Relevant bibliographies by topics / English language English language Matriculation. English language English language Communicative competence

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'English language English language Matriculation. English language English language Communicative competence'

Author: Grafiati
Published: 4 June 2021
Last updated: 13 February 2022

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Journal articles on the topic "English language English language Matriculation. English language English language Communicative competence"

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Thomas, Joseph. "A Critical Analysis of the Problems in Communicative English Faced by Learners in Engineering Colleges." JOURNAL OF ADVANCES IN LINGUISTICS 5, no. 3 (2015): 767–71. http://dx.doi.org/10.24297/jal.v5i3.2861.

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A critical study is conducted in a premier Engineering college in Tamil Nadu.This Institution enjoys an excellent status in terms of admissions, extra-curricular activities and placement. Meritorious students with high scores in plus two are admitted every year. The institution takes up a series of steps to improve the communication skills of learners. Despite these efforts, many final year students are unfit to be placed due to low proficiency in the basic skills of English language. Hence the study aims at identifying their problems with communication skills, analyzing the causes and suggesting remedies for improvement. Every class room has a heterogeneous group of students from different educational streams such as- CBSE, matriculation and state board. A majority of students have had their schooling in Tamil medium. Further, they hail from different backgrounds, rural, semirural and urban. Technical English is included in the curriculum only in first and second semesters, where concentration is on teaching grammar items. In the fifth semester, every branch of students is given a three hour training per week in the communication lab. The study reveals that the learners indifference and lack of intrinsic motivation is the prime cause for low proficiency. The evaluation system compels the faculty to complete the syllabus from an examination point of view. This is another handicap which prevents the teachers from imparting the required communication competency within the prescribed hours. It is hoped that this study will create awareness among the language teachers to discover more efficient methods to cope up with the learners need.
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Cloudia Ho, Ya-Yu. "Communicative language teaching and English as a foreign language undergraduates’ communicative competence in Tourism English." Journal of Hospitality, Leisure, Sport & Tourism Education 27 (November 2020): 100271. http://dx.doi.org/10.1016/j.jhlste.2020.100271.

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

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This article discusses kinds of English competences. In this article also discusses about the English language skills and components of English language use as the indicator of the student’s competence. The competences of language learning is in the means of communicative competence. To reach those competences, the students must be taught and trained English language in written and oral language skill. Acquiring English as international language is the main indicator of English learning success for students. This article uses qualitative research with a literature study. The data sources are taken from textbooks, journals, articles, research finding, internet articles, newspapers, magazines, etc. The objective of this studies that the result can develop the learner’s understanding about the competences in English language as the basic for the learner in learning and studying English language as the second or the foreign language in Indonesia. The finding shows that the communicative competence (communicative competences relates to the learner’s ability in using language established by language knowledge, skills, and attitude including grammatical, sociolinguistic, discourse, and strategic competence) and the components of English competences (listening, speaking, reading, writing, grammar, vocabulary, and pronunciation) are must be learnt and studied by the students integrative.
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Damnet, Anamai, and Helen Borland. "Acquiring Nonverbal Competence in English Language Contexts." Culture, Contexts, and Communication in Multicultural Australia and New Zealand 17, no. 1 (2007): 127–48. http://dx.doi.org/10.1075/japc.17.1.08dam.

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In the Asia Pacific region acquiring communicative competence in intercultural interactions in English is an increasingly important goal for adult English language learners. One aspect of communicative competence that has been little researched to date is competence in interpreting the nonverbal channels of communication that accompany speakers’ verbal messages. For Thai learners of English the differences between Thai and English native speakers in many features of nonverbal communicative behaviour can lead to misunderstanding and miscommunication. In this study the understanding of English native speakers’ nonverbal communication and attitudes to such communication is investigated with a group (n = 73) of Thai university students. Using experimental classroom-based research the effectiveness of two teaching approaches using American and Australian films have been evaluated. One of these approaches involves explicit teaching about nonverbal communication used by English native speakers, whereas the other approach does not teach about nonverbal communication, but exposes the students to nonverbal codes whilst explicitly teaching the linguistic features of interactions in the chosen films. Results of pre and post teaching intervention assessments support the importance of explicit teaching for Thai background English learners’ enhanced appreciation of the nonverbal communication of English native speakers.
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Azimova, S. "The Communicative Approach in English Language Teaching." Bulletin of Science and Practice 5, no. 4 (2019): 471–75. http://dx.doi.org/10.33619/2414-2948/41/70.

