic Contens Based on Communicative Aproach. This study used to find out how the process of Development of Arabic Contens Based on Communicative Aproach in Language Boarding school of Salafiyah Syafi’iyah Sukorejo Situbondo. The result of this study is from of product Arabic Language contens and exercies based on Communicative Aproach that can be received by students in Language Boarding school of Salafiyah Syafi’iyah Sukorejo Situbondo and they has a good respon for it because the majority of student (4,97 %)agreed that the contens and exercises that developed cans motivate and help them to communicate with the Arabic Language both speaking and writing.
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KOLUMBÁN, Kinga. "COMMUNICATIVE TASKS IN TEACHING MILITARY ENGLISH." Review of the Air Force Academy 18, no. 2 (January 22, 2021): 63–72. http://dx.doi.org/10.19062/1842-9238.2020.18.2.7.
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Teaching English through genuine interaction in the target language has represented the trademark of communicative language learning, applied in most classrooms around the world. This approach has generated a shift from the perception of language as a system to the focus on more contextual and meaning-related features of language use. Such aspects are in perfect accordance with the needs of military professionals who use English in specific situations. This study explores some of the possibilities of applying the principles of this efficient approach in learning military English with classes of all levels.
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Long, Donna Reseigh, James F. Lee, and Bill Vanpatten. "Making Communicative Language Teaching Happen." Modern Language Journal 80, no. 2 (1996): 236. http://dx.doi.org/10.2307/328644.
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Kruger, Frans. "Reflecting on Communicative Language Teaching." International Journal of Foreign Studies 2, no. 2 (January 31, 2010): 283. http://dx.doi.org/10.18327/ijfs.2010.01.2.283.
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Ballman, Terry L., Sandra J. Savignon, and Margie S. Berns. "Initiatives in Communicative Language Teaching." Modern Language Journal 73, no. 2 (1989): 206. http://dx.doi.org/10.2307/326581.
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Abdukahharovna, Azimova Umida, and Muhitdinova Muxlisa Satriddinovna. "Communicative orientation in language teaching." ACADEMICIA: AN INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL 11, no. 1 (2021): 1677–79. http://dx.doi.org/10.5958/2249-7137.2021.00271.8.
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Magnan, Sally Sieloff, Keith Johnson, and Don Porter. "Perspectives in Communicative Language Teaching." Modern Language Journal 69, no. 3 (1985): 293. http://dx.doi.org/10.2307/328355.
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Mitchell, Rosamond. "Research into Communicative Language Teaching." Annual Review of Applied Linguistics 8 (March 1987): 109–25. http://dx.doi.org/10.1017/s0267190500001069.
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The problems of research into communicative language teaching are a special case of the problems facing research into any kind of foreign language pedagogy. They also overlap to a considerable degree with those facing any research in teaching, regardless of subject matter. This article reviews a range of research approaches which have been, or might be, used in researching various dimensions of communicative language teaching. It draws on the general literature on educational research methods to some extent, and on the general language pedagogy research literature, as well as on the growing body of research literature on communicative language teaching. This is not an exhaustive survey, however; instead, a limited number of studies are chosen for discussion so as to exemplify the major research problems and approaches.
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Edmondson, Willis J. "Communicative methodology in language teaching." System 14, no. 1 (January 1986): 102–5. http://dx.doi.org/10.1016/0346-251x(86)90059-x.
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Khatamova, Veronika. "Main priorities of communicative language teaching in philological directions." Общество и инновации 4, no. 1 (January 25, 2023): 98–103. http://dx.doi.org/10.47689/2181-1415-vol4-iss1-pp98-103.
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This scientific article describes the effective methods and principles of communicative language teaching, shows the use of communicative methods in teaching foreign languages and what methods and techniques are available in teaching communicative language. The article shows that the organization of teaching activities in foreign languages is based on a number of methods
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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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Murashkina, O. V. "To the Issue of Communicative Teaching Foreign Languages." Язык и текст 7, no. 2 (2020): 54–60. http://dx.doi.org/10.17759/langt.2020070206.
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The article deals with the issue of teaching foreign languages with the usage of methods communicative. Communicative approach and communicative method are two interrelated concepts. Language competence developed in social context is the basis for successful communication in the target language. The article deals with the problem of the formation of phonological hearing in the process of teaching Spanish as a foreign language. The problem of learning the correct pronunciation is key in learning Spanish at the initial stage due to the diverse dialectal variability of the Spanish language. The main difficulty in mastering Spanish phonetics is the variety of national variants and dialects, which at the level of sounding speech represent a motley allophonic picture. In this regard, the task of forming phonological hearing in the process of teaching Spanish as a foreign language is a priority. The difference between phonetic systems and phonological structures of the native and the studied foreign languages is the main reason for linguistic interferences, therefore it is important to determine the allophonic picture when teaching the phonetics of the Spanish language.
