Journal articles: 'Linguistic competence'

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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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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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Martinez del Castillo, Jesus. "Identifying Linguistic Competence What Linguistic Competence Consists in." Education and Linguistics Research 2, no. 1 (April 18, 2016): 120. http://dx.doi.org/10.5296/elr.v2i1.9225.

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Linguistic competence, language, a language and speech acts constitute realities to be found in speaking. They all are nothing but aspects of the same reality, the activity of speaking created and executed by human subjects who are free and creative, absolute and contingent, transcendent and historical. Since speaking is something known by speakers even before the performance what linguistic competence is can only be guessed out through self-reflection and verification of it in the verbal behavior of speakers.

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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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LaPointe, Leonard L. "Linguistic Competence in Aphasia." Perspectives on Augmentative and Alternative Communication 17, no. 3 (September 2008): 87–92. http://dx.doi.org/10.1044/aac17.3.87.

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Abstract Loss of implicit linguistic competence assumes a loss of linguistic rules, necessary linguistic computations, or representations. In aphasia, the inherent neurological damage is frequently assumed by some to be a loss of implicit linguistic competence that has damaged or wiped out neural centers or pathways that are necessary for maintenance of the language rules and representations needed to communicate. Not everyone agrees with this view of language use in aphasia. The measurement of implicit language competence, although apparently necessary and satisfying for theoretic linguistics, is complexly interwoven with performance factors. Transience, stimulability, and variability in aphasia language use provide evidence for an access deficit model that supports performance loss. Advances in understanding linguistic competence and performance may be informed by careful study of bilingual language acquisition and loss, the language of savants, the language of feral children, and advances in neuroimaging. Social models of aphasia treatment, coupled with an access deficit view of aphasia, can salve our restless minds and allow pursuit of maximum interactive communication goals even without a comfortable explanation of implicit linguistic competence in aphasia.

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Odyntsova, Halyna. "LINGUISTIC APHORISMS AS THE MEANS OF IMPROVEMENT OF THE FUTURE PHILOLOGISTS’ LINGUISTIC COMPETENCE." Problems of Modern Teacher Training, no. 2(24) (October 29, 2021): 79–84. http://dx.doi.org/10.31499/2307-4914.2(24).2021.244201.

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In the modern educational paradigm, special attention is paid to the preparation of future specialists based on the competency approach. The fundamental point of the process of professional training of students-philologists is linguistic competency as the integrated quality that includes a number of central characteristics. It is formed in the course of mastering the linguistic disciplines provided by the curriculum. Linguistic aphorisms that represent particular features of philological terms and notions in figurative form can be a significant supplement to the studied theoretical and practical material.The article deals with the essence of the notion of “linguistic competence” and its components. Taking into account the fact that linguistic competence is integral by itself, the following sub-competencies are distinguished: phonetic, orthoepic, graphic, orthographic, lexico-phraseological, lexicographic, and grammatical (its components include morphological and syntactical), punctuation and stylistic The content of each sub-competency as a linguistic subsystem has been defined in the article. Linguistic aphorisms, analyzed in the paper, represent philological notions and phenomena that are studied during the formation of every mentioned sub-competency. The interpretation of linguistic units through aphorisms is subjective, as their authors are mostly writers, scholars and philosophers. Linguistic aphorisms as individual authorial utterances cannot be treated as the ultimate source of information but rather assist in comprehending the essence of a particular linguistic phenomenon through figurative associations from the new perspective and serve as the means of its additional semantization. Having a didactic character, aphorisms can be used for educational purposes as a means of improving the linguistic knowledge of future philologists. Keywords: linguistic competency; sub-competency; linguistic aphorisms; individual authorial utterances; linguistic terms and notions; figurative associations; professional training; language personality; students-philologists.

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Belianin, Valerii P. "The Linguistic Personality and Linguistic Competence." Journal of Russian & East European Psychology 36, no. 3 (May 1998): 78–91. http://dx.doi.org/10.2753/rpo1061-0405360378.

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Kalliokoski, Jyrki. "Plurilingual competence, styles and variation." Eesti ja soome-ugri keeleteaduse ajakiri. Journal of Estonian and Finno-Ugric Linguistics 2, no. 2 (June 17, 2011): 87–110. http://dx.doi.org/10.12697/jeful.2011.2.2.05.