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Today, communities are increasingly facing rapid and profound changes and tensions that affect the social, economic, and political aspects of life. The role of education has also become questionable in the millennial era. A matter of fact, 21st century education requires a gradual shift in curriculum construction focusing on the transferable competencies that learners need to develop in instructional settings. In today’s knowledge–based, types of skills and competencies that students need to gain are different from in the past. Emphasizing the communicative competence is one of the most influential developments in language education. The implementation of communicative activities in EFL/ESL classroom prepares learners to use English in the world beyond based on their own needs, interests and opportunities.
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KAYA, Suat, and Ahmet OK. "English teachers’ perceptions of the middle school English language curriculum." Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi 10, no. 1 (2020): 119–48. http://dx.doi.org/10.31704/ijocis.2020.005.

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In this study, which utilized survey as the research design, it was aimed to find out the teachers’ perceptions of the middle school English language curriculum which was developed in 2012 and revised in 2016. Target population of this study included all teachers working in Turkish public middle schools in Ankara, while the sample was composed of 349 teachers selected through clustered sampling method. A questionnaire developed by the researchers was used as data collection instrument. Findings revealed that many problems with respect to the components of the curriculum developed in 2012 have been solved, while only a few but most crucial problems still exist. It was concluded that this curriculum cannot develop students’ autonomy, communicative competence, and their writing, listening, and speaking skills. More research was suggested to be conducted to find out whether this failure resulted from the design itself or implementation process.
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Allan, Margaret. "Video materials in English language teaching." Volume 3 3 (January 1, 1986): 44–56. http://dx.doi.org/10.1075/aralss.3.02all.

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Most materials available to users of video in English Language Teaching were designed neither for the ELT classroom nor for video: they originated as TV programmes or as films produced for a native speaker audience. An analysis of the characteristics of video and its possible roles at different stages in a language programme underlies the design of a set of video sequences, Video English, intended specifically for classroom use, within the framework of a methodology which puts the emphasis on communicative competence. Similar principles are exemplified in a discussion of another published series, Television English, which is based on BBC archive material. In conclusion some findings of research into non-verbal communication are considered in relation to the use of video materials in the language classroom.
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García-Sánchez, Soraya. "Debates in English Language Education." International Journal of Computer-Assisted Language Learning and Teaching 10, no. 4 (2020): 33–50. http://dx.doi.org/10.4018/ijcallt.2020100103.

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Discussing and reasoning remain essential activities in a 21st educational and professional ecosystem, which are often supported by multimodal communication. This paper links learning English as a Foreign Language (EFL) to a professional and communicative approach through the debate task, which is supported by a ubiquitous CALL/MALL environment. This study will show the proposed structure of the debate in order to establish interdependent and collaborative work that can be successfully planned by means of combining 21st cognitive and communicative skills that will enhance students' EFL performance in Higher Education. Students' decisions to explore target content, role positions, and the production of well-linked communicative messages in EFL will be shown at upper intermediate level B1+/B2. The empirical data suggests that interactive patterns and argumentative rebuttals in English encourage a multimodal educational and professional ecosystem for 21st century learners, who use face-to-face and technological devices to interact with each other and to access ubiquitous information.
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Dorji, Jigme. "COMMUNICATIVE LANGUAGE TEACHING AS CONCEPTUALIZED BY BHUTANESE ENGLISH AS SECOND LANGUAGE TEACHERS." Indonesian EFL Journal 3, no. 1 (2017): 1. http://dx.doi.org/10.25134/ieflj.v3i1.648.

