Relevant bibliographies by topics / Communicative and lexical competence

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  2. Dissertations / Theses
  3. Books
  4. Book chapters
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Academic literature on the topic 'Communicative and lexical competence'

Author: Grafiati
Published: 4 June 2025
Last updated: 23 June 2025

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Journal articles on the topic "Communicative and lexical competence"

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Mehdi, Ghusoon. "Lexical Relations and the Use of Communication Strategies: A Competence Analysis Study." Kufa Journal of Arts 1, no. 3 (2008): 88–123. http://dx.doi.org/10.36317/kaj/2010/v1.i3.6515.

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In order to be active and independent, language learners, specially those who are not described as good language learners, need training in using the different types of language learning strategies. Among them communication strategies which are used in most cases to deal with lexical gaps , that is the lack of a lexical item . The study farwards the analysis and the study of the individual aspects of communicative competence separately instead of studying communicative competence as one whole unit. Being very important for both processes communication and language learner , the study focuses on one of the linguistic aspects of communicative competence , lexical competence . It refers to learner's knowledge of lexical items and the lexical relations that exist between them. The study investigates its nature , its analysis , and its development . A test is constructed to diagnose areas of strength and weakness in learner's lexical competence and it concludes that developing learners lexical competence involves providing learner's with knowledge of lexical relations in a way that helps them to overcome their weaknesses as well as providing them with instructions on how to select and use the approperiat vocabulary learning strategies
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Starodubtseva, O. G. "LEXICAL COMPETENCE AS THE LANGUAGE BASIS OF MEDICAL STUDENTS’ COMMUNICATIVE COMPETENCE." Bulletin of Siberian Medicine 12, no. 3 (2013): 127–31. http://dx.doi.org/10.20538/1682-0363-2013-3-127-131.

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The article is devoted to questions of the formation of foreign-language lexical competence as the language basis of Medical students’ communicative competence, the main concepts relating to the lexical aspect of foreign language training are interpreted, the attention is paid to the lexical component as the most essential one of both expressional and receptive types of speech activity, levels of the formation of lexical competence as necessary stages of its gradual development are shown. The author pays attention to lexical skills as the integral structural component of foreign-language professional lexical competence in a framework of interdisciplinary connections characterizing their features and conditions of its development, the advantage of lexical competence formation on an interdisciplinary basis is pointed out while taking into consideration the linguistic features of the language material and also applying the results of students’ educational activity.
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Caro, Keiby, and Nayibe Rosado Mendinueta. "Lexis, Lexical Competence and Lexical Knowledge: A Review." Journal of Language Teaching and Research 8, no. 2 (2017): 205. http://dx.doi.org/10.17507/jltr.0802.01.

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Lexis is one essential component of language and language development. Limited lexical knowledge can lead EFL learners to frustration and demotivation. To reach a higher level of development in the four basic communication skills, learners should have a basis of lexis that allows them to do so. One of the factors affecting the ongoing development of communicative competence is neglecting the systematic teaching of lexis. Teachers’ lack of knowledge of the lexical field has contributed negatively to this current situation. To meet these needs, this article reviews concepts such as lexis/vocabulary, lexical competence and knowledge and size and depth of lexical knowledge. It discusses new perspectives that could help language teachers develop conceptual knowledge to handle lexical instructional practice.
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Оlga, Kosovych, and Sokol Maryana. "Linguo-didactic aspect of formation of the professionally-oriented lexical competence of students of the specialty "Jurisprudence"." ScienceRise: Pedagogical Education, no. 2(35) (March 31, 2020): 4–7. https://doi.org/10.15587/2519-4984.2020.195947.

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The article notes that the generated lexical competence involves the mastery of the students with the values of a lexical unit, its spelling and pronunciation, knowledge of the grammatical forms of a word, synonyms and antonyms and by mastering the rules of compatibility with other lexical units. Exercises are an integral part of the formation and improvement of the professionally-oriented lexical competence. They are used at the stages of forming and developing lexical skills. The foreign language professionally oriented vocabulary teaching is based on general didactic principles (availability; scientific content; consciousness; activity; systematic character; consistency and durability of mastering of knowledge, abilities and skills; use of visual methods) and methodological principles (stimulating and motivating a positive attitude to learning a foreign language for specific purposes; considering the individual characteristics of students; professional orientation of teaching foreign language vocabulary; taking into account the degree of professional training of students and the conformity of the content of foreign lexical material to needs of their future professional activities); the principle of systemic learning of a professionally-oriented lexical material on the basis of complex non-communicative and conditionally communicative exercises with an interrelated improvement of skills and abilities of reading, speaking and writing professional orientation, as the formation of the professionally oriented lexical competence should be arranged through the set of exercises, in which the basic principles and training content are implemented. The formation of the professionally-oriented lexical competence has an impact on the improvement and development of the professionally oriented foreign language communicative competence as a whole. The ability to read and understand professionally-oriented literature and carry out professional communication depends on the level of lexical competence formation. In general, in the context of contemporary education the attention should be focused primarily on the new standards, the idea of which should be based on the competence approach, which includes the formation of general competences and needs of the labor market. To stop the outflow of future or practicing lawyers is possible only due to the quality of higher education, which is constantly growing, and is aimed at the expectations of the labour market, as well as it is pursuing a preemptive tactic. Today it is necessary to conduct the mandatory formation of general competences, readiness for the challenges that may appear in the near future
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Lutkovska, Nataliia. "CRITERIA TO ASSESS COMMUNICATIVE FL COMPETENCE IN MONOLOGUE PRODUCTION OF ECONOMICS MAJORS IN THE PROCESS OF AUDIOVISUAL IMPLICIT SPECIALIZATION." АRS LINGUODIDACTICAE, no. 3 (2019): 30–38. http://dx.doi.org/10.17721/2663-0303.2019.3.04.

