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Journal articles on the topic 'Sociolinguistic competence'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 May 2022

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1

Putra, Edi Ramawijaya. "EFL Teacher’s Beliefs about Sociolinguistic Competence:." Lingua Cultura 15, no. 2 (November 30, 2021): 191–98. http://dx.doi.org/10.21512/lc.v15i2.6825.

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The research aimed to explore beliefs of sociolinguistic competence from Indonesian EFL (English as a Foreign Language) teachers. Two teachers were carefully chosen to participate in the research. Data were collected through semi-structured interviews, analyzed, and interpreted using the critical descriptive method. The research finds that EFL teachers express their beliefs in various terms, ideologies, and perspectives. The result indicates that the EFL teachers’ beliefs about sociolinguistic competence are equivalent to the concepts of spatial repertoire, principled-polycentrism, resourceful speakers, and sociolinguistics as mobility. It also indicates that EFL teachers’ pedagogical affordances in determining learning objectives, selecting materials and media for learning, implementing classroom strategies, and choosing appropriate evaluation for their teaching are influenced by their beliefs of sociolinguistic competence. The research suggests that Indonesian EFL teachers should be awarded the freedom to develop sociolinguistic competence based on their classroom context and learners’ heterogeneity. With the presence of a national curriculum (known as K13) that gives more spaces for sociolinguistic competence to take place, teachers should transform their paradigm of seeing classroom interaction in EFL classroom to be more sociolinguistically-aware to transform the static, pre-determined, and motionless definition of sociolinguistic competence to a more dynamic, fluid, and varying. These transformations can be made by imparting sociolinguistic competence in teachers’ education and teachers’ professional development programs.

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Karimova, Durdona. "THEORETICAL AND PRACTICAL BASES OF THE CONCEPT OF SOCIO LINGUISTICS." INTERNATIONAL JOURNAL OF WORD ART 5, no. 3 (May 30, 2020): 20–24. http://dx.doi.org/10.26739/2181-9297-2020-5-3.

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This article discusses the theoretical and practical foundations of the concept of sociolinguistics and the importance of this field in the study of the impact of society on language. It also describes the views of linguists in this regard, the history of the origin and development of the filed, its connection with other disciplines, and explains in detail the sociolinguistic issues with practical examples.In addition, the terms as macro-sociolinguistics and micro-sociolinguistics and sociolinguistic competence are explained.

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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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Rickford, John R. "The haves and have nots: Sociolinguistic surveys and the assessment of speaker competence." Language in Society 16, no. 2 (June 1987): 149–77. http://dx.doi.org/10.1017/s0047404500012240.

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ABSTRACTA central concern in linguistics is assessing the linguistic competence of individuals or groups. Formal linguists usually accomplish this by the study of intuitions with little regard for observed usage, while survey sociolinguists usually depend on observations – especially the data of “spontaneous” interviews – with little regard for intuitions. In this paper I argue that survey sociolinguists need to make greater use of repeated recordings and elicited intuitions.The existence of this need is illustrated in most detail by an attempt to replicate an earlier implicational analysis of pronominal variation in the Guyanese creole continuum. It is shown that with repeated sampling and the inclusion of elicited intuitions, the discontinuities on which implicational scaling depends disappear almost entirely. With a clearer idea of what speakers can say, however, the sociolinguistic interpretation of what they do say in the spontaneous interviews and recordings is rendered more reliable and revealing.In the conclusion, some of the theoretical implications and methodological difficulties involved in extending the use of repeated recordings and elicited intuitions in sociolinguistic surveys more generally are discussed. (Sociolinguistic survey methodology, variation, style, implicational scaling, creoles)

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Hidayati, Diyah Nur. "How are the Sociolinguistic Competences applied in the English Textbook?" SALEE: Study of Applied Linguistics and English Education 3, no. 1 (January 28, 2022): 1–12. http://dx.doi.org/10.35961/salee.v3i1.385.

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Promoting the sociolinguistic competences in the teaching process is vital since the students are required to use English for real-life communication. One of ways that teachers can do is by inserting sociolinguistic competences in their teaching materials. However, rarely did they focus on the sociolinguistic competences. Therefore, this content analysis research aims to void this gap by analyzing the use of sociolinguistic competences in the textbook entitled “Let’s Talk”. The result shows that the textbook has already applied the sociolinguistic competences in the dialogs including the social factors, speech functions, and Leech’s Politeness Principles (PP). To summarize, textbooks should provide more dialogue models with diverse sociolinguistic contexts for practicing interactional and transactional communication. At that time, the learners would have been exposed to learn effective language use, as well as fluency practice and language accuracy, as these are prerequisites for achieving communicative competence goals.

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Li, Fengru, and Nader H. Shooshtari. "Brand Naming in China: Sociolinguistic Implications." Multinational Business Review 11, no. 3 (November 19, 2003): 3–22. http://dx.doi.org/10.1108/1525383x200300014.

