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Dissertations / Theses on the topic 'Communicative and lexical competence'

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Published: 4 June 2025
Last updated: 23 June 2025

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1

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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2

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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7

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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8

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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Alsahil, Asma, and Asma Alsahil. "Social Networking Mediated Intercultural Communicative Competence: Affordances and Constraints." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/621308.

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In the last few decades, Internet mediated intercultural competence has received a great attention in the field of applied linguistics and foreign language (FL) education especially with the evolution of web 2.0 technologies and social networking sites that facilitate interaction and communication between different cultural communities and individuals. Research in the field of Online Intercultural Exchange (OIE) is extremely varied and researchers have focused their attention on various aspects of OIE such as promoting intercultural communicative competence (Belz, 2002; O'Dowd, 2003; Schenker, 2011; Muller Hartman, 2000), facilitating online relationship building (Ware, 2005; Thorne, 2003, Jin & Erben, 2007) and improving writing skills (Ware, 2005; O'Dowd, 2003), developing pragmatic competence (Kinginger & Belz, 2005). Despite the plethora of research in this area, gaps in the literature still exist. First, literature lacks studies on language learners of less commonly taught languages (e.g. Arabic), (Thorne, 2006) and more importantly most of the studies are based on western contexts mainly in Europe and the USA. Second, few studies have explored the potentials of social networking sites on OIE projects in promoting intercultural learning (Aoki, 2009; Jin, 2015). In an effort to fill the gaps in the research, this study links English language learners (Saudis) with Arabic language learners (Americans) to investigate to what extent OIE on Facebook between these two groups of learners contributes to their intercultural communicative competence (ICC), specifically, exploring how and what are the components of Byram's model (ICC) manifested in the OIE project. Furthermore, it examined the affordances of Facebook in the OIE project according to students' use, practice and perception. Informed by a sociocultural framework, this study took a constructivist mixed methods approach to analysis of data from learners' online discourse on Facebook, the researcher's journal and observations, pre-survey, semi-structured interviews, and a questionnaire. Data analysis and interpretation revealed that when students' participation were mutually compatible, the students were able to build meaningful relationships, used a range of various questioning techniques, and engaged in genuine dialogue, OIE has a great potential for developing students' intercultural competence, as many objectives of Byram's ICC model were manifested. Findings also revealed that the project has strengthened Saudi students' cultural identity as they found the space to present their culture and country beyond the stereotypical image that dominates the media. As with regard to Facebook affordances, findings showed that the semiotic design and various semiotic resources of Facebook (e.g. multimodal posts, sharing, notification, friending, semi-automated features, etc.) afford students' engagement in intercultural discussion, students' collaboration, and students' interpersonal relationship building. The study also identified some of Facebook's constraints that limited students' participation due to technological, cultural and social factors. In sum this study illuminates the nature of online intercultural communication between Arabic and English language learners, contributing to the scarce research on this population. It also uncovers the unique affordances as well as constraints of Facebook on an OIE project. Based on this study, several pedagogical implications and suggestions are made for future research in the field of online intercultural exchanges.
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Pople, Jan. "Acquiring communicative competence : a case study of language socialization /." Thesis, Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19882452.

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Forghieri, Erika <1988&gt. "Dyslexia & FL speech production and oral communicative competence." Master's Degree Thesis, Università Ca' Foscari Venezia, 2017. http://hdl.handle.net/10579/9978.

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Il presente lavoro tratta il processo di apprendimento della lingua straniera ponendo particolare attenzione allo sviluppo della competenza orale e di interazione. Un numero sempre maggiore di studenti diagnosticato con un disturbo specifico dell’apprendimento fa capolino nelle aule italiane. Per questo motivo, la tesi presenta il disturbo della dislessia e come questa influenzi l’apprendimento della lingua straniera. In generale la maggior parte degli studenti al termine del loro percorso di studi presentano molte lacune specialmente nel parlato in lingua straniera. Per questo motivo, la tesi si ripropone di fornire maggiore consapevolezza tracciando le coordinate principali di produzione orale, comunicazione, apprendimento della lingua straniera e ipotesi sottostanti la dislessia e relativo impatto sulla produzione orale. Viene offerto inoltre un ventaglio di tecniche e approcci per quegli insegnanti che desiderano insegnare in modo inclusivo. La parte conclusiva del lavoro è dedicata a considerare le opinioni e le percezioni degli studenti DSA intervistati con metodo di ricerca qualitativo sulle tematiche trattate. Nonostante il presente lavoro sia ben lontano dalla pretesa di essere risolutivo o esauriente, è stato realizzato con il fine di equipaggiare l’insegnante con maggiori riflessioni e possibili approcci che tengano conto della necessità di un maggior focus sullo sviluppo della competenza orale in lingua e dei bisogni degli studenti DSA.
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Piotrowska, Maria. "An investigation into the sociolinguistic competence of Hong Kong University students with specific reference to ��making complaints'." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31949186.