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The purpose of this qualitative study was to examine the conceptualization of communicative language teaching (CLT) by the English as Second Language (ESL) teachers in Chukha district in Bhutan. Four ESL teachers were selected as the participants for the semi-structured interview through purposive sampling technique. A set of 15 predetermined open-ended questions on CLT were framed and asked based on Savignon�s (1983) Foreign Language Attitude Survey Test (FLAST). The content validity of interview questions was ensured by consulting three experts and computing Item Object Congruence (IOC) in accordance with Lynn�s (1986) item acceptability criteria. The data were analyzed using content analysis technique. The results revealed teachers� conceptualization under two categories; in compliance with and deviance from CLT principles. Under first category, the results showed that the participants believed CLT as a language teaching approach that focuses on developing communicative competence, teaching language for real life, child-centered teaching, and teaching culture in the second language classroom. Under the second category, the results indicated that the participants believed CLT as not using mother tongue in teaching English and only teaching listening and speaking skills. In addition, the study also uncovered the fact that ESL teachers are not aware of CLT approach. The article concludes with the discussion on the areas of training particularly relevant to this group of Bhutanese ESL teachers and recommendations for future studies. ��� �Keywords: communicative competence, communicative language teaching, conceptualization
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Shi, Hong. "Exploring Factors for English Language Learners’ Language Competence." World Journal of Education 11, no. 1 (2021): 86. http://dx.doi.org/10.5430/wje.v11n1p86.

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This study aims to analyze the relationships among self-efficacy, strategies, and goal orientations of college-level English Language Learners (ELLs). Participants who were more than 25 years old had a lower level of strategy use than those who were less than 25 years old. Greater strategy use could result in higher level of self-efficacy and goal orientations. When mastery goals increased, use of overall strategy, compensation, cognitive, metacognitive strategy and social strategy increased. Teachers are suggested to use scaffolding, set goals and adopt assessment methods to promote ELLs’ ability and mastery of class content instead of external evaluation to improve learners’ self-efficacy and confidence.
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Dissertations / Theses on the topic "English language English language Matriculation. English language English language Communicative competence"

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Chan, Kin-han Barbara. "Some problems in the written English of lower-sixth form students in Hong Kong a study of errors made in the verb group /." Click to view the E-thesis via HKUTO, 1987. http://sunzi.lib.hku.hk/hkuto/record/B43893181.

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Kwok, Kit-yee Belinda. "A study of the communicative strategies used by the sixth form students in a small group discussion." Click to view the E-thesis via HKUTO, 1987. http://sunzi.lib.hku.hk/hkuto/record/B31949083.

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Chan, Kin-han Barbara, and 陳建嫻. "Some problems in the written English of lower-sixth form students in Hong Kong: a study of errors made in the verbgroup." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B43893181.

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Kwok, Kit-yee Belinda, and 郭潔儀. "A study of the communicative strategies used by the sixth form students in a small group discussion." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31949083.

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Fagerlund, Lina, and Helena Persson. "Communicative Language Learning in English." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28454.

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I denna vetenskapliga studie diskuteras tidigare forskning om Task-based Language Teaching. Avslutningsvis tar arbetet upp både positiva och negativa aspekter av denna språkundervisningsmetod och kopplar detta till modern språkundervisning.<br>This dissertation is a scientific study which discuss previous research concerning Task-based Language Teaching(TBLT) and the idea of the comminicative approach.
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Leung, Wong Yuen-ching Susan. "Mother tongue job-related oral competency technical presentation training effectiveness through applied linguistics." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20971539.

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Plumlee, Marilyn Kay. "Making do with what you've got the use of prosody as a linguistic resource in second language narratives /." Thesis, University of Hawaii at Manoa, 2003. http://proquest.umi.com/pqdweb?index=0&did=765031661&SrchMode=1&sid=4&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1233341179&clientId=23440.