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The paper explores plurilingual competence in respect to language proficiency, language education and pluri- and multilingualism. The notion of communicative competence was introduced by Hymes (1972) as a reaction to chomskyan view of language as an autonomous system. Hymes’ notion of communicative competence originally included plurilingualism. The concept of communicative competence was quickly adopted to applied linguistics but the idea of a linguistic repertoire consist-ing of the competencies of linguistic varieties was not imported to SLA or language testing. The Hymesian perspective to plurilingualism as an essential dimension of communicative competence was revived in the Common European Framework (CEFR). However, the practice of applying the CEFR has mostly neglected the dimension on plurilingualism and plurilingual competence. The focus in the use of the CEFR has been on the different areas of language skills within one single language at a time, while the application of plurilingual practices has gained very little attention. The Hymesian notion of communicative competence has lived on in the sociolinguistic research tradition, especially within interactional sociolinguistics. The present paper relates the notion of plurilingual competence to its hymesian origin, to recent trends in plurilingual and pluricultural education, and to the sociolinguistic study of style and linguistic variation in multilingual communities. The article uses Finnish L2 data to show how plurilingual competence is used as an interactional resource. From the perspective of language learning, plurilingual compe-tence enables speakers with different linguistic backgrounds to use their shared linguistic repertoire in order to ensure smooth interaction and achieve mutual understanding

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U.U., Jumanazarov. "Theory And Structure Of Linguistic Competence." American Journal of Interdisciplinary Innovations and Research 03, no. 04 (April 27, 2021): 42–47. http://dx.doi.org/10.37547/tajiir/volume03issue04-07.

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The article summarizes the theory of linguistic competence to be formed and improved in future English teachers, the opinions, ideas and conclusions of scholars from the most developed countries in this regard. The structure of linguistic competence is defined, goals and objectives are defined.

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U.U., Jumanazarov. "Principles And Methods Of Linguistic Competence." American Journal of Social Science and Education Innovations 03, no. 04 (April 27, 2021): 151–57. http://dx.doi.org/10.37547/tajssei/volume03issue04-23.

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The article is based on five principles (linguistic, didactic, pedagogical, psychological-psycholinguistic, and methodological) in teaching English and their contribution to the development and improvement of linguistic competencies of students in the field. It is said that these principles serve as the main sources in achieving the set educational and methodological goal, as well as the choice of methods, tools and techniques used in the process of learning a foreign language.

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Nguyen Thi Xuan, Quynh. "Teaching informational text in some Literature and Linguistic Curriculums in the world and Vietnam: a comparative survey." Journal of Science Educational Science 67, no. 1 (January 2022): 21–33. http://dx.doi.org/10.18173/2354-1075.2022-0003.

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In the last two decades, with the shift of high school education to competence approaching, the literature and linguistic curriculums in many countries have witnessed crucial changes in the teaching of writing. This paper surveys the standards for writing competency in information texts in the US and Singapore compare to changes in Vietnam's Literature and Linguistics Curriculum. Therefore, we draw out some experiences in teaching writing to develop students' competencies in the Vietnamese current educational context.

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Martinez del Castillo, Jesus. "Studying Linguistic Competence The Problem." Education and Linguistics Research 2, no. 1 (March 29, 2016): 85. http://dx.doi.org/10.5296/elr.v2i1.9157.

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Posing the problem of linguistic competence involves analyzing or on the contrary assuming previous conceptions about many radical realities or at least it involves examining the concepts to be used to determine the degree of reality of them all. In order to avoid all possible beliefs on the blind assumption of concepts previous to the conception of linguistic competence (the concept of language, a language, speaking, the nature of competence, science, linguistics, etc.) it is necessary to make an initial foray into the problem.

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Evseev, A. B. "Psycholinguistic aspect in shaping the secondary linguistic personality of post-graduate students." Alma mater. Vestnik Vysshey Shkoly, no. 11 (November 2021): 80–84. http://dx.doi.org/10.20339/am.11-21.080.

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Presented is the paradigm of professional and linguistic competencies of postgraduate students of a Russian humanities university. The author proves the importance of a competency-based approach in teaching foreign languages to assist post-graduates in their successful adaptation to persistently changing conditions in the labour market. The research substantiates the necessity of shaping a secondary linguistic personality in post-graduate students capable of successful intercultural communication. The article analyzes various interpretations of “competence”, as a notion, postulates the communicative approach in learning foreign languages based on the psycholinguistic aspect. The author suggests new methods of assessment of the linguistic competence maturity in post-graduates at various levels of education.

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Koishibaeva, N., and U. Esim. "LINGUISTIC ASPECTS OF THE FORMATION LINGUISTIC AND CULTURAL COMPETENCE." BULLETIN Series of Philological Sciences 75, no. 1 (March 30, 2020): 349–54. http://dx.doi.org/10.51889/2021-1.1728-7804.60.

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Today, it is known that the assimilation of information by primary school students according to the Internet and television is growing rapidly. This shows the need for quality development of children's language competencies.Therefore, the work on the formation of linguistic competence has a special place among the several competencies given to students in the process of educating the younger generation. One should note here that children with language and cultural competencies learn to communicate with each other in a complete, smooth and artistic way and share ideas. And they create sentences without repeating words using interconnected phrases . Also, students enrich their vocabulary-stock, expand world view and it creates full conditions for the formation of personality. What is more, it gives to practice a language communication and apply the acquired knowledge in their life.

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ODYNTSOVA, HALYNA. "FORMATION OF GRAMMATICAL COMPETENCE OF FUTURE PRIMARY SCHOOL TEACHERS BY MEANS OF INTERESTING LINGUISTICS." Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy 1, no. 1 (July 7, 2021): 109–16. http://dx.doi.org/10.25128/2415-3605.21.1.13.