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15

Diaz, Adriana Raquel. "Developing a Languaculture Agenda in Australian Higher Education Language Programs." Thesis, Griffith University, 2011. http://hdl.handle.net/10072/365619.

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The last few decades have witnessed profound changes in population mobility, instant international communication and the ever-increasing frequency of intercultural encounters. In response, languages education, as an inherently intercultural activity, has been called upon to equip learners to deal with this new reality, heralding significant changes to the field of language teaching. The most fundamental change is reflected in the underlying goal of language learning, no longer defined primarily in terms of the acquisition of communicative competence (CC) (1972) in a foreign language, but rather, the development of intercultural communicative competence (ICC) (Byram, 1997). The latter encompasses the skills, knowledge and attitudes that help learners to communicate effectively across languages and cultures and thus to become „interculturally competent speakers‟. Despite widespread agreement that languages education should lead to the development of interculturally competent speakers, there is lack of agreement about how to achieve such a goal. This discrepancy between expected goals, and teaching approaches and practices in place to achieve them, is reflected in the failure of both theorists (i.e., linguists and applied linguists) and practitioners (i.e., teachers, teacher trainers and curriculum designers) to traverse the theory/practice divide. This is particularly evident in the Australian higher education (HE) context, where curricular contents and objectives of even experienced university language teachers fail to reflect the broader educational mission in everyday practices. This discrepancy between „ends‟ and „means‟ requires further examination and, above all, the identification of possible avenues that may bridge the seemingly unbridgeable chasm between theory and practice in language and culture pedagogy.<br>Thesis (PhD Doctorate)<br>Doctor of Philosophy (PhD)<br>School of Languages and Linguistics<br>Arts, Education and Law<br>Full Text
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Silvey, Catriona Anne. "Communicative emergence and cultural evolution of word meanings." Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/16462.

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The question of how language evolved has received an increasing amount of attention in recent years. Compared to seemingly more complex phenomena such as syntax, word meanings are usually seen as relatively easy to explain. Mainstream accounts in psycholinguistics and evolutionary linguistics assume that word meanings correspond to stable concepts which are prior to language and derive straightforwardly from human perception of structure in the world. Taking a cognitive linguistic approach based on psycholinguistic evidence, I argue instead that word meanings are conventions, grounded, learned and used in the context of communication. The meaning of a word is the sum of its contexts of use, with particular features of these contexts made more or less salient by mechanisms of attentional learning and communicative inference. Evolutionarily, word meanings arise as an emergent product of humans’ adapted tendency to infer each other’s intentions using contextual cues. They are then shaped over cultural evolution by the need to be learnable and useful for communication. This thesis presents a series of experiments that test the effect of these pressures on the origins and development of word meanings. Experiment 1 investigates the origins of strong tendencies for words to specify features on particular dimensions (such as the shape bias). The results show that these tendencies arise via attentional learning effects amplified by iterated learning. Dimensions which are less salient in contexts of learning and use drop out of word meanings as they are passed down a chain of learners. Experiments 2, 3 and 4 investigate the structure of word meanings produced during either paired communication games or individual labelling of images by similarity. While communication alone leads to word meanings that are unstructured and poorly aligned within pairs, communication plus iterated learning leads to word meanings that increase in structure and alignment over generations. Finally, Experiment 5 investigates the interaction of event structure and developing conventions in shaping word meanings. The structure of events in an artificial world is shown to influence lexicalisation patterns in the languages conventionalised by communicating pairs. Event features that are less predictable across communicative contexts tend to be more strongly associated with the conventions in the language. Overall, the experiments show that rather than straightforwardly reflecting pre-linguistic conceptualisation, word meanings are also dynamically shaped by learning and communication. In addition, these processes are constrained by the conventions that already exist within a language. This illuminates the mixture of convergence and diversity we see in word meanings in natural languages, and gives insight into their evolutionary origins.
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Baumann, Uwe. "Exploring intercultural communicative competence in a distance language learning environment." Thesis, Open University, 2010. http://oro.open.ac.uk/45970/.