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Dahmardeh, Mahdi. "English language teaching in Iran and communicative language teaching." Thesis, University of Warwick, 2009. http://wrap.warwick.ac.uk/2748/.

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This is a study to investigate English Language Teaching (ELT) in Iran as well as the extent of its compatibility with communicative pedagogy. It has been accepted that language is more than a simple system of rules. Language is now generally seen as a dynamic resource for the creation of meaning. According to the advocates of Communicative Language Teaching (CLT), it is generally accepted that there is a need to distinguish between learning that and knowing how. In other words, there must be a distinction between knowing various grammatical rules and being able to use the rules effectively and appropriately when communicating. In 2007, the first Iranian national curriculum for teaching foreign languages was being developed by a team who was working under the supervision of the Ministry of Education based on CLT. Considering the extent of compatibility of the curriculum with CLT was felt to be important in evaluating the degree of success in achieving the goals of CLT. There were also efforts taken into consideration in order to consider the ELT in Iran from other perspectives. To do so, since the current programme and textbooks had been designed prior to introducing the new curriculum; therefore, it was felt necessary to consider them as well. In order to investigate the situation, varieties of research instruments were applied in order to collect valid and reliable data. These instruments were mainly composed of a review of literature, a desk based analysis of the curriculum, administering questionnaires as well as conducting interview sessions. The questionnaires were mainly distributed among English language teachers and the interviews were conducted with some authors of the curriculum, textbooks and English language teachers. The analysis and interpretation of the collected data suggested that while the newly designed curriculum document is to a great extent compatible with communicative pedagogy, the materials being used by teachers, as well as the current ELT programme, are mainly structurally based and cannot be considered as communicative. The thesis goes on to discuss some of the implications of these findings both for ELT in Iran and for future research.
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Barnes-Hawkins, Colonda LaToya. "English Language Learners' Perspectives of the Communicative Language Approach." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2520.

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The communicative language approach (CLA) dominates pedagogical practice in second language acquisition classrooms in the US. However, this approach does not emphasize independent pronunciation instruction, leaving learners to improve pronunciation on their own. This study explored the perspectives of English language learners (ELLs) being instructed via the CLA regarding the effectiveness of the CLA in providing intelligible pronunciation skills. The intelligibility principle of language served as the theoretical foundation underlying this study guided by research questions addressing how well the CLA met ELLs' pronunciation intelligibility needs and their perspectives on receiving independent pronunciation instruction to meet these needs. Using qualitative case study methods, the research questions were addressed through an analysis of interviews of 10 community college ELL adult volunteers who received instruction using the CLA as current or former students in the intensive English program, had linguistic skill levels ranging from beginner to advanced, and were graduates of U.S. schools. A typological analysis model was followed where the data were organized by themes, patterns, and identified relationships. Participants reported wanting to improve their pronunciation and that their pronunciation had improved with the CLA instructional strategies. Although all participants desired to receive some independent instruction in pronunciation, their preferred instructional modes differed. It is recommended that ELLs' perspectives be heard and that English as a Second Language educators instruct with the CLA while also providing explicit pronunciation instruction. The results of this study indicating student satisfaction with the CLA may elicit positive social change within the ELL community by providing a voice to ELLs.
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Lee, Mee-oi. "An assessment of the degree to which a secondary school's English language teaching pilot scheme correlates with the principles of the communicative approach." Click to view the E-thesis via HKUTO, 1987. http://sunzi.lib.hku.hk/hkuto/record/B42128249.

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Books on the topic "English language English language Matriculation. English language English language Communicative competence"

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Communicative language testing. Prentice Hall, 1990.

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Weir, Cyril J. Communicative language testing. Prentice Hall, 1990.

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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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Kodansha's communicative English-Japanese dictionary. Kodansha International, 2006.

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Sjöberg, Anne. Functionality of language skills in occupational English: The point of view of langauage users, language training and language testing. Oulun kaupungin painatuskeskus, 2002.