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The questions of formation of grammatical competence as a component of an individual’s linguistic competence have been considered, the essence of the definition of “grammatical competence” has been analyzed and author’s comprehension of this notion has been suggested. The structural components of grammatical competence (grammatical knowledge, grammatical skills and abilities and grammatical awareness) have been singled out. It has been emphasized that the study of grammatical system of a language requires logical operations, such as scientific information analysis, ability to compare, relate and summarize the linguistic facts and deduce certain regularities. The possibilities of the subject “Formation of primary school students’ language personality by means of interesting Linguistics” in the process of formation of students’ grammatical competence in the context of linguistic subjects cycle have been outlined. Special attention has been paid to the application of interesting Linguistics elements while teaching students notional and categorical apparatus. It has been suggested to take into account the interpretation of linguistic terms by linguists, consider and correspond the modern ones with their equivalents in the old Grammar books. It has been proved that the definition of the term “Grammar” has been narrowed down diachronically. There have been outlined the other methods and techniques applied to form student’s grammatical competence (revealing linguistic notions etymology, using linguistic aphorisms, Comparative Historical Linguistics elements, didactic poetry, linguistic fairytales, entertaining tasks, exercises, jokes, learning projects) that contribute to enlargement of future teachers’ scientific perspective and their professional level growth.

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Padri, Meimus, Yayuk Cicilia, and Nursalim Nursalim. "Kompetensi Bahasa dan Kompetensi Komunikatif Peserta Didik." Instructional Development Journal 3, no. 1 (April 20, 2020): 49. http://dx.doi.org/10.24014/idj.v3i1.9529.

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In everyday life, someone's language competence is very necessary. Language competence is one's mastery of the content contained in the language learned. Without language competence a person becomes irregular in language. The purpose of this study is to explain and find out about language competence or language skills and communicative competencies or one's appearance in interacting in language. Communicative competence concerns the social and cultural knowledge that speakers have to help them use and interpret linguistic forms. The problems that will be answered in this study use library research, which will answer what are the components and language competencies. Data collected from various references; both primary, secondary and supporting data. The results of the study show that there are five language competencies according to Canale and Swain namely linguistics, socio-linguistics, speech acts (speech acts), speech sets, strategies. In language competence one must master language skills, namely listening, speaking, reading and writing.

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Westermeyer, Joseph. "Linguistic Competence of Interpreters." Psychiatric Services 61, no. 3 (March 2010): 313. http://dx.doi.org/10.1176/ps.2010.61.3.313.

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Addis, Mark. "Linguistic competence and expertise." Phenomenology and the Cognitive Sciences 12, no. 2 (July 16, 2011): 327–36. http://dx.doi.org/10.1007/s11097-011-9211-5.

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J. Myers, Marie. "Intercultural Linguistic Competence Development." Journal of Foreign Language Teaching and Applied Linguistics 1, no. 1 (March 15, 2014): 123–33. http://dx.doi.org/10.14706/jfltal141110.

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Yakovleva, Anastasia, and Irina Savvina. "Regional aspect in foreign language education (sociocultural competence)." SHS Web of Conferences 134 (2022): 00015. http://dx.doi.org/10.1051/shsconf/202213400015.

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The regional aspect of language education plays a significant role in the development of sociocultural students’ competence. The implementation of the regional component in university education is rarely considered, the issues of determining its content and role in the development of student competencies are not sufficiently developed. The way linguistic disciplines are currently taught in universities is undergoing a qualitative change, helping it meet the requirements of educational modernization, while the content and teaching methods are updated, and a competency-based approach to professional training is developed. The sociocultural competence occupies an important position together with the development of linguistic competence of students. The article presents the project results “Teaching the German language with the regional material” for the students of “45.03.01 Philology: Foreign philology (German language and literature)”. A preliminary survey showed that 76 % of students from 52 respondents were interested in studying regional material in the foreign language. The results discovered that our pedagogical approach increased the level of regional sociocultural competence of students, which contributed to the development of students' competency in the dialogue of cultures.

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Karimova, Muslima. "THE ROLE OF SEMANTICS IN LINGUISTIC COMPETENCE." CURRENT RESEARCH JOURNAL OF PHILOLOGICAL SCIENCES 02, no. 11 (November 1, 2021): 128–34. http://dx.doi.org/10.37547/philological-crjps-02-11-28.

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In second language acquisition, semantics assumes a heightened position of importance in regards to achieving target levels of competence. Assuming that the target competence is equal to a native-speaker's, a non-native speaker will never fully reach a native level of semantic competence. The ways that L1 semantics can affect L2 semantics is an area of interest in both cognitive and generative linguistics. Research from both perspectives is valuable to evaluate semantics at the lexical and syntactic level.

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Belous, E. S., and V. V. Zavrazhin. "Linguistic Implementation of Students Legal Competence." Prepodavatel XXI vek, no. 3, 2020 (2020): 190–200. http://dx.doi.org/10.31862/2073-9613-2020-3-190-200.