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This study explores intercultural communicative competence in a distance language learning programme at the Open University in the UK. The research was based on two cohorts of distance language students of German, one at beginner and one at advanced level. This study uses an approach that combines quantitative and qualitative research methods through the use of questionnaires and in-depth, semi-structured telephone interviews. It was established that the conceptual framework of intercultural communicative competence developed by Byram (1997b) and his collaborators is the most comprehensive and viable framework for this project. There is evidence in the literature that this framework has been used successfully in different contexts (Byram & Morgan, 1994; O’Dowd, 2006; Sercu et al., 2005a). Little research has been conducted on the development of intercultural communicative competence in adults, with the exception of Aarup Jensen et al. (1995). So this project addresses a gap in the research into intercultural communicative competence among adults. Furthermore, it focuses on a programme of language study at a distance, which is another area for which only limited research evidence could be found. The findings of the project, both the quantitative and qualitative aspects, demonstrate that these learners gained knowledge through the study of a prescribed package of course materials, and that there is evidence of the acquisition of intercultural communicative competence of varying degrees, as stipulated in Byram’s conceptual framework. The findings also demonstrate that the framework of intercultural communicative competence would benefit from the addition of a sixth dimension to encapsulate the experiences and diverse backgrounds that specifically adult learners bring to the study of a modern foreign language: experience of life or <i>savoir s’appuyer sur son expérience.</i>
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Goncharenko, Tetyana, Lidia Dyomochka, and Maryna Durnyeva. "Development of future engineers' professional communicative competence at ESP classes." Thesis, European Scientific Platform, 2019. http://repository.kpi.kharkov.ua/handle/KhPI-Press/43588.

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Dawson, Pamela J. (Pamela Jane). "Improving Communicative Competence: Validation of a Social Skills Training Workshop." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc500667/.

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The effectiveness of a social skills training workshop was assessed by comparing the rated competence of participants in an Interpersonal Skills Training Program (a 2-session, 12-hour workshop) to the rated competence of nonparticipants. This comparison was operationalized through a study design of the pre- and posttesting of 12 experimental and 22 control subjects. The assessment instruments used were Spitzberg's Conversational Skills Rating Scale (CSRS) and Curran's Simulated Social Interaction Test (SSIT). Two rating judges were utilized. Results, although modest, are in the expected direction. Measured competence on the CSRS failed to show significant improvement in the rated competence of the experimental group as compared to the rated competence of the control group. However, the SSIT did reveal significant improvement of the rated skill and anxiety of experimental subjects while the control group showed no significant improvement. In addition to assessing the effectiveness of the workshop, this study sought to find a positive correlation of the CSRS instrument to the SSIT instrument. As expected, the CSRS showed a positive correlation to the SSIT.
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Fernandes, Marcia Helena Boëchat Alves. "Communicative competence of prospective teachers of english at brazilian universities." reponame:Repositório Institucional da UFSC, 2013. https://repositorio.ufsc.br/handle/123456789/106219.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Florianópolis, 1983.<br>Made available in DSpace on 2013-12-05T19:43:53Z (GMT). No. of bitstreams: 1 321691.pdf: 5840854 bytes, checksum: 0bbcdfafda9c2788777137831d26ac67 (MD5)
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Zhang, Jingzhu. "Effects of virtual conversations on international, students' intercultural communicative competence." W&M ScholarWorks, 2015. https://scholarworks.wm.edu/etd/1539618538.

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Echeverría, Daniela, Gregorio Godoy, Carolina Norambuena, et al. "Acquisition of Lexical Competence in English as a Second Language." Tesis, Universidad de Chile, 2007. http://repositorio.uchile.cl/handle/2250/110496.

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Lee, Ching-ying Alice. "The communicative strategies of secondary ESL learners in Hong Kong." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22226849.

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Chan, Lai-ming Cindy. "Communicative adequacy of request strategies in Cantonese-speaking aphasic adults." Click to view the E-thesis via HKUTO, 1997. http://sunzi.lib.hku.hk/hkuto/record/B36209430.