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Applying brand names to international markets remains a challenge to multinational corporations. Consumers’ sociolinguistic backgrounds shape their responses to brand names. This paper uses a sociolinguistic approach as a conceptual framework in understanding brand naming and translating in the Chinese market. The approach promotes that sociolinguistics a) recognizes linguistic competence, b) advances symbolic values imbedded in linguistic forms, and c) renders attached social valence to cultural scrutiny. Three brand‐naming cases in China are presented for discussion, which may benefit multinational corporations on brand decisions involving Chinese consumers.

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Defrioka, Andri. "Developing Communicative Language Test for Vocational Senior High School." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 1, no. 1 (December 16, 2007): 1. http://dx.doi.org/10.24036/ld.v1i1.611.

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This paper is aimed at revealing the role of communicative language test n enabling and measuring student’s English achievement at Vocational School (SMK). Its coverage will be the considerations and procedures to construct communicative language test. This test is intended to be a measure of how the testees are able to use language in real life situations. There are several models of communicative competence, grammatical competence, sociolinguistic competence, discourse competence, and strategic competence. This test has three steps; identifying objectives, developing the test, specification, and developing the communicative test. Key Words: Communicative test, vocational school, linguistics, sociolinguistics, discourse, strategic,

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Bayley, Robert, and Vera Regan. "Introduction: The acquisition of sociolinguistic competence." Journal of Sociolinguistics 8, no. 3 (August 2004): 323–38. http://dx.doi.org/10.1111/j.1467-9841.2004.00263.x.

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Muhamadjonovna, Sarimsakova Dilafruz. "A Set Of Methodological Tools For The Formation Of Sociolinguistic Competence Of Future English Teachers." American Journal of Social Science and Education Innovations 02, no. 12 (December 30, 2020): 298–302. http://dx.doi.org/10.37547/tajssei/volume02issue12-52.

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The complex of methodological tools for the formation of sociolinguistic competence as one of the key ones in the structure of foreign language communicative competence is considered in detail. The content of complex of methodological tools for the formation of sociolinguistic competence of future English language teachers are highlighted in this article.

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Regan, Vera. "Sociolinguistics and Language Learning in a Study Abroad Context." Frontiers: The Interdisciplinary Journal of Study Abroad 4, no. 1 (November 15, 1998): 61–90. http://dx.doi.org/10.36366/frontiers.v4i1.63.

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This article will focus on the acquisition of sociolinguistic competence by second language learners during a period of study abroad. Various aspects of sociolinguistic competence will be discussed and some of the principal factors which affect it will be described.

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Eustaquio, Ma Theresa. "An Analysis of the Communicative Competence Level of Students: A Case of Nursing Students in a State University in Nothern Philippines." International Journal of Linguistics, Literature and Translation 5, no. 4 (March 31, 2022): 42–49. http://dx.doi.org/10.32996/ijllt.2022.5.4.6.

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For several years, the linguistic ability of student-nurses has been assessed using standardized tests. To assess their overall communicative competence level (linguistic, discourse, sociolinguistic, and strategic competencies), the researcher made use of a self-made, reliable, and valid communicative assessment packet. As a result, the assessment of the level of communicative competence of the student nurses revealed that they are advanced in terms of linguistic, discourse, sociolinguistic, and strategic competencies. The outcomes of the study proved further that student nurses have a broad knowledge of their field, possess a high level of communicative competencies, and effectively practice professional, technical and soft skills involved in the world of quality nursing care. However, additional language lessons and activities which are aligned to clinical and hospital settings may still be added to the BSN curriculum for the student nurses to reach the competent level.

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Voyakina, E. Yu, L. Yu Korolyova, and N. A. Gunina. "Developing Law Students’ Communicative Competence: the ESP Perspective." Voprosy sovremennoj nauki i praktiki. Universitet imeni V.I. Vernadskogo, no. 3(77) (2020): 137–47. http://dx.doi.org/10.17277/voprosy.2020.03.pp.137-147.

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The paper discusses the essence of the communicative competence and ways of its development in law students. Teaching and learning of a foreign language is presented in the context of developing the communicative competence as a combination of linguistic, sociolinguistic, discourse, and strategic competences. The content and the structure of the course in English for Law Students are described. Sample assignments to improve the language skills for professional communication in Legal English are given.

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Sapungan, Ronel M., Romel M. Aceron, Reinier C. Castillo, Xhelly Nicole V. Katigbak, and Dianna M. Villanueva. "Sociolinguistic Competence of Filipino Hotelier and Restaurateur Interns." International Linguistics Research 1, no. 2 (December 20, 2018): p52. http://dx.doi.org/10.30560/ilr.v1n2p52.