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The authors of the article make linguistic analysis of students’ legal competence and try to reveal the ways of linguistic implementation of the legal competence corresponding to its components. Such methods include: construction of statements in the legal sphere, analysis of legal information, interpretation of legal information, interpretation and commenting on legal norms, drafting and editing of documents in the legal sphere (legal, official business), drafting legal requests, search for legal information. These methods are characterized in terms of form of speech and type of speech activity. The sections of linguistics and related disciplines are defined, the knowledge of which will allow students to demonstrate a high level of language training. Linguistic indicators of the formation of legal competence are established. Variants of tasks and exercises are proposed to visualize and record the presence / absence / degree of use of language indicators in students’ speech. The study of the ways of linguistic implementation of students’ legal competence will allow developing an effective method of defining the level of its formation.

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Kaźmierczak, Monika. "Strategie komunikacyjne minimalnie werbalnych dzieci rozpoczynających edukację przedszkolną." Interdyscyplinarne Konteksty Pedagogiki Specjalnej, no. 33 (June 15, 2021): 49–64. http://dx.doi.org/10.14746/ikps.2021.33.04.

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In the so-called minimally verbal, a negligible degree of expressing communication behavior is diagnosed, which significantly reduces participation in interaction and reduces the effectiveness of communication. The minimal-verbal communication behaviors of preschool children in interaction are characterized by: sub-competence and transitional competence. With a shortage of linguistic resources, the child has specific communication behaviors, i.e. strategies that involve participation in interaction, the process of receiving and decoding meanings, and to a large extent the production and transmission of a message that is as understandable to the environment as possible. With limited language tools, children entering preschool education either withdraw from communicating or look for any possible means of interaction –both strategies can be observed in both natural and simulated pedagogical situations. The minimum verbosity of pre-school children does not exclude the possibility of interaction with other communication partners. The gradual transition from the level of sub-competency and transitional competence to a higher level requires early therapeutic and pedagogical activities, incentives to use achievement strategies more often, and to build bridges between communicative, linguistic and cultural competences. Without therapy, the strategies used may lead to fossilization, i.e. inhibit communication and the development of linguistic competence.

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YOW, W. QUIN, JESSICA S. H. TAN, and SUZANNE FLYNN. "Code-switching as a marker of linguistic competence in bilingual children." Bilingualism: Language and Cognition 21, no. 5 (September 4, 2017): 1075–90. http://dx.doi.org/10.1017/s1366728917000335.

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Code-switching is a common phenomenon that bilinguals engage in, including bilingual children. While many researchers have analyzed code-switching behaviors to better understand more about the language processes in bilingual children, few have examined how code-switching behavior affects a child's linguistic competence. This study thus sought to examine the relationship between code-switching and linguistic competency in bilingual children. Fifty-five English–Mandarin bilingual children aged 5 to 6 years were observed during classroom activities over five days (three hours each day). A number of different word roots and mean length of utterance for both languages, and a number of code-switched utterances for each child, were computed. English receptive vocabulary scores were also obtained. Additionally, teachers rated children's English and Mandarin language competencies approximately six months later. Correlational and hierarchical regression analyses support the argument that code-switching does not indicate linguistic incompetence. Instead, bilingual children's code-switching strongly suggests that it is a marker of linguistic competence.

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Astashina, O. V. "Assessment of competencies in the Federal state educational standard (FSES) 3++ based on a fuzzy-logical approach." Herald of Dagestan State Technical University. Technical Sciences 48, no. 4 (February 10, 2022): 72–80. http://dx.doi.org/10.21822/2073-6185-2021-48-4-72-80.

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Objective. The article discusses the methodology for assessing competencies in the educational standards of the Federal State Educational Standard 3++. Method. Competence assessment is carried out through competency indicators. To assess the competence of a complex multilayer object, the mathematical apparatus of the theory of fuzzy sets was used. Result. A step-by-step example of competency assessment is given. The process of transformation of input variables into fuzzy sets is presented - assessments of competency indicators. A trapezoidal scale of linguistic terms has been developed. The processes of fuzzification, accumulation and defuzzification are presented step by step. A final clear assessment of competence was obtained. Conclusion. The introduction of fuzzy numbers allows all calculations to be performed quite flexibly and, as a result of defuzzification, to obtain an objective assessment of the formed competence.

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O’Neill, Shirley, and Anikó Hatoss. "Harnessing a Nation’s linguistic competence." Australian Review of Applied Linguistics 26, no. 2 (January 1, 2003): 31–45. http://dx.doi.org/10.1075/aral.26.2.03one.