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Background: Professionally oriented training implies involvement of professional knowledge and job-related skills. However, non-linguistics majors at the primary stage of tertiary education have no experience in specialism-related areas and situations. As a result, they fail to communicate effectively in the professional environment. To solve the problem, E. Miroshnichenko has introduced ‘implicit specialization’, i.e. integrated development of socio-cultural and professionally oriented communicative FL competence in non-professional communication spheres. The researcher implements her teaching strategy based on printed materials, whereas the author of this paper advocates a somewhat different approach: communicative competence in English can be acquired through audiovisual implicit specializing. Purpose. The assessment system is an integral and essential part of teaching and learning. It should provide valid and reliable measures for evaluating communicative FL competence. The purpose of our research is to develop assessment criteria for measuring the development of communicative FL competence in monologue production in the process of audiovisual implicit specializing of would-be economists. Results. Given non-linguistics specialization of students, their FL proficiency level and primary stage of tertiary education, we offer the following criteria to assess communicative FL competence: 1) relevance of a monologue to the communicative situation; 2) accuracy and appropriateness of vocabulary; 3) pronunciation accuracy; 4) grammar accuracy and range of grammatical structures; 5) speech tempo; 6) number of simple and compound sentences in the utterance. In the context of communicative approach, when assessing accuracy and appropriateness of language use, it is essential to take notice only of those lexical, grammatical and phonetic mistakes that distort the meaning and interfere with students’ ability to produce comprehensible utterances. To illustrate the assessment procedure, the article provides some assignments and samples of students’ answers. Discussion. Application of the above-mentioned criteria to assess socio-cultural and professionally oriented communicative FL competence in monologue production of Economics majors verifies practicability of communicative FL competence development based on audiovisual implicit specializistion. Situational models of communication incorporating lexical units of economic register in non-professional communication presented in videos are of primary importance for successful development of lexical competence both at the primary and follow-up stages of tertiary education. Pronunciation standards provided by video facilitate the qualitative upgrading of pronunciation skills
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Vetulani, Zygmunt, and Grażyna Vetulani. "Towards Lexicon-Grammar Verbnets Through Lexical Ontologies." Neophilologica 2019 35 (December 29, 2023): 1–32. http://dx.doi.org/10.31261/neo.2023.35.22.

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In this article, we present research directly inspired by the Princeton WordNet lexical ontology project (Miller, Fellbaum), which was a response to the real need for ontologies corresponding to the natural conceptualization common to all language users, within a given natural language, or within a specific sublanguage. Lexical ontologies for a given language or language subsystem determined by the scope of communication needs turn out to be useful and even necessary for constructing formal models of linguistic competence and, consequently, for designing and implementing AI systems with linguistic communicative competence, both passive and active. An important milestone of the research program presented in this work is the acquisition of tools in the form of extensive lexical ontologies of a new type, referred to in this work as Lexicon-Grammar Verbnets. In the article, we refer to the works of authors such as: Alain Colmerauer, Charles Fillmore, Christiane Fellbaum, Gaston Gross, Maurice Gross, Thomas R. Gruber, Richard Kittredge, George A. Miller, Martha Palmer, Kazimierz Polański, and Piek Vossen.
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Borasheva, Aybolgan. "The Crucial Role of Teacher Support in Enhancing Willingness to Communicate, Professional, Communicative and Lexical Competences." Pubmedia Jurnal Penelitian Tindakan Kelas Indonesia 1, no. 4 (2024): 9. http://dx.doi.org/10.47134/ptk.v1i4.898.

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Effective communication skills are essential in education as they significantly enhance student learning experiences and outcomes. This article explores the role of Willingness to Communicate (WTC) and communicative competence in language learning, emphasizing the importance of teacher support in fostering these competencies. Key factors influencing WTC, such as self-communicative competence, communication apprehension, and individual psychological traits, are discussed. The article highlights the pivotal role of teacher involvement, immediacy, and autonomy support in promoting student engagement, self-efficacy, and language proficiency. Furthermore, the development of lexical competence and the use of innovative teaching approaches, such as flipped classrooms and collaborative learning activities, are examined as effective strategies for improving communication skills. The article underscores the importance of creating supportive classroom environments that reduce communication anxiety and promote active participation. Ultimately, the integration of robust teacher support practices and ongoing professional development is critical for enhancing communicative competence and ensuring long-term academic and professional success for students.
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Bobyreva, Ekaterina, Marina Zheltukhina, Mariana Busygina, and Olga Khudobina. "Overcoming psychological barriers in discourse interaction in the era of information." SHS Web of Conferences 109 (2021): 01009. http://dx.doi.org/10.1051/shsconf/202110901009.

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The article deals with the types of communicative competence in different types of discourse. Communicative competence refers to the ability to predict a communicative situation in a specific area of communication which becomes important in the era of information, to manage the process of communication in a certain situational environment. Levels of language personality formation are distinguished. The concept of a psychological barrier arising in the process of communication is given. Psychological barrier refers to a condition that impedes full development and manifestation of a personality. Multilevel character of communicative competence is shown, levels of its formation are distinguished; such types as lexical, textual and discourse competence are considered. As a person enters discourse space and develops communicative competence, his emotional state changes – from negative or neutral emotions to positive emotions. The question is raised about the possibility of communicative failures caused by communication barriers arising during communication. Types of communicative barriers, their characteristics and ways to overcome them are considered; besides, barriers related to insufficient proficiency in a particular level of language (phonetic, lexical, stylistic) are considered. Among the reasons for communicative barriers are: features of communicants’ intelligence; difference in interpreting concepts; difference in vocabulary; misunderstanding of communicative situation; psychological characteristics of partners; social, political, professional, religious differences.Many of these barriers appear in modern society which overcomes specific changes in the era of information. Significance of psychological factor as well as level of formation of emotional competence to overcome emerging communicative barriers is shown.
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ИСАЕВА, А. Х. "ТИПОЛОГИЯ НЕКОТОРЫХ ЛЕКСИЧЕСКИХ ОСОБЕННОСТЕЙ АНГЛИЙСКОГО И РУССКОГО ЯЗЫКОВ В ТЕОРИИ КОММУНИКАТИВНОЙ КОМПЕТЕНЦИИ". Actual Problems of study of humanities 2, № 2024 (2024): 295–98. http://dx.doi.org/10.62021/0026-0028.2024.2.295.