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Concern over the pressing problem on communication skill is evident among the Filipino Hotel and Restaurant Management (HRM) students and graduates as revealed in observations and several studies. The condition posed challenges to both teachers and students as it was commonly observed by the language teachers and the researchers themselves. Hence, the importance of this qualitative research, which, by using a semi-structured interview, was conducted with the primary objective of determining the level of sociolinguistic competence of HRM interns relative to register and dialect, cultural reference, and metaphorical language. Twenty-five participants were purposively chosen based on the following considerations: the availability and flexibility of schedule; ability to communicate in English; had undergone on-the-job training for the last two semesters. The researchers considered the respondents’ work experience, work assignment and type of establishment as baseline data of the study. In determining the participants’ sociolinguistic competence, the researchers used the semi-constructed interview questions which were validated by language experts. The frequency and percentage were used to determine the respondents’ profile and standard rubrics for their responses. Cohen’s Kappa Interpretation was also used to determine the level of sociolinguistic competence. The study revealed that majority of the respondents worked as a housekeeper, assigned at the back of the house, and worked in the hotels. It also disclosed that trainees were found to be in Beginning Level with regard to their level of sociolinguistic competence. Interpersonal communication intervention may be proposed to Hotel and Restaurant Management department for implementation to improve students’ sociolinguistic competence.

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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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Vnucko, Gregor, and Eva Reid. "CHOSEN SOCIOLINGUISTIC COMPETENCIES IN STUDENTS IN SECONDARY SCHOOL." Slavonic Pedagogical Studies Journal 11, no. 1 (February 2022): 42–63. http://dx.doi.org/10.18355/pg.2022.11.1.3.

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In this paper, we are concerned with one of the factors of intercultural communicative competence – sociolinguistic competence. First, we lay theoretical background for our research, explain the underlying methodology and after conducting the research, we analyse the data. Because we acquired the data from three different sources of the same information, we also explained the relations among them. Our research sample are students from 2.A from Golianove Gymnázium in Nitra and their teachers. This is a class which has more English lessons than usual and a native teacher. We created semi-structured interviews, based on two documents: The Council of Europe’s CEFR (2001) and Reid’s “Communicative competence connected with culture” (In Reid, 2014: 64). In our research results, we learnt that the students have very good socio-linguistic competence as they identified several examples to each of the chosen categories (greetings, titles and addressing, accents and dialects and colloquialisms, slangs and dialectisms). Every student interviewee also uses different multimedia on daily basis and the majority students state, that they consider being the main source of their socio-linguistic competence the multimedia. However, even though the relations between the specific phrases were not found within some categories (slang words and colloquialisms), teachers claim to have implemented activities that focus on these categories of socio-linguistic competence. To precisely identify the source of the students’ socio-linguistic competence, further research would be necessary.

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Panggua, Selvi, Basri Wello, Baso’ Jabu, and Doris Macdonald. "Self-Assessed Professional Competence of the High School EFL Teachers in Toraja Indonesia." International Journal of English Linguistics 8, no. 2 (December 23, 2017): 25. http://dx.doi.org/10.5539/ijel.v8n2p25.

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The teaching of English as a foreign language (EFL) in Toraja is influenced by the quality of teachers from elementary to university level. The Ministry of National Education in Indonesia has stipulated four competencies that should be mastered by teachers: pedagogical competence, professional competence, personal competence, and social competence. The professional competences of foreign language teachers include a knowledge of various aspects of language in English (linguistics, discourse, sociolinguistic and strategic) and mastery of oral and written English language. The purpose of this study is to identify the perceived level of professional competence of high school EFL teachers in Toraja. For this study, 31 high school EFL Teachers in Toraja were chosen randomly from both public and private schools. Data was collected from questionnaires administered in person and by e-mail. The descriptive statistical results of this research show that half of the teachers reported themselves to have only a fair level of professional competence. This suggests the need for in-service training or professional development activities for high school EFL teachers in this region in order to improve their competence and confidence in teaching English.

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Amideevna, Alimsaidova Sayyora. "Sociolinguistic Competence As A Purpose Of Teaching A Nongene (Russian) Language In A Secondary School." American Journal of Social Science and Education Innovations 02, no. 10 (October 31, 2020): 321–27. http://dx.doi.org/10.37547/tajssei/volume02issue10-53.

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The article presents the results of research on the effectiveness of the use of sociolinguistic competence in teaching Russian in a school with the Uzbek language of instruction; the importance of the formation of sociolinguistic competence is shown, which will allow students to successfully implement their communicative intentions in natural communication situations, both with speakers of a non-native (Russian) language, and with students of the same language as a non-native language.

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Syarifudin, Syarifudin. "AN INSTRUCTIONAL MODEL FOR ENHANCING EFL LEARNERS’ SPEAKING PROFICIENCY." EDULANGUE 2, no. 1 (June 25, 2019): 86–97. http://dx.doi.org/10.20414/edulangue.v2i1.922.