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Thesis (B.Sc)--University of Hong Kong, 1997.<br>"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 30, 1997." Also available in print.
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O'Dowd, Robert. "Network based language teaching and the development of intercultural communicative competence." [S.l. : s.n.], 2004. http://deposit.ddb.de/cgi-bin/dokserv?idn=972300724.

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Koike, Yuko. "Communicative competence through music in EFL for Japanese middle school students." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/2564.

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Trino, Thomas <1991&gt. "Fostering and assessing Intercultural Communicative Competence. A multi-perspective reflective observation." Master's Degree Thesis, Università Ca' Foscari Venezia, 2017. http://hdl.handle.net/10579/10446.

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Following the European Commission's indications, this dissertation aims to clarify, as well as identify, the key competences for living in an increasingly inter-connected world, and to examine scientific literature. Recently the concept of Intercultural Communicative Competence (ICC) has gained considerable significance in the educational sector. However, despite growing international literature and the interest of European institutions, many gaps and limitations remain: there are misunderstandings and disagreements in terminology and on an operational level; questions inherent to education have not been reflected upon appropriately; and educational measurements that are often summative and restrictive have been applied. This is why the urgent need has emerged to reflect in a holistic way on the concept of ICC. When it comes to ICC assessment, there are a host of open questions that await some more definite answers. There is extensive debate as to whether IC can be assessed in a valid and reliable way. This thesis takes on board the complexity of the field by exploring and reflecting on the numerous ICC assessment tools currently researched and employed. In particular, it examines the potential of dynamic assessment to develop student ICC.
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Trino, Thomas <1991&gt. "Fostering and assessing Intercultural Communicative Competence. A multi-perspective reflective observation." Master's Degree Thesis, Università Ca' Foscari Venezia, 2017. http://hdl.handle.net/10579/10447.

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Following the European Commission's indications, this dissertation aims to clarify, as well as identify, the key competences for living in an increasingly inter-connected world, and to examine scientific literature. Recently the concept of Intercultural Communicative Competence (ICC) has gained considerable significance in the educational sector. However, despite growing international literature and the interest of European institutions, many gaps and limitations remain: there are misunderstandings and disagreements in terminology and on an operational level; questions inherent to education have not been reflected upon appropriately; and educational measurements that are often summative and restrictive have been applied. This is why the urgent need has emerged to reflect in a holistic way on the concept of ICC. When it comes to ICC assessment, there are a host of open questions that await some more definite answers. There is extensive debate as to whether IC can be assessed in a valid and reliable way. This thesis takes on board the complexity of the field by exploring and reflecting on the numerous ICC assessment tools currently researched and employed. In particular, it examines the potential of dynamic assessment to develop student ICC.
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Ogawa, Yoshimasa. "Oral Repetition Tasks and the Acquisition of Lexical Phrases in Communicative EFL Instruction." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/136533.

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CITE/Language Arts<br>Ed.D.<br>This is a mixed-methods study investigating the effects of oral repetition tasks on Japanese students' use of lexcial phrases in communicative EFL instruction. The quantitative study showed that oral repetition facilitated the students' short-term memory of target lexical phrases but it did not translate into their long-term memory or use of the phrases. The qualitative study indicated that the participants perceived interpersonal conversations and small-group discussions in English as enjoyable and useful activities.<br>Temple University--Theses
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Piotrowska, Maria. "An investigation into the sociolinguistic competence of Hong Kong University students with specific reference to m̀aking complaints'." Click to view the E-thesis via HKUTO, 1987. http://sunzi.lib.hku.hk/hkuto/record/B31949186.

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Streets, Nicole L. "A psycho-social intervention/organizational development plan for a mid-sized call center." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006streetsn.pdf.

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Feng, Anwei. "The veiled syllabus : cultural dimensions in College English education." Thesis, Durham University, 2000. http://etheses.dur.ac.uk/1493/.

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Pang, May-ping. "Perspective taking in referential communication : a comparison of depressed and nondepressed individuals /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21687523.

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Waite, Bryan Robert. "The role of communicative competence and culture in current foreign language teaching." Diss., Connect to online resource, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3239404.

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Dugmore, Cuan Patrick. "The status of Xhosa and communicative competence in Cape Education Department schools." Master's thesis, University of Cape Town, 1991. http://hdl.handle.net/11427/14225.