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Typology of some Lexical Features of English and Russian Languages in the Theory of Communicative competence Summary The article deals with a small comparative grammar analysis of English and Russian languages and reveals some aspects of communicative competence in the study of these languages. It also analyzes the most effective teaching methods for developing communicative competence. In the modern world, knowledge of foreign languages is becoming vital for a person. And from this point of view, the process of proper language teaching is important. Communicative competence plays a big role in learning foreign languages. In this article, we tried to give a small description of the theory of communicative competence by comparing some lexical features of English and Russian languages. Key words: language, communicative competence, linguistic competence, language competence
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Lehan, Viktoriya, Nataliia Hodovanets, Iryna Muraviova, Maryna Litvinova, and Olga Baibakova. "Formation of lexical competence in foreign philology (English) students during online education." Multidisciplinary Science Journal 5 (October 10, 2023): 2023ss0506. http://dx.doi.org/10.31893/multiscience.2023ss0506.

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The research aims to examine the implementation of a model for developing lexical competence in distance learning students. It involves surveying educational institutions through the internet to assess their ability to foster lexical competence. The study findings indicate that teachers employ various tools to enhance lexical competence, such as Kahoot! (95.6%), Moodle (95.5%), Duolingo (89.7%), Google Forms (89.6%), Lingohut (89.2%), and Quizlet (84.7%). Moreover, teachers utilize specific exercises to develop lexical competence, including translation of international words into Ukrainian (95.5%), communicative exercises promoting natural speech usage (95.3%), and exercises comparing words with their definitions (89.5%). Regarding lexical competence development in distance learning, teachers employ control tasks, self-checking tasks, test tasks, and project tasks (98.3%), translation of terms (94.1%), use of lexical constructions in communication (93.8%), and exercises for statement correction (92.4%). The study reveals that ICTs have a positive impact on lexical competence development (95.5%), with a small portion (3.3%) expressing uncertainty, and a minority (1.2%) noting certain disadvantages. A model for developing lexical competence in distance learning has been formulated, incorporating clear goals, objectives, and expected outcomes.
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Dissertations / Theses on the topic "Communicative and lexical competence"

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Stål, Eva-Lena. "Skriftspråklig kompetens hos andraspråksinlärare : Analys av godkända texter från Tisustest och Nationella prov i Svenska som andraspråk B." Thesis, Karlstads universitet, Estetisk-filosofiska fakulteten, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-13993.

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Denna studie bygger på andraspråksinlärares skriftliga kompetens kopplad till syntaktiska och kommunikativa nivåer. I synnerhet är syftet att studera språkliga syntaktiska nivåer i texter skrivna av andraspråksinlärare som har behörighet att studera vid universitet. Ytterligare ett syfte är att studera om innehållet i texter kan förmedlas på ett kommunikativt och idiomatisk sätt. Den teoretiska ramen för att mäta syntaktiska nivåer som informanter i denna studie har uppnått bygger på processbarhetsteorin (Pienneman, 1998/ Pienneman &amp; Håkansson, 1999). Studien visar att godkända texter i Svenska som andraspråk B och Tisustest uppnår nivå 4 och 5 på syntaktisk nivå.   Studien visar också på variation av kommunikativ kompetens utifrån förmågan att förmedla ett central innehåll. Informanterna uppnår delvis målspråksnormen och delvis avviker från målspråksnormen i varierad grad vilket påverkar den kommunikativa kompetensen. Det mesta av resultatet pekar på individuella skillnader. Vad som kan förklara skillnader mellan informanterna kan delvis kopplas till varierad kognitiv svårighetsgrad i texterna. Studien visar att processbarhetsteorin kan vara ett fördelaktigt verktyg för att mäta syntaktiska nivåer i texter. Dock pekar studien på att det är av vikt att också genomföra en mer omfattande bedömning av kommunikativa språkkunskaper för att kunna göra en helhetsbedömning av skriftlig språkkompetens av andraspråksinlärare.<br>The present study concerns second language learners' syntactic and communicative competence in writing. The aim is to study syntactic performances in texts written by learners of Swedish as a second language permitted to study at university. Another aim is to discuss the communicative and idiomatic performances of the informants.   The theoretical framework used for assessment of achieved syntactic levels is the Processability Theory (Pienneman, 1998/Pienneman &amp; Håkansson, 1999). The results reveal that the students who´s texts in Svenska som andraspråk B[1]and the Tisustest[2]have passed the exam have achieved either syntactic level 4 or 5 according to Processability Theory.    The study also reveals the variety of communicative and idiomatic competence based on the ability to convey a core content. The informants partly achieve and partly do not achieve the Swedish language norms, in various degrees, which effects the level of communicative competence which they are able to express. The results point to more or less individual differences. There are small differences between the group of informants in Svenska som andraspråk B and in the Tisustest. Possible causes for these differences may partly be connected to the varying degree of cognitive difficulty in producing the different texts.   The study shows that the use of Processability Theory may be a beneficial tool to measure levels of syntactic proficiency levels in second language learner texts. However, it appears that it also is important to establish a comprehensive assessment of communicative language skills in order to make an overall assessment of written language skills of second language learners. [1]Swedish as a second language, level B [2]Tisus - Test in Swedish for university studies.
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Michelino, Denise <1992&gt. "The intercultural communicative competence." Master's Degree Thesis, Università Ca' Foscari Venezia, 2016. http://hdl.handle.net/10579/8779.