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Myslihaka, Leonarda. "Communication as the Center of Teaching/Learning Process of Foreign Languages (the Case of French Language)." European Journal of Multidisciplinary Studies 1, no. 4 (April 30, 2016): 106. http://dx.doi.org/10.26417/ejms.v1i4.p106-113.
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Knowing at least one foreign language has become almost a necessity. However, in learning a foreign language, communication definitely plays a crucial role. Moreover, without communication there is no interaction, language teaching or learning. Communication is considered as very important and more and more is used as a useful tool to organize a pupil – centered lesson. In this article is treated the need to strengthen and highlight the communicative aspects in teaching foreign language, in our case French language, for a better learning of the language. The objective of learning a foreign language is to develop at pupils the communicative competences in this language. More and more we are going towards a method where communication is the one that realizes successfully the process of teaching and learning. The hypothesis that is set in the article is: Is communication the core element in teaching and learning a foreign language? Other research questions and cases that will be treated are: Communication methods of the foreign languages. What communicative skills are required to develop at pupils/students who learn a foreign language and the strategies of their lessons?; Linguistic competences and their communication role; Communication and the importance of interaction; Oral communication in teaching / learning French language, in the French and Italian language department, in “Aleksandër Xhuvani” university, Elbasan.
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Myslihaka, Leonarda. "Communication as the Center of Teaching/Learning Process of Foreign Languages (the Case of French Language)." European Journal of Social Sciences Education and Research 6, no. 2 (April 30, 2016): 147. http://dx.doi.org/10.26417/ejser.v6i2.p147-154.
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Knowing at least one foreign language has become almost a necessity. However, in learning a foreign language, communication definitely plays a crucial role. Moreover, without communication there is no interaction, language teaching or learning. Communication is considered as very important and more and more is used as a useful tool to organize a pupil – centered lesson. In this article is treated the need to strengthen and highlight the communicative aspects in teaching foreign language, in our case French language, for a better learning of the language. The objective of learning a foreign language is to develop at pupils the communicative competences in this language. More and more we are going towards a method where communication is the one that realizes successfully the process of teaching and learning. The hypothesis that is set in the article is: Is communication the core element in teaching and learning a foreign language? Other research questions and cases that will be treated are: Communication methods of the foreign languages. What communicative skills are required to develop at pupils/students who learn a foreign language and the strategies of their lessons?; Linguistic competences and their communication role; Communication and the importance of interaction; Oral communication in teaching / learning French language, in the French and Italian language department, in “Aleksandër Xhuvani” university, Elbasan.
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Myslihaka, Leonarda. "Communication as the Center of Teaching/Learning Process of Foreign Languages (the Case of French Language)." European Journal of Social Science Education and Research 3, no. 2 (April 30, 2016): 147. http://dx.doi.org/10.26417/948onc27s.
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Knowing at least one foreign language has become almost a necessity. However, in learning a foreign language, communication definitely plays a crucial role. Moreover, without communication there is no interaction, language teaching or learning. Communication is considered as very important and more and more is used as a useful tool to organize a pupil – centered lesson. In this article is treated the need to strengthen and highlight the communicative aspects in teaching foreign language, in our case French language, for a better learning of the language. The objective of learning a foreign language is to develop at pupils the communicative competences in this language. More and more we are going towards a method where communication is the one that realizes successfully the process of teaching and learning. The hypothesis that is set in the article is: Is communication the core element in teaching and learning a foreign language? Other research questions and cases that will be treated are: Communication methods of the foreign languages. What communicative skills are required to develop at pupils/students who learn a foreign language and the strategies of their lessons?; Linguistic competences and their communication role; Communication and the importance of interaction; Oral communication in teaching / learning French language, in the French and Italian language department, in “Aleksandër Xhuvani” university, Elbasan.
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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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Farsia, Lina. "Re-conceptualizing Communicative Language Teaching through Socio-Cultural Perspective." Englisia Journal 3, no. 2 (March 20, 2017): 119. http://dx.doi.org/10.22373/ej.v3i2.1137.