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Due to the central role of speaking skill and its escalating demands of instruction in various levels of education in Indonesia, a myriad of teaching approaches and strategies have been applied to equip learners with the competences enabling the development of this skill. As a widespread approach to English language teaching (ELT), which gains its popularity within the context of EFL, Communicative Language Teaching (CLT) is geared towards learners’ communicative competence comprising of grammatical competence, discourse competence, sociolinguistic competence, and strategic competence as the underlying abilities of speaking proficiency. The development of these competences can be better facilitated when learning takes its place both in and outside classrooms as the latter provides potential promises for learners’ speaking proficiency development. For this reason, this paper presents learners’ challenges for learning speaking, the model activities in and outside classrooms, the importance of speaking instruction and the components of communicative competence and speaking proficiency.

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A.kamil, Dr Sundus. "Enhancing Efl college students’ Language proficiency :Through Sociolinguistic Competence." ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES 218, no. 1 (September 1, 2016): 1–16. http://dx.doi.org/10.36473/ujhss.v218i1.524.

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The aim of this study is to shed the light on sociolinguistic competence and to identify the EFL college students knowledge of it in a way to support their target language proficiency. This research is a descriptive one where a sample of (30) students at the college of Education /IbnRushd, University of Baghdad for the academic year 2014-2015 are randomly chosen from fourth year classes to respond to the questionnaire constructed by the researcher to identify the college students’ knowledge of sociolinguistic competence. The questionnaire was validated by being reviewed and adjusted according to the remarks provided by a number of experts in the field. The students’ responses have been statistically analyzed and rejected positively the null hypothesis to capture the importance of students’ knowledge of sociolinguistic competence in favour of better language proficiency on the students part.

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PAVLENKO, O. "ESSENCE, STRUCTURE AND CONTENT OF FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE." Pedagogical Sciences, no. 77 (August 28, 2021): 23–27. http://dx.doi.org/10.33989/2524-2474.2021.77.239277.

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This article examines the communicative competence, its essence and component composition, which includes a number of competencies such as linguistic, strategic, discursive, sociocultural, linguistic, as well as distinguishing between the concepts of “competence” and “competence”. there is a goal in teaching a foreign language, namely to teach reading literature in a foreign language, and the most important aspects of learning a foreign language were learning grammar rules and the ability to analyze the text. Despite the significant shortcomings, this method has long dominated the domestic language didactics, partially remaining in the education system until the late 90’s of XX century.The basic definitions of terms by domestic and foreign authors, such as M. Vyatyutnev, N. Gez, N. Mykytenko, L. Bachman, and others, were determined.The model of S. Savignon and the components of the division of communicative competence of M. Kenal and M. Swain are considered, namely into grammatical, sociolinguistic, strategic. As well as three components of NI Gez and the division of communicative competence of VV Safonova. After analyzing domestic and foreign literature, we can conclude that communicative competence is a complex phenomenon in the methodology of teaching foreign languages and requires new approaches to solving the problem of its essence and variable component composition.Many scholars agree on the presence in the structure of foreign language communicative competence of such key components as language (linguistic), sociocultural, sociolinguistic, pragmatic, strategic, professional subcompetence.

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Mede, Enisa, and Kenan Dikilitaş. "Teaching and Learning Sociolinguistic Competence: Teachers’ Critical Perceptions." Participatory Educational Research 2, no. 3 (December 1, 2015): 14–31. http://dx.doi.org/10.17275/per.15.29.2.3.

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Mujiono, Mujiono, and Siane Herawati. "The Effectiveness of E-Learning-Based Sociolinguistic Instruction on EFL University Students’ Sociolinguistic Competence." International Journal of Instruction 14, no. 4 (October 1, 2021): 627–42. http://dx.doi.org/10.29333/iji.2021.14436a.

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Tertemiz, Neşe. "Turkish and Finnish Trainee Elementary Teachers' Beliefs About the Teaching Styles of University Teaching Staff." Social Behavior and Personality: an international journal 38, no. 7 (August 1, 2010): 941–54. http://dx.doi.org/10.2224/sbp.2010.38.7.941.

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The aim in this study was to identify the beliefs of Turkish and Finnish elementary trainee teachers about the teaching styles of university teaching staff; in particular, in terms of the teachers' sociolinguistic and textual competence and significant mores of university educational culture. Data were gathered using the University Teaching Beliefs Questionnaire (Gorsuch, 2003). The findings showed that a meaningful difference occurred in the beliefs of Turkish students between the 1st to 4th years of their course, in the dimensions of sociolinguistic competence and significant mores of university educational culture, but no such change was observed among Finnish students. When students from the 2 countries were compared according to their years of study, meaningful differences were found in their beliefs in the dimensions of sociolinguistic competence and significant mores of university educational among 1st-year students and in the dimension of significant mores of university educational culture among 4th-year students.

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Idris, Mas Muhammad. "The Proposed Elements of Intercultural Communicative Competence (ICC) For Indonesian EFL English Teachers." SAGA: Journal of English Language Teaching and Applied Linguistics 2, no. 1 (January 4, 2021): 65–72. http://dx.doi.org/10.21460/saga.2020.21.43.