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Bibliography: leaves 196-201.<br>The empirical survey of Xhosa amongst Standard 10 pupils in Cape Education Department Schools (CED) sought to verify or negate two central concerns which surf aced in a pilot study of five Western Cape schools. This thesis contends that little has changed throughout South Africa's colonial and apartheid history with regard to the status of African languages within South Africa and particularly in CED schools. The second contention is that various factors, including the lack of second language expertise and contact with mother tongue speakers, continue to undermine the potential development of pupils' communicative competence in Xhosa. Separate questionnaires which included categorical and open ended questions were posted to Xhosa-teachers, Standard 10 non-mother tongue Xhosa pupils and their parents. The Xhosa teachers administered the questionnaires. There was an 80% response from the total population of CED schools offering Xhosa. The number of subjects included 169 Xhosa pupils, 154 parents and 26 Xhosa teachers. STATGRAPHICS and BMDP were the statistical packages used in the analysis. Chi-Squared tests with the Yates correction for continuity were used to compare frequencies between categorical variables. ANOVA and t-tests were used with continuous variables. Findings indicated the deteriorating status of Xhosa in schools. The low number of CED schools ( 13. 0%) offering Xhosa and a 0. 5% growth rate in Standard 10 pupils doing Xhosa between 1988 and 1991 are an indication of this. The lack of encouragement and support for Xhosa from schools and the CED, coupled with problematic subject choice options, the Xhosa syllabus and the examination system, has affected the status of Xhosa and the motivation of pupils adversely. In the survey, pupils had low communicative competence in Xhosa levels of perceived due to the lack of informal, natural acquisition environments and the over- emphasis of grammatical aspects in the classroom and in examinations. Furthermore, the lack of quality primary and secondary education based on negatively affected pupils' second language theory has attitudes, motivation and communicative competence levels in Xhosa. The recognition of the importance of African languages in a future non-racial South Africa in the current language debate has highlighted the contradiction that exists today. This contradiction necessitates the urgent re-assessment of language and education policies, strategies and teaching methodologies in order to uplift the status of African languages and improve the levels of competence in the target language amongst school pupils.
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Lee, Yo-An. "Towards a respecification of L2 Communicative competence : interactional fluency and L2 instruction /." Connect to resource, 2001. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1250875177.

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Affonso, Maura Regina Dourado. "Toward communicative competence : the use of apologies by brazilian learners of English." reponame:Repositório Institucional da UFSC, 1991. https://repositorio.ufsc.br/xmlui/handle/123456789/157695.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina. Centro de Comunicação e Expressão<br>Made available in DSpace on 2016-01-08T17:10:31Z (GMT). No. of bitstreams: 1 84293.pdf: 3896205 bytes, checksum: ca96974772fe3c5be341e921d2ab6e85 (MD5) Previous issue date: 1991<br>O objetivo desta dissertação é identificar as dificuldades que os aprendizes brasileiros de inglês tem ao usar pedidos de desculpas na língua alvo. Para este fim esta dissertação apresenta uma análise contrastiva do ato de fala pedido de desculpa entre o inglês americano e o português do Brasil. As variáveis pessoais, sexo e faixa etária dos sujeitos exerceram um papel importante para agrupar os resultados de modo a permitir uma análise mais profunda. Uma análise enfocando o ato de fala " pedido de desculpas" nos livros-texto usados por estudantes de inglês na UFSC, é apresentada com a finalidade de auxiliar os professores a diagnosticar dificuldades e falhas dos aprendizes de inglês. Os resultados desta análise apontam para semelhanças e diferenças intra e interlinguais.
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Taylor, Jessica Nicole. "Judging communicative competence: investigating age-related stereotypes in speech-language pathology students." Thesis, University of Iowa, 2014. https://ir.uiowa.edu/etd/1405.

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Given the increasingly growing elderly population, and the large number of young Speech-Language Pathologists (SLPs), cultural competence regarding intergenerational ageism is a necessity. The current study aimed to discover whether SLP students are influenced by age-related stereotypes or judge communication objectively when assessing the language of older adults. First-year and second-year SLP graduate students evaluated narratives paired with images of older and younger adults on rating scales of language and communication. The results show that, although students primarily judge narratives based on quality, their language judgments are influenced by gender- and age-related stereotypes. Students judged males and females differently based on their age, with younger males rated worse overall. Students also appeared to lower their expectations when judging the language of older adults, suggesting that they expected poorer language skills to be more typical of older adults. The extent to which such biases may influence the students' communication with older adults is still unknown.
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Yang, Chen-Yuan. "Promoting communicative competence through drama in elementary English as a foreign language." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1723.