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This paper reports the findings of a research project aimed to (a) identify the foreign language and cross-cultural skill needs of workers in the tourism and hospitality industry in Australia, and to (b) develop foreign language competencies for use in industry training packages. A representative sample of work sites was visited to develop a detailed profile of the language and cross-cultural skills/levels and job requirements. The resulting competency standards were subsequently included in the industry training packages (Tourism Training Australia, 2002). This paper gives empirical evidence for the need for foreign language skills in the industry and gives account of the methodology used for identifying these needs and translating them into foreign language competencies. The outcomes of this research, the competency standards, bear twofold significance. On the one hand, they provide a tool for recognising the existing linguistic and cultural skills of those Australians who work in the industry (these are mainly Australians from non-English speaking background, NESB), on the other hand they provide a tool for motivating foreign language learning by those who seek a career in the industry, by giving recognition for their foreign language skills as part of the wider training program. This research was commissioned by Tourism Training Australia, Sydney and funded by the Department of Industry, Science & Resources.

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Павлюк Н. П. "ФОРМУВАННЯ ПУНКТУАЦІЙНОЇ КОМПЕТЕНТНОСТІ УЧНІВ ОСНОВНОЇ ШКОЛИ." International Academy Journal Web of Scholar, no. 3(33) (March 31, 2019): 26–30. http://dx.doi.org/10.31435/rsglobal_wos/31032019/6391.

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The article analyzes the essence of the concepts of "competence", "competence approach" in linguistic and linguistic-didactic literature, delineates the terms "competence", defines the main content of the definitions of "key competency", "subject competence".In the scientific research it is noted that the priority idea of the course of the Ukrainian language in the main school is the formation of the communicative competence of students through the implementation of four content lines: speech, linguistic, socio-cultural and active (strategic). The article proposes a system of spelling exercises and tasks for students 5-9, consisting of four stages, each of which has a defined content of work.

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Buko, Svitlana. "Competency Framework for Managers of International Organizations in Ukraine." Studies of Changing Societies 2013, no. 4 (November 5, 2014): 6–22. http://dx.doi.org/10.2478/scs-2014-0158.

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AbstractThe article is focused on the analysis of the cross-cultural competency framework of the NGO managers within international organizations. The results of the qualitative research project demonstrate a consistent pattern of three perceived mandatory competencies for efficient managers: communicative competence, intercultural competence and linguistic competence. The qualitative phenomenological research was conducted in Ukraine and US; the insights of 22 in-depth interviews with managers of the international NGOs reveal vision and perception that US and Ukrainian managers have regarding the required education, skill set and knowledge of the successful international managers.

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Ivanov, Andrey, and Vadim Sdobnikov. "Development of Translator Competences as the Main Task of Translator Trainers." Nizhny Novgorod Linguistics University Bulletin, no. 51 (September 30, 2020): 117–31. http://dx.doi.org/10.47388/2072-3490/lunn2020-51-3-117-131.

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The article discusses development of translator competences as the main task of translator trainers. Based on the accepted definition of the notion of “competence” and the modern reali-ty of the profession, the authors propose a model of professional translator competence as the general ability to perform translation/interpreting which includes specific competences: com-municative competence, linguistic competence, textual competence, technological competence, socio-cultural competence, instrumental competence, theoretical competence, and ethical competence. The authors argue that all specific competences are interconnected, and their combination determines the character of the professional personality of a translator / interpreter.

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Baiteliyeva, Zh. "THE CUMULATIVE FUNCTION OF LANGUAGE IN THE FORMATION OF CULTURAL COMPETENCE." Tiltanym 185, no. 1 (March 30, 2022): 15–25. http://dx.doi.org/10.55491/2411-6076-2022-1-15-25.

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The various functions of language in society determine the direction of their study. In this regard, this article examines the cumulative function of the language, which has recently become the object of research in sociolinguistics, ethno-linguistics, linguistic cultural studies, pragmatics, pedagogics etc. In particular, the role of the cumulative function of language in the formation of cultural competencies of language learners is analyzed. Why are we considering this issue? After all, it is this cumulative function that makes learning a particular language difficult for language learners. Especially in a multilingual space, this issue is becoming increasingly relevant. Taking into account the language space of the country, it is very important to form different competencies among language learners at different levels, plan and control their activities and implement them accordingly. Therefore, in our article, we will focus on the issue of deep study of such an important phenomenon.That is, the article discusses the influence of the cumulative function of the language on the linguistic personality in the formation of not only communicative and linguistic competence but also cultural competence.

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Lichman, L. "Linguistic / foreign linguistic competence concept scope: building genesis." Bulletin of Alfred Nobel University. Series "Pedagogy and Psychology", no. 13 (2017): 29–33. http://dx.doi.org/10.32342/2522-4115-2017-0-13-29-33.

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Lichman, L. Yu. "Linguistic / foreign linguistic competence concept scope: building genesis." Bulletin of Alfred Nobel University. Series "Pedagogy and Psychology". 14 (2017): 29–33. http://dx.doi.org/10.32342/2522-4115-2017-0-14-29-33.

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Abdumalikova, Sevinch T. "FORMATION OF COMMUNICATIVE COMPETENCE IN THE STUDY OF ENGLISH BY STUDENTS OF A NON-LINGUISTIC UNIVERSITY." European International Journal of Multidisciplinary Research and Management Studies 02, no. 07 (July 1, 2022): 52–58. http://dx.doi.org/10.55640/eijmrms-02-07-11.