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Questa tesi analizza il ruolo centrale che ha la competenza comunicativa interculturale negli scambi comunicativi. Attraverso l'analisi delle sue diverse componenti si mette in luce il fatto che essa è indispensabile e che possedere solo una buona competenza linguistica, in una lingua, non sia sufficiente per raggiungere una buona comunicazione. Sono mostrati infatti alcuni dei possibili problemi che possono nascere se non si pone sufficiente attenzione alle diversità culturali e quindi ai processi mentali che un individuo possiede, dovuti alla sua cultura. Si spiega anche la rilevanza della comunicazione non verbale con le sue manifestazioni negli scambi comunicativi e il concetto di cultura e il suo legame alla lingua, spiegando che sono interdipendenti l'una dall'altra. Nella seconda parte la tesi include uno studio di caso effettuato in scuola superiore a studenti italiani e stranieri. Si metteranno in luce le diversità culturali e quindi l'incidenza della cultura nel rapporto fra gli individui. Si evidenzierà il fatto che avere valori e modi di rapportarsi diversi possa diventare la causa principale di fraintendimenti e quindi portare a discussioni. Obiettivo di questa tesi è quindi quello di far capire che la cultura è presente in qualsiasi scambio comunicativo e incide su di esso in maniera consistente. Usare un modello di competenza comunicativa interculturale aiuta a generare comportamenti che possano portare a comunicazioni ottimali con gli stranieri.
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Gunn, Cindy L. "Exploring second language communicative competence." Thesis, University of Bath, 2001. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.392066.

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Oliver, Cree 1972. "Lehrwerk facilitation of intercultural communicative competence." Monash University, School of Languages, Cultures and Linguistics, 2003. http://arrow.monash.edu.au/hdl/1959.1/5796.

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Carpenter, Hilda Vivian. "Reconceptualizing communication competence high performing coordinated communication competence, HPC3 a three-dimensional view /." online access from Digital Dissertation Consortium, 2006. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?3218173.

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Solodovnik, T. O., N. V. Sereda, and O. Petrusheva. "Forming of communicative competence of future managers." Thesis, Ассоциация открытой дипломатии, Грузия, 2018. http://repository.kpi.kharkov.ua/handle/KhPI-Press/48148.

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Amodeo, Gloria. "Scoring oral communicative competence in second-language classrooms." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0019/MQ52872.pdf.

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Al-Amide, Mustafa. "Digital Games and the Development of Communicative Competence." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30840.

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The purpose of this paper was to review research within the field of digital games and language learning to explore whether gaming can facilitate communicative competence and foster motivation for language learning. To answer my questions I conducted a research synthesis, compiling a variety of research over the last decade to answer my questions as effectively as possible. Results showed that digital games do in fact facilitate language development and induce motivation. Research also showed that different games provide different opportunities and activities, resulting in some games fostering language competence more than others. For instance, World of Warcraft provided social situations where conversations were erratic, spontaneous, contextual and driven by small events in the game, while The Sims focused more on strategic and creative activities. Additionally, research suggested that digital games motivated learners to develop their L2 language in hope of achieving more goals together within a variety games and game types.
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Bayraktar, Hasan. "A Communicative Competence Perspective On Difficulties In L2 Reading." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/12606279/index.pdf.

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The primary objective of this study was to investigate the reading difficulties (problems) of Freshman EFL students attending the Department of Foreign Language Education at Middle East Technical University. The study attempted to integrate notions of strategic, linguistic, discourse and sociolinguistic competence into the construct of reading: a first approximation at integrating and applying a model of reading ability to a model of communicative language ability. To examine the reading difficulties and factors related to EFL reading, the researcher investigated the sub-competencies of reading comprehension in the following areas of Communicative Competence: linguistic, strategic, socio-linguistic and discourse competence. For this purpose, 6 reading quizzes were administered to 29 EFL readers and the results were analyzed by three different reading instructors to explore, from a Communicative Competence perspective, where the difficulties in L2 reading were experienced. The results showed that students&amp<br>#8217<br>difficulties frequently originated from discourse competence, followed by sociolinguistic, strategic and linguistic competences, respectively.
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Comeau, Liane. "The communicative competence of young French-English bilingual children /." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=84497.

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The communicative competence of bilingual children involves a large array of skills---they must not only acquire the full range of communication skills of monolinguals but also learn when, how and with whom to use each language. This dissertation features three studies on the communication skills of bilingual children (French-English bilinguals aged 2.5 and 3 years from the Montreal area). Studies 1 and 2 explored these children's ability to make appropriate language choices by studying their responsiveness to two types of cues: The first study investigated whether children's language choice is influenced by their interlocutor's code-mixing; the second study examined whether children change their language in response to their interlocutor's requests for clarification following the children's use of the inappropriate language. The children demonstrated that they were capable of making on-line adjustments in their language choice in response to both types of cues, thereby showing that sensitivity to cues for language change is part of bilingual children's communicative competence from a young age. Study 3 compared bilingual and monolingual children's responses to requests for clarification following breakdowns in communication due to problematic aspects of their utterances such as speaking too softly or mispronouncing words. The findings revealed no significant differences between the bilingual and monolingual children's responses and suggest that the acquisition of conversational repair skills is not influenced by the simultaneous acquisition of two languages. Together, these three studies contribute to the understanding of the skills underlying children's ability to make appropriate language choices and suggest that the unique demands of bilingual interpersonal communication do not interfere with the acquisition of more general communication skills.
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Books on the topic "Communicative and lexical competence"

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Marconi, Diego. Lexical competence. MIT Press, 1997.

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Nefedov, Igor', Andrey Panteleev, and Anna Shi. We speak Russian. Publishing Center RIOR, 2022. http://dx.doi.org/10.29039/02101-9.

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The textbook is intended for teachers of Russian as a foreign language working in a Chinese classroom. The purpose of the textbook is to offer the teachers of the RCT a unique set of phonetic, grammatical and lexical exercises and games to replenish vocabulary, improve the skills of correct pronunciation of sounds and assimilation of Russian grammar, taking into account the specifics of the Chinese language.&#x0D; The manual is composed of phonetic, grammatical and lexical games and exercises of varying complexity, aimed at the formation of communicative and linguistic competencies, as well as at repetition and deeper assimilation of language material studied in the framework of the basic courses of Russian as a foreign language.&#x0D; The textbook can be used as an additional source of exercises and games for teaching Chinese students, undergraduates and postgraduates of philological and non-philological specialties of universities both in classroom classes as part of a correction course of phonetics, extracurricular work in a game format, as well as in the process of independent in-depth study of the Russian language
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Orsini-Jones, Marina, and Fiona Lee. Intercultural Communicative Competence for Global Citizenship. Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-137-58103-7.