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The development of intercultural communicative competence (henceforth ICC) has inevitably made one be able to mingle and communicate effectively and appropriately using the target language with other people who have different backgrounds of culture, language, and nation. It is due to the ICC is seen as a complex competence in this twenty-first-century life. However, in the educational context, this competence is rarely noticed seriously by the Indonesian EFL or English teachers. Therefore, this paper is set out to present a comprehensive understanding of ICC and recommend a number of competencies related to ICC that should be possessed by the Indonesian EFL or English teachers in Indonesia. The competencies are linguistic, sociolinguistic, discourse, intercultural competence, and intercultural awareness which are all considered able to assist the Indonesian EFL or English teachers in developing their intercultural competence and their student’s ICC too.

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Faradilla, Ayu Silvana, and Dwi Rukmini. "The Communicative Competence Components Analysis in Using English through EIR." ELT Forum: Journal of English Language Teaching 8, no. 1 (July 29, 2019): 78–85. http://dx.doi.org/10.15294/elt.v8i1.27742.

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This study was aimed to explain the communicative competence components of the fourth semester English Department students through English Interaction Room (EIR). The communicative competence components in using English were analyzed based on the grammatical competence, discourse competence, sociolinguistic competence and strategic competence. This study used qualitative method which means that the data of this study were explained by using descriptive analysis method. The result showed that (1) Mostly, the utterances of the participants were ungrammatical in syntax, while some were in morpheme, but those were acceptable (2) Mostly the utterances were appropriate with the topic discussed. the participants were able to construct a unified discourse, (3) Mostly, the utterances seemed natural and used less formal language, and (4) Most participants used achievement strategy to hold the conversation. In conclusion, most of EIR participants are communicative in using English viewed from the discourse competence, sociolinguistic competence and strategic competence. They need to increase their competence of using English grammar. Keywords: Communicative Competence; Using English; English Interaction Room (EIR).

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Suek, Leni Amelia. "CODE SWITCHING AND THE DEVELOPMENT OF LINGUISTIC SYSTEM OF SIMULTANEOUS BILINGUAL CHILDREN." Englisia Journal 5, no. 1 (November 1, 2017): 1. http://dx.doi.org/10.22373/ej.v5i1.1311.

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Code switching and code mixing are the phenomena commonly seen done by a bilingual. This behavior is influenced by several aspects such as the linguistic system, sociolinguistics, pragmatics, and language competence of the bilingual. If children are able to distinguish two different languages since early age, they will be considered simultaneous bilinguals. They show that they develop multiple, rather than single, linguistic systems. However, it was understood that code switching and code mixing were due to the failure in using proper words, language features, and sociolinguistic competence. Yet, recent studies have shown that bilingual children are able to use both languages proficiently with no signs of confusion or failure in language use. This ability also does not hinder their cognitive development.

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Ustinova, T. V. "Communicative Competence as the Basis of the Digital Age Metaliteracy." Язык и текст 7, no. 2 (2020): 71–80. http://dx.doi.org/10.17759/langt.2020070208.

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This study aims to clarify the methodological status of metaliteracy and define the role of communicative competence in the structure of metaliteracy. It is stated that metaliteracy is to be regarded as the complex cognitive-communicative information competence. Metacompetence is defined as the person’s ability and readiness for judgment, reasoning, meaning construction and decision-making in learning and communication on the basis of critical selection, processing and evaluation of information. Contribution of linguistic, sociolinguistic and pragmatic competences to information processing ability is analyzed. It is concluded that information processing is communicatively mediated. The didactic value of metacognitive awareness in information processing is highlighted.

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Shobikah, Nanik. "Competences in English." Journal of Research on English and Language Learning (J-REaLL) 1, no. 1 (January 28, 2020): 23. http://dx.doi.org/10.33474/j-reall.v1i1.5280.

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This article discusses kinds of English competences. In this article also discusses about the English language skills and components of English language use as the indicator of the student’s competence. The competences of language learning is in the means of communicative competence. To reach those competences, the students must be taught and trained English language in written and oral language skill. Acquiring English as international language is the main indicator of English learning success for students. This article uses qualitative research with a literature study. The data sources are taken from textbooks, journals, articles, research finding, internet articles, newspapers, magazines, etc. The objective of this studies that the result can develop the learner’s understanding about the competences in English language as the basic for the learner in learning and studying English language as the second or the foreign language in Indonesia. The finding shows that the communicative competence (communicative competences relates to the learner’s ability in using language established by language knowledge, skills, and attitude including grammatical, sociolinguistic, discourse, and strategic competence) and the components of English competences (listening, speaking, reading, writing, grammar, vocabulary, and pronunciation) are must be learnt and studied by the students integrative.