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This article discusses the formation of communicative competence in the study of English by students of a non-linguistic university. Within the framework of the competence-based approach, specialists in the field of foreign languages consider various competencies, including such as subject, communicative, activity, developing; but communicative competence is always singled out as the main one, since it is this competence that is the basis for the development of all other competencies. In an integrated communicative approach, created on the basis of deep theoretical and practical developments, special attention is paid to the communicative orientation of education.

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Koknova, Tetiana. "Ways to Improve the Content in the Context of Linguistic and Methodological Competence Development in Future Foreign Language Teachers." Bulletin of Luhansk Taras Shevchenko National University, no. 5 (336) (2020): 24–34. http://dx.doi.org/10.12958/2227-2844-2020-5(336)-24-34.

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The problem of the content of linguistic-and-methodological training is vital in the context of a competence-based approach. The purpose of the given study is to test the ways of effective linguistic-and-methodological competence development in the course of professional training of prospective foreign language teachers at content level. The methods of research involve theoretical methods of pedagogical research (analysis and synthesis, comparison, generalization, induction and deduction, abstraction and concretization) as well as practical methods, such as diagnostics: interviews (oral interviews, conversations), questionnaires and testing. The article presents the definition of linguistic and methodological competence, traces its connection with the competence-based approach in education. Three structural components of linguistic and methodological competence (linguistic-subject, didactic-methodical and scientific-research) are distinguished, and the competencies that are a part of each of them are given. A detailed analysis of the content of academic disciplines is presented, and the disciplines that promote the development of linguistic and methodological competence of prospective foreign language teachers, both from the cycle of humanities and general training, are singled out. The main ways of improvement and enrichment of the content of disciplines from the cycle of humanities Master’s program focused on the development of linguistic and methodological competence (due to the topics of specific disciplines or additionally introduced special courses) are outlined.

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Paradis, Carita. "Is the notion of linguistic competence relevant in Cognitive Linguistics?" Annual Review of Cognitive Linguistics 1 (November 11, 2003): 207–31. http://dx.doi.org/10.1075/arcl.1.12par.

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Siregar, Fenty L. "Needs Analysis of the Important Communicative Features at De La Salle University." Lingua Cultura 2, no. 1 (May 31, 2008): 1. http://dx.doi.org/10.21512/lc.v2i1.244.

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Article analyzed the needs of communicative competence and gather information on the features of communicative competence that are believed to be important by selected foreign graduate students studying at DLSU. The features consist of linguistic, sociolinguistic, discourse, strategic, and intercultural competences. Data were obtained by giving questionnaire to 33 foreign students, consisting of 11 male and 22 females and were analyzed qualitatively. The findings suggest that all features of communicative competence are crucial. In addition, the linguistic competence and strategic competence are considered to be the most essential features of the communicative competence. It can be concluded that the foreign graduate students learn English to achieve their communicative competence and it is used to communicate among students.

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최숙희 and Sung-Hun Kim. "Linguistic Competence and Bilingual Education." Journal of Studies in Language 24, no. 4 (February 2009): 817–38. http://dx.doi.org/10.18627/jslg.24.4.200902.817.

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Muhovic, Jozef. "Linguistic, Pictorial and Metapictorial Competence." Leonardo 30, no. 3 (1997): 213. http://dx.doi.org/10.2307/1576452.

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Umarova, Sayyora Sabitovna. "FORMATION OF STUDENTS' LINGUISTIC COMPETENCE." Theoretical & Applied Science 109, no. 05 (May 30, 2022): 335–37. http://dx.doi.org/10.15863/tas.2022.05.109.33.

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Atayeva, Ranusha Rashidovna, and Sabina Abdufattokh kizi Artikova. "FORMATION OF STUDENTS' LINGUISTIC COMPETENCE." Theoretical & Applied Science 108, no. 04 (April 30, 2022): 56–59. http://dx.doi.org/10.15863/tas.2022.04.108.11.

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Mckie, John R. "Linguistic Competence and Moral Development." Philosophical Inquiry 16, no. 1 (1994): 20–31. http://dx.doi.org/10.5840/philinquiry1994161/22.

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Niles, Ian. "Wittgenstein and Infinite Linguistic Competence." Midwest Studies in Philosophy 17 (1992): 193–213. http://dx.doi.org/10.1111/j.1475-4975.1992.tb00150.x.

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Hanna, Patricia. "Linguistic competence and Kripke's puzzle." Philosophia 28, no. 1-4 (June 2001): 171–89. http://dx.doi.org/10.1007/bf02379774.

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Tlokiński, Waldemar. "Linguistic competence, experience and agrammatism." Aphasiology 9, no. 2 (March 1995): 137–42. http://dx.doi.org/10.1080/02687039508248700.

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Dewi, Citra. "PENGARUH TES FORMATIF DAN METODE PEMBELAJARAN BAHASA INGGRIS TERHADAP KEMAMPUAN VERBAL LINGUISTIK." Jurnal Penelitian dan Evaluasi Pendidikan 16, no. 1 (January 14, 2013): 209–33. http://dx.doi.org/10.21831/pep.v16i1.1114.