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Bouchard, Jeremie. Ideology, Agency, and Intercultural Communicative Competence. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3926-3.

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Kanwit, Matthew, and Megan Solon. Communicative Competence in a Second Language. Routledge, 2022. http://dx.doi.org/10.4324/9781003160779.

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R, Esarey Gary, ed. MMC: Developing communicative competence in ESL. University of Pittsburgh Press for the English Language Institute of the University of Pittsburgh, 1985.

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Educational Resources Information Center (U.S.), ed. A communication competency assessmemt framework: A literature review of communication competency and assessment. Northwest Regional Educational Laboratory, 1997.

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Dorothy, Molyneaux, ed. The dynamics of communicative development. Prentice Hall, 1992.

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C, Scarcella Robin, Andersen Elaine S, and Krashen Stephen D, eds. Developing communicative competence in a second language. Newbury House Publishers, 1990.

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C, Scarcella Robin, Andersen Elaine S, and Krashen Stephen D, eds. Developing communicative competence in a second language. Heinle & Heinle, 1990.

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Book chapters on the topic "Communicative and lexical competence"

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Atcheson, Hana. "Ustálená slovní spojení v odborných článcích výtvarných disciplín fotografie a produktového/průmyslového designu." In Výzkum v didaktice cizích jazyků V. Masaryk University Press, 2022. http://dx.doi.org/10.5817/cz.muni.p280-0310-2022-7.

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This article presents results from partial research which in its broader scope focuses on objective language needs analysis of students in Ph.D. study programmes of photography and product/industrial design. It is the problematics of formulaic language use in vocational published articles which usually serve in classes of English for Academic Purposes as referential models for the students in the target group and form a referential corpus in the objective needs analysis in the field of academic writing in English. This comparative corpus study pointed to the use of formal and functional types of 4-gram lexical bundles in published articles of expert authors in the two visual art disciplines of photography and product/industrial design. The analysis of lexical bundles has been done with the use of Biber’s (Biber et al., 1999) formal taxonomy, the functional taxonomy was adapted from Hyland (2008a, 2008b). The findings obtained will be used to identify the objective needs in communicative competence in academic writing for Ph.D. students of the target group.
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Gałajda, Dagmara. "Communicative Competence." In Communicative Behaviour of a Language Learner. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-59333-3_2.

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Gumperz, John J. "Communicative Competence." In Sociolinguistics. Macmillan Education UK, 1997. http://dx.doi.org/10.1007/978-1-349-25582-5_6.

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Janicki, Karol. "Communicative Competence." In Language and Conflict. Macmillan Education UK, 2015. http://dx.doi.org/10.1007/978-1-137-38141-5_7.

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Harding, Luke, Susy Macqueen, and John Pill. "Assessing communicative competence." In Communicative Competence in a Second Language. Routledge, 2022. http://dx.doi.org/10.4324/9781003160779-14.

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Hymes, Dell. "34. Communicative Competence." In Handbücher zur Sprach- und Kommunikationswissenschaft / Handbooks of Linguistics and Communication Science (HSK), edited by Ulrich Ammon, Norbert Dittmar, Klaus J. Mattheier, and Peter Trudgill. De Gruyter, 1987. http://dx.doi.org/10.1515/9783110858020-040.

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Jenks, Christopher. "Workplace communicative competence." In Perspectives on Teaching Workplace English in the 21st Century. Routledge, 2023. http://dx.doi.org/10.4324/9781003041283-1.

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Harahap, Winda Siska Perwana, and Havid Ardi. "Teachers’ Communicative Competence." In Proceedings of the International Conference on English Language and Teaching (ICOELT 2022). Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-38476-166-1_40.

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Munezane, Yoko. "Intercultural Communicative Competence." In Encyclopedia of Diversity. Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-030-95454-3_593-1.

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Berns, Margie. "Communicative Language Teaching." In Contexts of Competence. Springer US, 1990. http://dx.doi.org/10.1007/978-1-4757-9838-8_4.

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Conference papers on the topic "Communicative and lexical competence"

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Juraev, Abdunazar, Munira Tuychieva, Solikha Anorboyeva, Nilufar Sabirova, and Sojida Akhadova. "Spanish Skills for Tourist Guides: Enhancing Communicative Competence." In The Second Pamir Transboundary Conference for Sustainable Societies- | PAMIR. SCITEPRESS - Science and Technology Publications, 2023. https://doi.org/10.5220/0012987700003882.

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CURACIȚCHI, Angela. "Formation of speech competence of a junior scholar in the context of solving communicative problems in the lessons of russian language and literature." In "Ştiință și educație: noi abordări și perspective", conferinţă ştiinţifică internaţională. Ion Creangă Pedagogical State University, 2024. https://doi.org/10.46727/c.v2.21-22-03-2024.p284-289.

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One of the most significant and urgent tasks in the content of modern education is to improve the speech culture of pupils, since it is speech that acts as an indicator of developed thinking, intelligence and general culture. The development of speech of a junior pupil in the lessons of Russian language and literature is directly related to the process of their communicative skills development, which manifest themselves in created communicative situations. The organization of such a process on an ongoing basis leads to the formation of both speech competence and communicative competence, which makes part of it. The level of speech competence of pupils is determined by the degree of development of each of its components: lexical, grammatical, phonetic, dialogical and monological, which influence the process of junior schoolchildren mastering their native speech, as well as contribute to the effective interaction of communicants. Considering the importance of speech competence in interpersonal communication, various techniques and means of working on the formation of speech in junior schoolchildren are taken into account. By organizing activities on the development of speech, the communicative function of language and speech is realized, in which the solution of communicative problems becomes an effective means of developing the speech of junior schoolchildren.
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Deveci, Tanju. "FRESHMAN COMMUNICATION STUDENTS’ DEVELOPMENT OF LEXICAL COMPETENCE." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0722.