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Rounds, Patricia L., Carl Falsgraf, and Rika Seya. "Acquisition of Sociolinguistic Competence in a Japanese Immersion School." Journal of the Association of Teachers of Japanese 31, no. 2 (October 1997): 25. http://dx.doi.org/10.2307/489657.

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Ibrahim Sultan, Amra. "MEASUREMENT OF SOCIOLINGUISTIC COMPETENCE OF EFL POST GRADUATE STUDENTS." International Journal of Language Academy 6, no. 23 (January 1, 2018): 381–404. http://dx.doi.org/10.18033/ijla.3921.

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王, 功宝. "Acquisition of Sociolinguistic Competence through Identity Reconstruction and Participation." Overseas English Testing: Pedagogy and Research 02, no. 03 (2020): 121–28. http://dx.doi.org/10.12677/oetpr.2020.23011.

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Donaldson, Bryan. "Negation in Near-Native French: Variation and Sociolinguistic Competence." Language Learning 67, no. 1 (August 3, 2016): 141–70. http://dx.doi.org/10.1111/lang.12201.

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Terogo, Ionell Jay, Crismae Amor Elimino, John Paulo Tallo, Johanna Sacal, and Charles Martin Joseph Balahadia. "Linguistic and Sociolinguistic Competence of Senior High School Students." Recoletos Multidisciplinary Research Journal 6, no. 1 (June 30, 2018): 27–37. http://dx.doi.org/10.32871/rmrj1806.01.03.

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RANNEY, S. "Learning a New Script: An Exploration of Sociolinguistic Competence." Applied Linguistics 13, no. 1 (March 1, 1992): 25–50. http://dx.doi.org/10.1093/applin/13.1.25.

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KARABAYEVA, K. Zh, and A. M. TURGALIYEVA. "FORMATION OF SOCIOLINGUISTIC COMPETENCE OF FUTURE FOREIGN LANGUAGE TEACHERS." Bulletin of Academy of Pedagogical Scienses of Kazakhstan, no. 4 (2020): 60–67. http://dx.doi.org/10.51883/20704046_2020_4_60.

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Bružaitė-Liseckienė, Justina. "Influence of Sociolinguistic Factors on Grammatical Competence of Lithuanian Used by Students Enrolled in Russian Gymnasiums." Pedagogika 137, no. 1 (June 4, 2020): 156–75. http://dx.doi.org/10.15823/p.2020.137.9.

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This article investigates the influence of sociolinguistic factors on the Lithuanian language grammatical competence of 11th grade (3rd gymnasium grade) students enrolled in Russian gymnasiums. The data of the study were collected in four high schools in Vilnius, where the language of instruction is Russian. 179 students participated in the study. To measure the grammatical competence of object marking in the Lithuanian language the Elicited Oral Imitation Test (Erlam 2006) and the task of narrative writing were used. A sociolinguistic questionnaire focused on the age of onset of Lithuanian and the linguistic behavior of students. The data were analyzed with R (R Core Team, 2013). Linear mixed effects models (LMM) were used to explore the relationship between sociolinguistic factors and students’ grammatical competence of the Lithuanian language. The results of LMM revealed that the students’ age of onset of Lithuanian affected their correctness in marking grammatical objects in Lithuanian. Students, who learned Lithuanian before the age of 4 performed better in the tasks than students who learned the language at the age of 6 or later. A strong positive correlation between the semestral grade of the Lithuanian language and literature at schools and students’ grammatical competence was also noticed. However, almost no factors of students’ linguistic behavior were significant in the analysis.

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Skril, Iryna. "Methodological approaches to the formation of professionally oriented english lexical competence in speaking in future specialists of hotel and restaurant business." ScienceRise: Pedagogical Education, no. 5 (44) (September 30, 2021): 15–22. http://dx.doi.org/10.15587/2519-4984.2021.241191.

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Methodological approaches to the formation of professionally oriented English lexical competence in speaking in future hotel and restaurant specialists are selected and revealed, and the principles of this process are substantiated. The essence and structure of professionally oriented English lexical competence in speaking of future specialists of hotel and restaurant business are formulated. The preconditions of vocabulary use, including terminological, are considered. It has been found, that the production of oral speech is impossible without the perception and understanding of oral speech by ear. The following approaches are described, which provide methodical and methodological substantiation of the process of formation of professionally oriented English lexical competence in speaking in future specialists of hotel and restaurant business, such as: communicative, interactive, student-centric, sociolinguistic. The peculiarities of formation of professionally oriented English lexical competence in speaking in future specialists of hotel and restaurant business on the basis of the communicative approach are outlined. The educational materials, used in the application of the communicative approach, are investigated. The interactive discourse, which is a type of communicative activity, is considered. The principles, on which this process is based, are analyzed: general methodological principles (situational; communicative activity; communicative value; immersion), specific principles speech clichés, parallel activation of visual and auditory channels of information perception). Recommendations for the optimal combination of classroom learning and extracurricular learning, including independent work with the help of network technologies using video, audio and text materials, are given. Learning outcomes are formulated on the basis of the student-centered approach, attention is focused on students' skills and competencies. On the basis of the sociolinguistic approach, the creation of educational situations for the purpose of reproduction of scenarios of professionally oriented communication of experts of hotel and restaurant business is provided. It is concluded, that the formation of professionally oriented English lexical competence in speaking in future hotel and restaurant professionals on the basis of communicative, interactive, student-centric, sociolinguistic approaches will ensure the effectiveness of this process