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Vevea, Nadene N. "Intercultural Communication Competence Theory: Integrating Academic and Practical Perspectives." Diss., North Dakota State University, 2011. https://hdl.handle.net/10365/28885.

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Over the past five decades, scholars of intercultural communication have attempted to define, describe, and otherwise operationalize the concept of competency in an intercultural interaction. This study constructed a comprehensive theory of intercultural communication competence (ICC) grounded in the extant literature and the practical or everyday understanding of the concept. Using classroom data that was validated by a metasynthesis of existing qualitative or ethnographic studies describing ICC, the academic definitions and lay descriptions were each explored and then compared to find points of convergence and points of divergence. The comparative analysis provided the foundation for the development of tenets: ICC is an outcome; ICC is externally perceived and measured; and ICC is bound by the cultural context in which it takes place, conditions regarding interaction goals and power roles of the interactants, and culture specific elements for the holistic ICC theory proposed by this study. An examination of the implications of the newly constructed ICC theory and its future application and implications were explored.
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Mohd, Salleh Lailawati. "The relationship among leadership communication competence, emotional intelligence, and cognitive complexity." Ohio : Ohio University, 2007. http://www.ohiolink.edu/etd/view.cgi?ohiou1173101143.

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彭美萍 and May-ping Pang. "Perspective taking in referential communication: a comparison of depressed and nondepressed individuals." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31223266.

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Bamfield, Vincent Mark. "Chinese tertiary students' willingness to communicate in English." Thesis, De Montfort University, 2014. http://hdl.handle.net/2086/10125.

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With the growing number of students from China who study abroad, many initially struggle to engage with native English speakers due to limited opportunities to develop oral English skills within their homeland (Gu and Maley, 2008). The reasons why Chinese students' may exhibit varied levels of motivation to engage with others when they study abroad is not well understood. This thesis has employed MacIntyre's "Willingness to Communicate" pyramid model (MacIntyre et al., 1998) as a theoretical model to underpin this study. An 18 month longitudinal study was carried out upon a group of 24 tertiary students from China who were undertaking an undergraduate degree in Britain. Qualitative data were gathered by means of carrying out 60 interviews employing a multi-lingual platform. The study sought to understand the factors which may influence the reasons for the changes in students' Willingness to Communicate and Communicative self-confidence as they studied in Britain and also to identify any additional variables influencing them. The results of this research showed there to be a wide range of factors influencing Chinese students' L2 communicative behaviour. Some of these factors were linked to their home and education background in China. Others were linked to how they responded to others in English within differing communicative contexts. This study concluded that Willingness to Communicative within a Chinese context to be a complex phenomena as Chinese students may respond to interlocutors in differing ways. Hence, this study has contributed to our understanding of Chinese learners of English in that a wide range of variables have been identified, which may impact upon Chinese students' communicative behaviour. The model which MacIntyre and his associates formed, was found to be a helpful model in comprehending Chinese student's L2 communicative behaviour. However, this study has developed MacIntyre's model by identifying other culturally specific factors which were not covered. This research has also enhanced our comprehension of Chinese students' communicative behaviour within authentic English speaking environments, with both native and non native English speakers. Finally, this study has highlighted that there are significant cognitive factors which also impact upon Chinese students' Willingness to Communicate, suggesting the need to undertake additional future research in order to further investigate this area.
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Corn, Shekinah. "Superiors’ Conflict Management Behaviors and Its Relationship to Their Level of Communicative Competence." University of Akron / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=akron1357603526.

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Remetean, Paul. "Competence communicative et enseignement apprentissage du francais langue etrangere. Apports de la marionnette." Toulouse 2, 1991. http://www.theses.fr/1991TOU20055.