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Penelitian ini bertujuan untuk mengetahui pengaruh tes formatif dan metode pembelajaran terhadap kemampuan verbal linguistik siswa. Penelitian dilaksanakan di SMP Islam Terpadu IQRA’ dan SMP Islam Terpadu Al-QALAM di Bengkulu pada semester kedua tahun pelajaran 2011/2012 dengan sampel sebanyak 80 siswa kelas VII yang dipilih secara klaster dan random. Data dikumpulkan menggunakan instrumen kemampuan verbal linguistik dalam bentuk pilihan ganda. Data yang terkumpul selanjutnya dianalisis menggunakan ANAVA dua jalur. Hasil penelitian ini menunjukkan bahwa kemampuan verbal linguistik (1) siswa yang diberi tes uraian lebih tinggi daripada siswa yang diberi tes menjodohkan, (2) siswa yang diajar dengan metode komunikatif kemampuan verbal linguistiknya lebih rendah daripada siswa yang diajar dengan metode audio lingual, (3) terdapat interaksi yang signifikan antara tes formatif dengan metode pembelajaran terhadap kemampuan verbal linguistik siswa, (4) pada kelompok siswa yang diberi tes uraian, siswa yang diajar dengan metode pembelajaran komunikatif lebih tinggi dibandingkan siswa yang diberi tes menjodohkan, (5) pada kelompok siswa yang diberi tes menjodohkan, siswa yang diajar dengan metode pembelajaran komunikatif lebih rendah dibandingkan dengan siswa yang diajar dengan metode audio lingual, (6) pada kelompok siswa yang diajar dengan metode pembelajaran komunikatif, siswa yang diberi tes uraian lebih tinggi dibandingkan dengan siswa yang diajar dengan metode audio lingual, (7) pada kelompok siswa yang diajar dengan metode audio lingual, siswa yang diberi tes uraian lebih rendah dibandingkan dengan siswa yang diberi tes menjodohkan.Kata kunci: bentuk tes formatif, metode pembelajaran komunikatif, metode pembelajaran audio lingual, kemampuan verbal linguistik______________________________________________________________ THE EFFECTS OF FORMATIVE TEST AND ENGLISH INSTRUCTIONAL METHOD ON THE STUDENTS’ VERBAL LINGUISTIC COMPETENCE Abstract This study is aimed to find out the effect of formative test and English instructional method on the student’s verbal linguistic competence. This research is done in the second semester of the 7th grades of SMP Islam Terpadu IQRA’ and SMP Islam Terpadu Al-Qalam at province of Bengkulu in academic year 2011/2012. The research involves 80 students as the sample chosen through clustering. The data were collected through test instrument in the form of multiple choices. The data obtained is then analyzed by applying two ways ANAVA. The result shows: (1) The students given essay test have higher verbal linguistic competence than those given matching test, (2) The students taught with communicative method have lower verbal linguistic competence than those taught with audio lingual, (3) There is a significant interaction between formative test and English instructional method towards the students’ verbal linguistic competence, (4) The verbal linguistic competence of students taught with communicative method and given essay test is higher than that of students taught with audio lingual method, (5) For students measured with matching test, the students taught with communicative method have lower verbal linguistic competence than those taught with the audio lingual method, (6) For the students taught with communicative method, the students measured with essay test have higher verbal linguistic competence than students measured with the matching test, and (7) for the students taught with audio lingual method, the students measured with essay test have lower verbal linguistic competence than the students measured with the matching test.Keywords: formative test model, communicative instructional method, audio lingualinstructional method, the students’ verbal linguistic competence

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Freihat, Nasser M., and Rana A. Alshowaier. "Needs Assessment of Saudi University EFL Teaching Assistants." Education and Linguistics Research 5, no. 1 (April 22, 2019): 54. http://dx.doi.org/10.5296/elr.v5i1.14485.

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This study aims at investigating Saudi university English as a foreign language (EFL) teaching assistants’ linguistic, pedagogic and technological needs. The sample of the study involves (52) female and (32) male teaching assistants all working in the department of English language and literature at Imam Mohammad ibn Saud Islamic University (IMSIU) in the second semester of the academic year 2016-2017. The study employed a questionnaire to answer the research questions. The results demonstrated that Saudi teaching assistants are in dire need to improve their competences. Based on their responses, technological competence ranks as the most needed skill which indicates that they were willing to implement Computer Assisted Language Learning (CALL) in their classroom. The study also showed that linguistic competence was the second most needed competence while the pedagogic competence is the third most needed skill to be mastered. Saudi teaching assistants need systematic assessment of the linguistic, pedagogic and technological competences as the core criteria for success in the teaching process.

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Syarif, Hermawati. "LINGUISTICS AND THE ENGLISH LANGUAGE INSTRUCTION." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 10, no. 1 (July 3, 2016): 50. http://dx.doi.org/10.24036/ld.v10i1.6328.