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Idris, Mas Muhammad, and Agus Widyantoro. "Intercultural Communicative Competence (ICC): What Should Indonesian EFL Teachers Have Related to ICC’s Elements?" Journal of English Language Teaching and Linguistics 4, no. 1 (March 4, 2019): 67. http://dx.doi.org/10.21462/jeltl.v4i1.184.

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<p><em>In the twenty-first century life, the demand to become an intercultural speaker becomes very crucial. It is seen through the incremental important attention of having an intercultural communicative competence (ICC) which is seen as one of the main key competencies in global world-wide. This condition urges any teacher to master the ICC completely as to assist their students to become intercultural speakers in multicultural situations. However, this competence has not been noticed thoroughly by Indonesian EFL teachers since most of them are reluctant to develop their competence in term of integrating the elements of ICC into their teaching-learning process. Hence, this present article recommends a number of competencies related to ICC’s elements in which the Indonesian EFL teachers should have, namely, the linguistic, sociolinguistic, discourse, and intercultural competence which are considered able to aid the Indonesian EFL teachers in enhancing the students’ ICC.</em></p>

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Kholdorova, Guljakhon Shavkatjon Kizi. "COMMUNICATIVE COMPETENCE AS A PROBLEM OF MODERN LINGUODIDACTICS." CURRENT RESEARCH JOURNAL OF PHILOLOGICAL SCIENCES 02, no. 10 (October 1, 2021): 54–58. http://dx.doi.org/10.37547/philological-crjps-02-10-11.

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The article examines the current task of education - the formation of students' communicative competence, which is the main approach of linguodidactics, as well as its role in the effective coordination of professional activities of students of higher education. Communicative competence is a supra-professional competence that determines the ability of an individual to solve a certain range of tasks. Due attention is paid to the disclosure of the content of the basic concepts of “competence” and “adequacy”, and generalized characteristics of grammatical, sociolinguistic, discursive and strategic competencies are given. The importance of applying competence-based and integrative approaches to learning is noted, the role of humanization and humanization of higher education is emphasized. The main objectives of the course “Pedagogy and Psychology” are outlined, aimed at the formation of general cultural, professional and general professional competencies of future specialists in higher education. The author focuses on the value of the competence-based approach in education, which consists in focusing on the personality of the student in all spheres and areas of activity. The communicative competence is considered by the author as the most important indicator of the teacher's professionalism. The decisive role in the effective formation of students' communicative competence is played by the conditions of communication, the educational environment created at the university.

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Bobrikova, O. S. "TECHNOLOGY OF MONITORED INDEPENDENT WORK IN TRANSLATORS’ SOCIOLINGUISTIC COMPETENCE ACQUISITION." Tomsk State Pedagogical University Bulletin, no. 3 (2018): 33–38. http://dx.doi.org/10.23951/1609-624x-2018-3-33-38.

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Kanwit, Matthew, and Kimberly L. Geeslin. "SOCIOLINGUISTIC COMPETENCE AND INTERPRETING VARIABLE STRUCTURES IN A SECOND LANGUAGE." Studies in Second Language Acquisition 42, no. 4 (January 8, 2020): 775–99. http://dx.doi.org/10.1017/s0272263119000718.

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AbstractLearners must develop the ability to vary language according to linguistic and situational factors to produce context-appropriate utterances. Likewise, interpreting the additional meaning conveyed through language variation is essential for successful communication. Nevertheless, research on the interpretation of the variable copulas in Spanish is scarce and we do not know how individual lexical items and patterns of co-occurrence of adjectives with particular copulas influence interpretation. Addressing this void, we compare interpretation of the copulas by native speakers and highly advanced, advanced, and intermediate learners. Participants completed an interpretation task containing the copulas paired with one of nine adjectives, categorized as typically co-occurring with ser, estar, or both copulas. The current study contributes to the body of work on communicative competence and advanced L2 proficiency by exploring the development of interpretative abilities of English-speaking learners of Spanish and the extent to which interpretation differs across adjective classes and individual adjectives.

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VAN COMPERNOLLE, RÉMI A., and LAWRENCE WILLIAMS. "Reconceptualizing Sociolinguistic Competence as Mediated Action: Identity, Meaning-Making, Agency." Modern Language Journal 96, no. 2 (June 2012): 234–50. http://dx.doi.org/10.1111/j.1540-4781.2012.01334.x.