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Communicative Language Teaching (CLT) has been know as one of the most successful approaches in teaching English to speaker of other languages. With this approach students are required to engage in communication trough interaction using the target language as much as possible. In the countries where English is taught as a foreign language or as a second language, this approach has become an ideal example on how activities are reconstructed in teaching learning activity to improve students’ ability in communicating in English both in spoken and written ways. Despites all of the advantages of CLT, there are still some the flaws found in he implementation of CLT in teaching learning activities. Therefore, in this paper, the writer will not only provide some critiques that are normally found in CLT but also suggesting some alternatives based on the socio cultural concepts to mitigate the shortcoming. The provided alternatives are aimed to re -conceptualize the CLT in based on the socio cultural perspective.
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Tsurtsilina, Natalya Nikolayevna. "RUSSIAN LANGUAGE TEACHING AS A FOREIGN LANGUAGE." Neophilology, no. 16 (2018): 32–38. http://dx.doi.org/10.20310/2587-6953-2018-4-16-32-38.
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We advise to use authentic materials in Russian language teaching as a foreign language. We focus on the textual approach. We give recommendations for methodical selection and literary and poetic text organization to form a foreign language communicative competence. We consider the specificity of communication in a foreign language teaching. The understanding and producing speech in a foreign language is also important. The teacher should have the means to analyze not only the authentic artistic/poetic texts he/she introduces into the teaching but also the texts produced by the students themselves in order to advise, support, assist and consult. The teacher’s aim is firstly to ensure that students are familiar with the maximum number of different texts samples in a foreign language, and then to help them to structure these data, to organize their presentation, and learn the data, to offer different activities using various linguistic and cognitive operations, finally to evaluate and to create conditions for self-assessment of their own communicative competence.
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Diana, Sri. "COMMUNICATIVE LANGUAGE TEACHING AND ITS MISCONCEPTIONS ABOUT THE PRACTICE IN ENGLISH LANGUAGE TEACHING (ELT)." Jurnal Pendidikan Bahasa dan Sastra 14, no. 1 (April 1, 2014): 36. http://dx.doi.org/10.17509/bs_jpbsp.v14i1.700.
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Communicative Language Teaching (CLT) has been accepted as one of the teaching methods by numerous language teachers due to its major focus on developing learners’ communicative competence. This paper aims to describe communicative language teaching, misinterpretations about its practice and the factors leading to teachers’ misconceptions. It shows four misinterpreted beliefs of the implementation of communicative language teaching: communicative skills, teacher’s role in communicative activities, fluency and accuracy as the main goals and teaching techniques. It then presents three reasons that might lead to teachers’ misinterpretations concerning the practice of CLT. Teachers do not have enough training and adequate resources.
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Niyazova, Gulnora Gulomovna, and Raupova Laylo Rahimovna. "The Pragmatics Of Intercultural Communication In English Teaching In University." American Journal of Social Science and Education Innovations 03, no. 02 (February 28, 2021): 210–15. http://dx.doi.org/10.37547/tajssei/volume03issue02-34.
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In order to learn a foreign language, students have to master the knowledge, skills and also have to understand the language which reflected the foreign culture, so as to overcome cultural barriers, communicate with foreigners decently and effectively and have emotional communication and cross-cultural communication. Intercultural communicative competence plays a vital role for the cultivation of language and communication ability, intercultural communication is a new “edge” subject, which has a close relationship with English teaching.
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Volkova, Liudmyla. "COMMUNICATIVE ASPECT OF FOREIGN LANGUAGE LEARNING PROCESS." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 12(80) (December 23, 2021): 163–65. http://dx.doi.org/10.25264/2519-2558-2021-12(80)-163-165.
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The importance of forming foreign language communicative competence in the context of professional training has been ascertained for efficient usage in learning process of foreign language. The efficiency of communicative aspect in the educational process of higher education is proved, as it provide an opportunity to form professional skills of future professionals, involving them in intensive cognitive, intellectual and creative activity. Communicative activity is considered as a process of solving a number of professional tasks by students. This activity is aimed at achieving a common goal – training, education and personal development of a student. The aim of the communicative activity is the formation of foreign language communicative competence using of the theoretical material in solving professional problems. The importance of understanding the main structural elements of communicative activity have been ascertained for its efficient usage in learning process of foreign language. The article highlights the problems associated with different methods and techniques of communicative-based learning. The communicative activity approach of learning foreign languages is particular important. It is based on the fact that learning is a model of communication. The basic principles of its implementation as a communicative teaching method of speaking are analyzed. It should be noted that communicative and active approach to learning foreign languages is one of the most significant and effective. Through communicative methods, lessons can be more interesting and various. This means that students will have interest in further understanding and learning. Communicative nature of communication is that learning is a model of the communication process. Communicative orientation of learning process is a prerequisite of success in practical learning of a foreign language. Communicative activity approach is based on the fact that learning is a model of communication. The communicative method of teaching activities is based on the main principles which are analyzed below.