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Davlatov, Keldiyor, Lola Ilieva, Malohat Djumaniyazova, and Aisafar Murtazaeva. "Development of professional communicative competences of students'." In Research for Rural Development 2024 : annual 30th international scientific conference. Latvia University of Life Sciences and Technologies, 2024. https://doi.org/10.22616/rrd.30.2024.050.

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In our republic in the process of preparing students for professional activity one of the urgent tasks is considered to be the development of their professional speech. It is very important for todayʼs specialist to be competent, competitive and able to communicate effectively in his future activity. However, the main problem is the teaching of professional culture and the holistic development of professional communicative competences. The aim of the article is to develop recommendations and methodological guidelines to ensure the cultural communication of future professionals. In particular, the experiment proves that the student should feel the benefit of learning a foreign language in the future and get used to independent work on the subject, and gradually the motivation to learn the language will appear. The study highlights the role of foreign language teaching in the interdependence of ‘language - communication - profession - cultureʼ, the interdependence of language and culture in the development of language skills, the systematic approach to the study of professional terms. It is a well-known fact that students, in addition to acquiring lexical and grammatical knowledge of a foreign language, should also have a perfect command of the culture and values of their country and of the country where the language is learnt. In order to effectively implement the business communication situation in the classroom, it is desirable for the student to ‘understand the foreignerʼ, to study and master the culture of the foreign country, the accepted rules and values. While doing research, the methodological recommendations and instructions for the systematic organization of foreign language teaching are given.
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Зорина, Виктория Владимировна. "STUDYING THE TOPIC "SOCIAL PROBLEMS" IN A CLASS ON RUSSIAN AS A FOREIGN LANGUAGE AT A LAW SCHOOL (FROM THE EXPERIENCE OF TEACHING)." In Проблемы управления качеством образования: сборник избранных статей Международной научно-методической конференции (Санкт-Петербург, Май 2020). Crossref, 2020. http://dx.doi.org/10.37539/ko185.2020.42.28.003.

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Статья посвящена актуальной проблеме обучения студентов-иностранцев русскому языку. Представлен опыт проведения занятия по теме «Социальные проблемы». Как показывает практика, включение разнообразных лексико-грамматических заданий, использование видеоматериалов повышает интерес иностранных обучающихся к занятиям, способствует совершенствованию коммуникативно-речевой компетенции. The article is devoted to the actual problem of teaching Russian to foreign students. The experience of conducting a class on the topic "Social problems"is presented. As practice shows, the inclusion of a variety of lexical and grammatical tasks, the use of video materials increases the interest of foreign students in classes, contributes to the improvement of communicative and speech competence.
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Cazacu, Lidia. "Communicative competence and the peculiarities of teaching idiomatic phrases from the Italian language for AMTAP students." In Probleme metodico-didactice și de asigurare a calității în învăţământul artistic superior. Academy of Music, Theatre and Fine Arts, Republic of Moldova, 2024. https://doi.org/10.55383/pacias2023.16.

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In this article, we address some aspects related to the issue of teaching the Italian language within the Academy of Music, Theater and Fine Arts (AMTAP). The specificity of the training system in the institutions with an artistic profile, involves the study of a foreign language (L2) as a collateral discipline vis-à-vis the basic subjects strictly related to the professional training of specialists in the field of arts. Based on the limited number of hours, we try to identify some teaching methods and strategies that would accelerate the process of acquiring the foreign language (L2). We pursue the goal of improving the process of teaching the Italian language (L2) from the perspective of phrasio-didactics, taking into account the imperative necessity of interlinguistic communication at the current stage. As an example, we have chosen for examination a certain type of lexical units, more frequently used in everyday speech, such as idiomatic expressions.
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GOLUBIȚCHI, Silvia. "Evaluative aspects of written communication competence in primary grades." In Învățământul superior: tradiţii, valori, perspective. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.29-30-09-2023.p147-152.

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Writing is a form of communication, ubiquitous in contemporary society because we all write, edit texts, regardless of the degree of culture and civilization, social position or profession. Primary school students develop school products and cross-disciplinary products based on success criteria, thus forming written communication competence. The evaluation of written communication competence emphasizes the students' ability to use cognitive processing according to the learned content and evaluation criteria, which are presented in the form of exercises or will be reflected in concrete products. The following aspects are highlighted in the assessment activities: clear and correct presentation of the written text, respect for the general structure of the elaborated text, semantic correctness, grammatical correctness, stylistic correctness, the value of the communicated message, the lexical, grammatical and stylistic nuances of communication in linguistic situations.
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SANDU-GROSU, Svetlana. "Completarea vocabularului activ și dezvoltarea competențelor comunicative ale elevilor. Activități și oportunități de învățare." In "Învățământul superior: tradiţii, valori, perspective", conferinţă ştiinţifică internaţională. Ion Creangă Pedagogical State University, 2022. https://doi.org/10.46727/c.v2.1-2-10-2022.p126-133.

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To enrich vocabulary involves the progressive expansion of students’ knowledge, their life experience, means to acquire new acquisitions, which contribute to the formation and development of verbal V behavior. The student hears and reads many units of vocabulary that decodes them without difficulty. It is important to value dictionaries in order to find out the meanings of unknown words, establish relationships between words and complement active vocabulary. To accomplish competence of communication, it is necessary to store in memory, with precision, the new terms, according to the chosen motivated lexical fields, proposing associative systems of various types, in which the accessible speaker includes a lexical element.
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ABDUKADYROVA, T. T. "FORMATION OF QUALITATIVE CHARACTERISTICS OF FOREIGN LANGUAGE VOCABULARY IN THE CONDITIONS OF CHECHEN-RUSSIAN BILINGUALISM." In The main issues of linguistics, lingvodidactics and intercultural communications. Astrakhan State University, 2020. http://dx.doi.org/10.21672/978-5-9926-1237-0-005-009.