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van Compernolle, Remi A., and Lawrence Williams. "Promoting sociolinguistic competence in the classroom zone of proximal development." Language Teaching Research 16, no. 1 (December 12, 2011): 39–60. http://dx.doi.org/10.1177/1362168811423340.

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Aminova, Nargiza Istamovna. "The significance of sociolinguistic competence in learning a foreign language." Asian Journal of Multidimensional Research (AJMR) 10, no. 3 (2021): 237–41. http://dx.doi.org/10.5958/2278-4853.2021.00110.5.

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Ma, Rui. "English Communication for International Teaching Assistants." Journal of International Students 4, no. 2 (April 1, 2014): 199–201. http://dx.doi.org/10.32674/jis.v4i2.480.

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English Communication for International Teaching Assistants is at extbook written specifically for international teaching assistants (ITAs) working in a typical U.S. undergraduate classroom. An ITA might speak fluently in English with a clear pronunciation, yet the undergraduate students in an US classroom may still have difficulty understanding him or her. High English oral proficiency does notnecessarily lead to an ITA’s communicative competence, which, according to Canale and Swain (1980), includes grammatical competence, sociolinguistic competence, and also strategic competence.

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Stell, Gerald. "Sociolinguistic Indexicalities in Ethnic Diversity." New West Indian Guide 92, no. 1-2 (May 1, 2018): 35–61. http://dx.doi.org/10.1163/22134360-09201054.

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Abstract Ethnicity and language have often been considered jointly on the grounds of their intrinsic interrelation: hard ethnic boundaries are manifested by the use of heritage languages, while dynamics of assimilation reduce the need to linguistically project ethnic distinctness. This article seeks to test the interrelation between patterns of language use and ethnic boundaries in the context of Suriname by analyzing perceptions of ethnolinguistic boundaries elicited from a sample of young informants from Paramaribo. The findings suggest that Surinamese ethnic boundaries are salient, albeit eroding in urban areas. Erosion is visible at a linguistic level in what seems to be a general shift in urban areas toward Dutch and Sranan Tongo. However, this shift might be proceeding at different paces from one ethnic group to the next. As a result, ethnicity is reflected in variable levels of linguistic competence in Dutch and Sranan Tongo.

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Yuzkiv, Halyna, Viktoriia Roman, Alla Lazareva, Lyubov Chorna, Svitlana Lutsak, and Svitlana Artemenko. "Formation of Sociolinguistic Competences of Students of High Education Institutions." Laplage em Revista 7, Extra-E (July 27, 2021): 133–43. http://dx.doi.org/10.24115/s2446-622020217extra-e1169p.133-143.

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The aim of the research is to establish the link between the students' success and active social and communicative competence while studying foreign languages. The method of experiment has been determined as the main one in the research. The results of the experiment were evaluated based on questionnaires, tests, the method of observation and statistical methods. The result of the study is to determine a set of exercises, materials, components of the method of forming socio-cultural competence, using which the future specialist must be fluent in foreign languages and demonstrate a high ability to communicate successfully, increasing student achievement in groups that actively used sociolinguistic perspectives in teaching languages. It was reported that the use of sociolinguistic aspects in the teaching process contributes to the quality study of the disciplines of the language corpus.

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Lenchuk, Iryna, and Amer Ahmed. "Teaching Pragmatic Competence: A Journey from Teaching Cultural Facts to Teaching Cultural Awareness." TESL Canada Journal 30, no. 7 (February 20, 2014): 82. http://dx.doi.org/10.18806/tesl.v30i7.1153.

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Pragmatic competence is one of the essential competences taught in the second language classroom. The Canadian Language Benchmarks (CCLB, 2012a), the standard document referred to in any federally funded program of ESL teach- ing in Canada, acknowledges the importance of this competence, yet at the same time notes the limited resources available to help ESL teachers address it in the classroom. Informed by the theoretical construct of communicative competence and its application to second language learning, the article offers an exemplar of the whats and hows of teaching pragmatics in the ESL classroom. The article stresses the importance of making explicit to the learners the sociolinguistic and sociocultural variables that underlie native speakers’ linguistic choices. It is hoped that ESL learners will thus develop a better understanding of the reasons that make native speakers choose one linguistic expression rather than others when performing a certain linguistic act. The speech act of complimenting is used here as an exemplar.

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Ladegaard, Hans J., and Dorthe Bleses. "Gender differences in young children's speech: the acquisition of sociolinguistic competence." International Journal of Applied Linguistics 13, no. 2 (December 2003): 222–33. http://dx.doi.org/10.1111/1473-4192.00045.

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van Compernolle, R. A., and L. Williams. "Teaching, Learning, and Developing L2 French Sociolinguistic Competence: A Sociocultural Perspective." Applied Linguistics 33, no. 2 (January 24, 2012): 184–205. http://dx.doi.org/10.1093/applin/amr048.

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