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Puisant dans les resultats positifs de 12 annees de pratique empirique, notre recherche se propose de repondre a la question : ou, quand et comment les activites avec la marionnette peuvent-elles contribuer a l'acquisition et l'amelioration de la competence communicative en francais langue etrangere ?. Cet objectif determine sa structuration en 3 parties : 1e habiliter ou. . . Rehabiliter la marionnette, qui analyse, en perspective interdisciplinaire (linguistique, communication, didactique des langues), les mecanismes operationnels de la marionnette, tout en redefinissant le concept ; 2e la marionnette au banc d'essai, ou, a travers 3 protocoles experimentaux, appliques dans des groupes d'apprentissage de niveaux de competence langagiere differents, on analyse et quantifie les apports de la marionnette pour des domaines precis ; 3e de l'experience a la pratique, propose, a l'intention des enseignants du francais langue etrangere, de possibles modalites de travail avec la marionnette, presentees sous la forme de 15 fiches techniques, 3 dossiers de travail et 1 dossier de travail "ouvert". A titre d'exemple, et non pas de modeles, le volume 2 contient une selection de documents de travail varies, sous la forme de photos et textes, annotes d'informations utiles a une meilleure comprehension de notre demarche<br>Taking idea from the positive results of 12 years of practice, our research proposes to answer to the question : "where, when and how can contribute the activities with puppets to the acquisition and amelioration of the communicative competence in french as a foreign language ?" this objective determines its structuration in 3 parts : 1e to habilitate ot to rehabilitate the puppet , which analyses in pluridisciplinare perspective (linguistical, communication and language didactics) the operational mechanisms of the puppet, redefiniting its concept ; 2e the puppet on the experimental bench, where, using 3 experimental rpotocols , applied to different language competence-level groups, we have analysed and quantified the contribution of the puppet in precise domains ; 3e from experience to practice, proposes to french language teachers some possible work modalities with puppets, presented as 15 technical work-cards, 3 work-dossiers and 1 "open" work-dossier. Exemple-life , and not as models, the second volume contains a selection of various work documents, as photos and textes, commented by useful informations, for better understanding our proceeding
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Nguyen, Corinne. "Using New Testament parables in ESL teaching for the development of communicative competence." Theological Research Exchange Network (TREN), 2000. http://www.tren.com.

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Kitamura, Wakana. "Social cognition-based content instruction for communicative competence in Japanese middle school English." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/43.

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This project demonstrates how English teachers in Japan can conduct purposeful and meaningful lessons for middle school low-intermediate students. The teaching approach used for this project is based on Content-Based Instruction (CBI).
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Ariyanto, Sugeng. "An applied linguistic analysis of EFL teacher trainees' communicative competence in Jember, Indonesia /." Title page, abstract and contents only, 1996. http://web4.library.adelaide.edu.au/theses/09ARM/09arma718.pdf.

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Tsuji, Hiromi. "Developing a communicative mind : a longitudinal study of the development of communicative competence in Japanese children aged from 13-24 months." Thesis, University College London (University of London), 2004. http://discovery.ucl.ac.uk/10020449/.

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There are cultural variations in how young children learn to communicate with others. The development of Japanese children provides evidence of cultural variations and universal aspects in the way young communicative minds develop. Children's communicative competence during their second year was investigated in terms of the expression of communicative intents and joint attentional skills during dyadic interaction with caregivers. Ten children and their mothers interacting in two contexts were observed and video-recorded at monthly intervals. Systematic coding systems identified and coded communicative acts and joint attentional engagements. The analyses were based on the type of communicative acts and their frequencies as well as the total time spent in joint attentional episodes. With the increasing interpretability of children's speech, their communicative repertoire increased, albeit with individual variability in their developmental courses. The common developmental feature was an increase in the repertoire of linguistic expressions in the main communicative exchanges: directing attention, negotiation and discussion. There was also an expansion of conversational topics to non-present referents. Culturally specific communicative behaviours were found in the use of meta-conversational repertoires, both in children and mothers. There was a linear trend for increased time spent in joint attentional episodes. Early joint attentional episodes were dominated by routine play and/or gesture use, both of which involved an element of establishing interactional formats within the dyads. The mothers facilitated the interactions using a wide variety of communicative acts in the discussion domain. They also supported joint attentional engagement. Their interaction with the pre-verbal child showed a significant impact on the child's communicative repertoire in the later stages. Developmental routes to mastery of communication reflect cultural variations in the way people interact. Despite cultural variations, the fundamental process of language learning is that children's experience of early communicative exchanges leads to their accomplishment of "meeting of minds" (Bruner, 1995).
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Новосад, Оксана. "The role of flashcards in primary english language teaching for developing lexical competence." Thesis, Київський національний університет технологій та дизайну, 2017. https://er.knutd.edu.ua/handle/123456789/7224.

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