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This article examines the problem of teaching foreign language vocabulary in bilingual conditions. The importance of this article is due to the fact that the emphasis is placed on the study of qualitative characteristics of foreign language vocabulary in the conditions of chechen-russian bilingualism, which can affect communication in the study of native, russian and foreign languages. In the process of teaching foreign language vocabulary in the conditions of chechen-russian bilingualism, it is accompanied by additional difficulties, which are manifested due to the interaction of different lexical systems of the contacting languages. It should be noted that the difficulties of mastering the spelling features of lexical units are due to the peculiarities of german spelling, which is characterized by numerous rules for combining letters when writing and exceptions. The result of the research is the conclusion that the proposed classification of the development of lexical units of the german language, as practice shows, is an effective means for bilingual students to overcome difficulties in the process of forming a foreign language lexical competence.
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Lomakina, Yekaterina, Olesya Kisel, and Natalia Zerkina. "LINGUODIDACTIC ASPECT OF PROFESSIONALLY ORIENTED LEXICAL COMPETENCE FORMING TO TECHNICAL UNIVERSITY STUDENTS WITH USING ICT." In eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-135.

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The modern society, state and the situation in such areas as economics, technology politics require a proper knowledge of foreign languages from the future specialist, which is undoubtedly a competitive advantage when applying for a job. The purpose of this paper is to consider the issue of vocabulary teaching to students at non-linguistic faculties and universities. The relevance of this study is up to the altering requirements for a future university graduate, who must be able to make a successful communication in different spheres speaking at least one foreign language. The novelty of the study is a comprehensive description of the problems associated with teaching the foreign language vocabulary. The vocabulary being the most important part of the language material, largely determines the content of training. Speaking about the forms of a word, there means not only its sound form. Material and methods of research are analysis of domestic and foreign literature in the field of linguistics, linguodidactics, methods of teaching the foreign language vocabulary; survey on the experience of teaching the foreign language professionally-oriented vocabulary at non-language faculties and generalization of the personal experience; The use of ICT at foreign language lessons at a non-linguistic university significantly simplifies the process of memorizing material (vocabulary and grammar material), increases the efficiency of interaction between a teacher and a student. The interactive forms of educational resources increase the motivation and interest of students in the subject. Such forms of work contribute to good learning of the material, increase the information and communication competencies of teachers and students.
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Reports on the topic "Communicative and lexical competence"

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Podoprelov, Pavel, Nikolay Knapp, Khomidzhon Muratov, Dmitry Kolmykov, Roman Ledenev, and Pavel Skorodumov. TU-22M SOVIET LONG-RANGE SUPERSONIC MISSILE-BOMBER. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/gorbachev.0414.15042021.

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THE ELECTRONIC TEXTBOOK IS INTENDED FOR THE DEVELOPMENT OF COMMUNICATIVE COMPETENCE ON THE BASIS OF EDUCATIONAL TEXTS USING AUTHENTIC AUDIO MATERIALS ON THE MILITARY SPECIALTY, IMPROVING THE SKILLS OF CONDUCTING CONVERSATIONS ON PROFESSIONALLY-ORIENTED TOPICS. THE ELECTRONIC TEXTBOOK CONTRIBUTES TO THE REPETITION AND SYSTEMATIZATION OF THE STUDIED LEXICAL AND GRAMMATICAL MATERIAL, THE FORMATION OF CADETS ' BASIC SKILLS OF WORKING WITH TEXTS OF THE MILITARY SPECIALTY, AS WELL AS SPEAKING SKILLS BASED ON THE INTRODUCED LEXICAL MATERIAL.
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Lindo-Ocampo, Gloria Inés, and Hilda Clarena Buitrago-García. English for Business Course. Thematic Unit: Business Events. Ediciones Universidad Cooperativa de Colombia, 2022. http://dx.doi.org/10.16925/gcnc.24.

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This didactic unit is aimed at the fifth semester students of the Business Administration, Marketing and International Business program, who have already completed the four basic levels of the Open Lingua program. This proposal seeks to develop skills and competencies that allow them to perform in different fields related to private, public and solidarity economy companies, and in various mediation and negotiation processes at national and international levels. The instructional design of this unit contains real-life situations, focused on the world of business, that allow students to interact in various types of business events. The grammatical and lexical concepts, necessary to interact successfully in these types of communicative situations, are introduced and applied. The educational activities are designed to offer opportunities to interact in business conferences, international exhibitions, and seminars, among others. The contents are framed in natural and meaningful contexts. This leads to a greater understanding of the type of language used in business and the way it is used to communicate. The contents are structured in three lessons in which the level of complexity of the topics, tasks, texts and transitions (4Ts) have been considered. Also, various types of activities that activate and reinforce previous knowledge and that, subsequently, evaluate the progress of the students, are included.
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Гладка, О. В. Developing Upper-Intermediate Students' Lexical Competence. Видавничий центр ДВНЗ "КНУ", 2017. http://dx.doi.org/10.31812/0564/2039.

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The article deals with the problrm of developing upper-intermediate students' lexical competence. The difficulties of the this process are highligted. The wide range of activities on enlarging students' lexicon are suggested.
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Kazhan, Yuliya M., Vita A. Hamaniuk, Svitlana M. Amelina, Rostyslav O. Tarasenko, and Stanislav T. Tolmachev. The use of mobile applications and Web 2.0 interactive tools for students' German-language lexical competence improvement. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3880.

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The article focuses on the use of mobile applications and Web 2.0 interactive tools to improve students’ German-language lexical competence. The composition and structure of lexical competence are described, the order of exercises for lexical competence formation is given, the didactic possibilities of using mobile applications, blogging technologies and other interactive tools to improve lexical skills are found out, examples of using mobile applications and Web 2.0 interactive tools in the learning process that prove their effectiveness are given. It is proved that the use of mobile applications and Web 2.0 interactive tools helps to organize students’ work in and outside classrooms effectively for the formation and improvement of their lexical competence.
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Бакум, З. П., О. М. Горошкіна, and С. М. Хоцкіна. A System to Diagnose the Level of Future Mining Engineer Communicative Competence Development. Криворізький державний педагогічний університет, 2015. http://dx.doi.org/10.31812/0564/417.