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Linguistics as the scientific study of language has very crucial role in running language instruction. Changes in language teaching-learning method reflect the development of linguistic theories. This paper describes how the three broad views of linguistic theories, namely traditional grammar, generative grammar, and functional grammar work in relation to English language teaching and learning. Since both linguistics and language learning have the same subject to talk about, the knowledge of the language, then, is the core. Linguistic features analyzed are on the levels of Phonology, Morphology, Syntax, Semantics and Discourse as the basic components, supported by Psycholinguistics and Sociolinguistics. In relation to language teaching and learning, especially English, such knowledge on the English language gives learners the chance to apply in social communication and in any occasion. The use depends on the viewing of linguistic theories (English) in certain era, which reflects the need of learners in using English. It is assumed that the more linguistic competence someone has, the easier he/she can run his/her instructional activities. As the consequence, in the English language learning, the syllabus designer should notify the mentioned levels of linguistic components while constructing English instructional materials, methods, and evaluation based on the stage of learners to avoid misunderstanding in use. In this case, English instructors/teachers should also update their linguistic competence, especially on Psycholinguistic and Sociolinguistic points of view. Key words/phrases: linguistics, English, language instruction, linguistic competence

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Alqahtani, Faisal M. "Linguistic Equivalence is Not Sufficient: Saudi Translation Students’ Linguistic Knowledge Compared to their Sociocultural Knowledge of the English Language." International Journal of Applied Linguistics and English Literature 10, no. 4 (July 31, 2021): 50. http://dx.doi.org/10.7575/aiac.ijalel.v.10n.4p.50.

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English as a foreign language (EFL) and translation studies have argued that linguistic equivalence is not sufficient to transfer intended cultural meanings of the target language (TL) text. Unlike previous studies, this study investigates and compares the knowledge level of the linguistic and sociocultural competencies of selected Saudi translation students (STSs) at King Saud University. A multiple-choice test questionnaire was developed and used to examine the respondents’ knowledge level of two areas of linguistic competence: grammatical functions and grammatical forms of key elements of English language tense and aspect, and two areas of sociocultural competence: knowledge of native speakers’ culture and the cultural dimension of the TL. The results were compared to determine any statistically significant differences. These results suggest that the respondents’ linguistic competence is more developed than their sociocultural competence, and their knowledge of the forms is more developed than that of the functions of key elements of English language tense and aspect.

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Kostikova, Ilona Ivanivna, Tetiana Viediernikova, Liudmyla Holubnycha, and Svitlana Miasoiedova. "The Competency-Based Approach to Passing First Certificate in English." Revista Romaneasca pentru Educatie Multidimensionala 11, no. 1 (March 11, 2019): 117. http://dx.doi.org/10.18662/rrem/100.

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In this article the influence of competency-based approach of foreign language teaching to successful passing First Certificate in English (FCE) has been shown and the empirical analysis of the effectiveness of this approach for students of non-linguistic specialties has been conducted. The range of research methods (theoretical, empirical, statistical) has been used to reach the research purpose and justify the research finding. It has been confirmed that the most relevant type of a competency-based approach to teaching a foreign language for specific purposes is the communicative competency-based one. The linguistic competence, which is considered by authors to be the central multicomponent notion has been defined and characterized from the perspective of teaching English as a foreign language. The linguistic competence is based on five practical competences: Listening, Reading, Writing, Speaking, and Use of English. To check the effectiveness of the applying competency-based approach of teaching foreign language (English) for specific purposes the empirical (diagnostic) methods such as: testing (oral and written), observation, discussion were used; the pedagogical experiment was also conducted with the students. Statistical methods (Student’s t-test) helped to evaluate the results of the pedagogical experiment. The t-value result ranged from 3 to 4.7 shows the difference between the sample data and the null hypothesis that is significant, which proves the statistical importance of the obtained results.

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Ruuska, Katharina. "Between ideologies and realities: Multilingual competence in a languagised world." Applied Linguistics Review 7, no. 3 (September 1, 2016): 353–74. http://dx.doi.org/10.1515/applirev-2016-0015.

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AbstractRecent developments in sociolinguistics and applied linguistics have put emphasis on the contrast between ideologies of distinct ‘languages’ and the multifaceted reality of linguistic practices. This article argues that recent usage-based reconceptualisations of the notions of competence and repertoire can help paint a more complex picture of the relationship between monolingual ‘ideologies’ and diverse linguistic ‘realities’. Drawing on data from interviews with highly proficient adult speakers of Finnish as a second language, I explore some aspects of how speakers’ competence can be understood as shaped by language use, and what role linguistic ideologies, social expectations and speakers’ environments play in this process. I conclude that, in a languagised world, the ability to keep ‘languages’ apart and to successfully display monolingual competence can be seen as part of multilingual speakers’ competence. In this way, a usage-based perspective on competence enables us to treat ‘languages’ as ideological constructs, while at the same time acknowledging their ‘real’ effects on speakers’ competence and language use.

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Journal articles on the topic 'Linguistic competence'

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