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Rybina, Nataliia, Nataliia Koshil, and Olha Hyryla. "ELEMENTS OF TEACHING INTERCULTURAL COMMUNICATION AT THE ENGLISH CLASSES FOR FUTURE INTERPRETERS." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 12(80) (December 23, 2021): 170–72. http://dx.doi.org/10.25264/2519-2558-2021-12(80)-170-172.
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The article deals with the intercultural communication that takes place in the context of culturally determined differences in the communicative competence of its participants, that these differences significantly influence the success or failure of a communicative event. The authors claim that intercultural communication should become concrete, visible, tangible in real communication situations and ensure the implementation of complex skills and abilities formed in a foreign language that are aimed at adequate communication with native speakers of a foreign language, both at home and abroad. It has been stated that it is not only about general humanitarian, but also about professional intercultural communication. It has also been highlighted that in the intercultural communication, the problem of ethics acquires special significance, since there is an interaction between representatives of different cultures, and each culture, of course, prescribes its own ethical norms and rules. An objective difficulty is represented by the fact that people belong to different nationalities, communicate in different languages, profess different religions; they are guided by different values, beliefs, norms prescribed by this culture, and have different expectations.
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Shafiyeva, Ulker, and Sara Kennedy. "English as a foreign language in Azerbaijan: English teaching in the post-Soviet era." English Today 26, no. 1 (February 23, 2010): 9–14. http://dx.doi.org/10.1017/s0266078409990629.
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During the Soviet era, language teaching methodology in the Union of Soviet Socialist Republics (USSR) was premised on promoting a deep knowledge of a language's grammar and vocabulary. To this end, the selection of texts was centrally mandated, and teaching techniques and activities were carefully controlled and monitored. This rigorous approach to language teaching had both benefits and drawbacks for teachers and students. In response to the drawbacks of traditional Soviet methodology, some teachers and teacher trainers in former Soviet republics are currently promoting communicative language teaching, also known as the communicative approach. Communicative language teaching, as opposed to more traditional Soviet teaching methodology, emphasizes learning to use language to communicate rather than learning language solely as a linguistic system. However, the implementation of communicative language teaching has been problematic, for reasons ranging from government policies to teachers' beliefs and training to students' expectations. The purpose of this article is twofold. We first describe important characteristics of traditional Soviet language teaching methodology and the consequences of that methodology for language learning. Then, we explore the challenges of transforming traditional language teaching methodology (for the teaching of English as a foreign language, in particular) in post-Soviet republics, using Azerbaijan as a specific example.
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Hien, Le Thi Ngoc. "Communicative Language Teaching in Teaching ESL for University Students." Journal of English Language Teaching and Applied Linguistics 3, no. 6 (June 8, 2021): 49–57. http://dx.doi.org/10.32996/jeltal.2021.3.6.7.
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Although teaching and learning language is not a new topic for researchers, it always inspires educators and linguists. Among new teaching approaches, Communicative Language Teaching (CLT) is a teaching method that emphasizes communicative output. This approach has been widely known worldwide since it was first introduced in the 1970s because of the demand for communication skills of language learners. However, there are still many issues raised because teachers are not similar to this method. In terms of language competence, Chomsky (1957) mentions linguistic aspects like lexis, syntax, phonology and morphology as the central part of learning language, while Hymes (1971) concludes grammatic, semantic, sociolinguistic and pragmatic aspects. Hymes’ (1971) theory and other authors' theories lead to a new breakthrough in developing communicative language teaching in teaching and learning a second language. Compared with the Grammar-Translation method, CLT provides learners with more opportunities to develop their communicative ability and increase the role of learners in teaching and learning second language classroom activities, which is hard to find in other old teaching methods. This paper focuses on the overview of CLT in teaching English as a second language. In particular, it summarises the advantages and disadvantages of CLT comparing with old teaching methods, current trends of CLT, obstacles in applying CLT in the university context. Since then, it helps teachers have a better understanding of CLT and the article also suggests implications of teaching English with CLT in the university context, including designing classroom activities and motivating students.