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On the basis of the proposed diagnosing techniques the authors studied the state and determined the levels of future mining engineer communicative competence development at the initial stage of scientific prospecting.
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Дирда, І. А., and З. П. Бакум. Linguodidactic fundamentals of the development of foreign students’ polycultural competence during the Ukrainian language training. Association 1901 "SEPIKE", 2016. http://dx.doi.org/10.31812/123456789/2994.

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The paper shows the analysis of scientists’ views to the definitions of terms “approaches to studying”,”principles”, “methods” and “techniques”. The development of foreign students’ polycultural competence is realized in particular approaches (competence, activity approach, personal oriented, polycultural approach); principles (communicative principle, principles of humanism, scientific nature, visual methods, systematicness and succession, consciousness, continuity and availability, individualization, text centrism, native language consideration, connection between theory and practice); usage of some methods (method of reading, direct, purposeful and comparative, purposeful and practical, communicative methods) and techniques (explanation of the teacher, usage of speech clichés, sound and letter analysis, etc.).
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Бакум, З. П., and І. А. Дирда. Linguodidactic Fundamentals of the Development of Foreign Students' Polycultural Competence During the Ukrainian Language Training. Криворізький державний педагогічний університет, 2016. http://dx.doi.org/10.31812/0564/398.

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The paper shows the analysis of scientists' views to the definitions of terms "approaches to studying", "principles", "methods" and "techniques". The development of foreign students' polycultural competence is realized in particular approaches (competence, activity approach, personal oriented, polycultural approach); principles (communicative principle, principles of humanism, scientific nature, visual methods, systematicness and succession, consciousness, continuity and availability, individualization, text centrism, native language consideration, connection between theory and practice); usage of some methods (method of reading, direct, purposeful and comparative, purposeful and practical, communicative methods) and techniques (explanation of the teacher, usage of speech clichés, sound and letter analysis, etc).
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Balandina, Nadiya. STRUCTURE OF MEDIAENVIRONMENT THROUGH THE PRISM OF LEXICAL INNOVATIONS. Ivan Franko National University of Lviv, 2024. http://dx.doi.org/10.30970/vjo.2024.54-55.12167.

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Using theoretical and empirical methods, this paper proves that the modern mediaenvironment is a complex configuration made by the material and the virtual components and is reflected in the language in various ways. Innovative lexis with the component media and its systematization has become the key to understanding the mediareality, in particular, detecting the constituent elements of the structure of the mediatized environment. In total, 455 lexemes chosen from the Ukrainian dictionaries, academic publications, and the results provided by Google search engine have been analyzed. The systematization of the lexical units have been done according to the principle of the lexical and semantic field, and as the result macro-, midi-, and mini-fields have been allocated with the subsequent ranging of the lexis into the core, the centre, and the periphery. Within the macro-field MEDIAENVIRONMENT, the midi-fields have been located – TECHNICAL, TECHNOLOGICAL, and SOCIO-COMMUNICATIVE. The conceptual core of the macro-field MEDIAENVIRONMENT has been shown to form lexemes signifying space specified from the point of view of temporality, structuredness, contextuality, and evaluation. TECHNICAL midi-field is represented by the names of media equipment; TECHNOLOGICAL midi-field – by the names of methods, processes, and ways of using media equipment. The structural and semantic framework of the SOCIO-COMMUNICATIVE concentre is represented by mini-fields: WHO – FOR WHAT PURPOSE – WHAT – CHANNEL – TO WHOM – EFFECTS. The senders of information are shown as social institutions, groups, and individuals. The nominations of the addressee reflect the transformation of the passive information consumer to the user. The informational object has been specified according to its form, meaning, and the virtual «shell». The wide array of names for communication channels shows the link between the social field with the technical and technological ones, with their relative autonomy. The effects of consuming the information are verbalized by a smaller number of lexemes, largely of behavioral and evaluative nature. To sum up, the specified groups of neolexemes with the component media create a qualitative-quantitative hierarchical structure, the most numerous parts of which serve as the indicators of the most media-determined spheres of socioenvironment. Key words: mediaenvironment, structure, verbalization, neolexemes with the component media, lexical-semantical field.
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Kravtsov, Hennadiy M., та Olga O. Gnedkova. Методи використання хмарних сервісів у навчанні іноземної мови. [б. в.], 2018. http://dx.doi.org/10.31812/0564/2456.

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Research goals: determine particularities of using cloud services in English communicative competence forming process and develop the model of distance learning system (DLS) and cloud services interaction that improves the quality of the learning process. Research objectives: to identify, describe and develop methodological features of the model of distance learning system and cloud services interaction; consider on the examples the methods of use cloud services in DLS in foreign language training, aimed at English communicative competence forming process of students; experimentally investigate the level of using of cloud services in distance learning and identify ways of improving its use. Object of research: methodical system of foreign language students’ training of language faculties in high institutions. Subject of research: methodological model of the model of distance learning system and cloud services interaction in English communicative competence forming process. Research methods used: review and analysis of scientific publications, psychological, educational and instructional materials, modeling of complex systems, questionnaires, conducting pedagogical experiment. Results of the research. The model of distance learning system and cloud services interaction was developed and the methodological particularities of this interaction are defined. Methods of using cloud services on the example of the distance course “Practical English Course Upper Intermediate” describing the methods of doing the tasks in English communicative competence forming process of language faculties were considered. As a result of experiment it was found there is a low level of use of cloud technologies in distance learning is a consequence of a lack of awareness of teachers in the possibilities of its use. The main conclusions and recommendations: 1) the use of cloud technologies in distance learning of foreign language will improve the quality of training of students of language faculties of high institutions; 2) it is reasonable to conduct work in familiarization and training university lecturers using cloud services in professional and educational activities.
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Chibirova, A. X., and E. R. Kochieva. Communicative competence as a pedagogical category of regulation of the psychological climate of the collective. DOI CODE, 2022. http://dx.doi.org/10.18411/doicode-2023.179.

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