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Xankərəm qızı Qaralı, Afaq. "Methof of communicative teaching in English learning." SCIENTIFIC WORK 77, no. 4 (April 17, 2022): 142–46. http://dx.doi.org/10.36719/2663-4619/77/142-146.
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Kommunikativlik latın sözü olub qarşılıqlı anlaşma əsasında iki və daha çox fərd arasında əlaqə, ünsiyyət aktı mənasını verir. İngilis dilinin kommunikativ metodla tədrisi təhsilin ən mühüm məqsədlərindən biridir. Bu metod xarici dildə ünsiyyət yaratmaq vərdişi və bacarığın aşılanmasını nəzərdə tutur. İngilis dili üzrə kommunikasiya canlı danışığın qurulmasından, interaktiv fəaliyyətin formalaşmasından ibarətdir. Kommunikativ təlimin əsas məqsədi öyrədilən və öyrənilən dildə kommunikativ kompentensiyaya yiyələnməkdən ibarətdir. Bu baxımdan dil təlimi kommunikativyönümlü təlim xüsusiyyətləri kəsb etməlidir. Bu xüsusiyyətlər də tələbələri kommunikativ bacarıqlar əldə etməyə yönləndirir. Kommunikativyönümlü təlim metodunun əsas iştirakçıları müəllim və tələbələrdir. Hazırda dil dərslərinin tələbələrə nə dərəcədə kommunikativyönümlü tədris edildiyi tədqiq və təhlilə açıq bir məsələdir. Açar sözlər: ingilis dili, təlim metodları, kommunikativ metodu, interaktiv fəaliyyət,tədqiq və təhlilə Afag Khankaram Garali Methof of communicative teaching in English learning Abstract Communicative is a Latin word meaning an act of communication between two or more individuals on the basis of mutual understanding. Teaching English in a communicative way is one of the most important goals of education.This method involves instilling the habit and ability to communicate in a foreign language. From this point of view, language training should have features of a communicative orientation. These features also direct students to acquire communication skills. The main participants in the communicative teaching method are teachers and students. At present, it is open to research and analysis to what extent language lessons are taught to students in a communicative way. Key words: the English language , training methods, communicative methods, interactive activities, research and analysis
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Losi, Rizky Vita, and Muhammad Muslim Nasution. "Students' Attitudes toward Communicative Language Teaching (CLT) in English Speaking Intensive Program." International Journal of English and Applied Linguistics (IJEAL) 2, no. 1 (April 1, 2022): 95–102. http://dx.doi.org/10.47709/ijeal.v2i1.1428.
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University students had difficulty with communicative skills, and they must engage in discussion situations in EFL class without adequate skills to speak or write in English. Communicative Language Teaching (CLT) can play an essential role in EFL classes. This study surveyed the students’ attitudes toward Communicative Language Teaching (CLT) in an English-speaking intensive program. Fifteen university students responded to a 20-statement questionnaire as the data. The data was analyzed by using SPSS 20.0 program. The research findings revealed that the students showed positive attitudes toward Communicative Language Teaching (CLT). The students’ felt excited about learning through communicative activities, such as pair and group work, role play, games, etc. This learning satisfaction impacted their willingness to communicate in English. They were also motivated to communicate in English in their class even though they found it was not easy to use CLT, but they kept practising independently. Furthermore, it can be concluded that learning through CLT enabled students to communicate meaningfully, and their attitudes about these communication activities were positively impacted
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Johnson, Keith. "Communicative Teaching Methodology." Annual Review of Applied Linguistics 8 (March 1987): 58–66. http://dx.doi.org/10.1017/s0267190500001021.
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The word Communicative has, unfortunately, become so widespread that it has suffered the fate of words like democracy and freedom. At worst it has lost any precise meaning and comes to refer to any set of characteristics considered by its user to be good, modern, progressive. At best, the word is invested with precise meaning, but what is meant by it differs from user to user so that it becomes impossible to make generalizations on the topic which would satisfy all those who use the term. Indeed, any attempt at generalization is likely to lead to more divisive debate than it is to bring warring parties together.
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Turabaeva, L. K. "LANGUAGE COMMUNICATION AND COMMUNICATION COMPETENCE." EurasianUnionScientists 3, no. 7(76) (August 20, 2020): 37–40. http://dx.doi.org/10.31618/esu.2413-9335.2020.3.76.908.
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This article discusses the activities of the language as a means of communication. We are talking about communicative features and types of speech. Currently, special attention is paid to the issues of communicative teaching involves mastering the communicative-cognitive activity of the language, taking into account communicative activity.
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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.