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Jan, Svartvik, ed. A communicative grammar of English. 3rd ed. Longman, 2002.

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Lesley, Milroy, ed. Authority in language: Investigating standard English. Routledge, 2012.

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The language of everyday life: An introduction. SAGE Publications, 2000.

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Seibel, Chuck. Building English structures: A communicative course in English. Prentice Hall Regents, 1991.

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Weng, Xian Xiong. Communicative English dialogues. Wan Li, 2000.

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Book chapters on the topic "English language English language Matriculation. English language English language Communicative competence"

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Jaidev, Radhika, and Brad Blackstone. "Facilitating Workplace Communicative Competence." In English Language Teaching Today. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-38834-2_20.

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Jayendran, Nishevita, Anusha Ramanathan, and Surbhi Nagpal. "Teaching of language – I (communicative English)." In Language Education. Routledge India, 2021. http://dx.doi.org/10.4324/9781003054368-6.

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Platt, John. "Communicative functions of particles in Singapore English." In Language Topics. John Benjamins Publishing Company, 1987. http://dx.doi.org/10.1075/z.lt1.36pla.

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Platt, John. "Communicative functions of particles in Singapore English." In Language Topics. John Benjamins Publishing Company, 1987. http://dx.doi.org/10.1075/z.lt2.37pla.

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Kiely, Richard, and Pauline Rea-Dickins. "Evaluating Teachers’ English Language Competence." In Program Evaluation in Language Education. Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230511224_7.

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Jedynak, Małgorzata. "The Attitudes of English Teachers Towards Developing Intercultural Communicative Competence." In Aspects of Culture in Second Language Acquisition and Foreign Language Learning. Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-20201-8_6.

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Martinez-Vazquez, Montserrat. "Communicative constructions in English and Spanish." In The Dynamics of Language Use. John Benjamins Publishing Company, 2005. http://dx.doi.org/10.1075/pbns.140.09mar.

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Rosenkjar, Patrick. "An Internship in Communicative English Teaching." In Foreign Language Education in Japan. SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-325-4_10.

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Mei, Yi, and Liying Cheng. "Scoring Fairness in Large-Scale High-Stakes English Language Testing: An Examination of the National Matriculation English Test." In English Language Education and Assessment. Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-287-071-1_11.

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Marjanovikj-Apostolovski, Marijana. "Tools for Assessing the Communicative Competence of Undergraduate ESP for Business Students at The South East European University." In Belgrade English Language and Literature Studies. Faculty of Philology, University of Belgrade, 2020. http://dx.doi.org/10.18485/bells90.2020.1.ch28.

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Conference papers on the topic "English language English language Matriculation. English language English language Communicative competence"

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Arta, Berli. "PEER TUTORING FOR ENGLISH COMMUNICATIVE LANGUAGE TEACHING." In Annual International Conference on Language, Literature & Linguistics. Global Science & Technology Forum (GSTF), 2012. http://dx.doi.org/10.5176/2251-3566_l312130.

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Strelchonok, Angela. "Development of Business English Language Communicative Skills." In The 7th International Scientific Conference "Business and Management 2012". Vilnius Gediminas Technical University Publishing House Technika, 2012. http://dx.doi.org/10.3846/bm.2012.075.

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Thadphoothon, Janpha. "English Language Competence of Thai School Teachers." In International Conference on Economics and Management Innovations (ICEMI). Volkson Press, 2017. http://dx.doi.org/10.26480/icemi.01.2017.154.156.

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Koenig, Eric, Katherine Guertler, Dorota Zarnowska, and Jolita Horbacauskiene. "Developing English Language Competence for Global Engineers." In 2020 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2020. http://dx.doi.org/10.1109/educon45650.2020.9125208.

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Koleeva, Elmira R. "Developing English Language Competence Of Math Students." In WUT 2018 - IX International Conference “Word, Utterance, Text: Cognitive, Pragmatic and Cultural Aspects”. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.04.02.91.

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Horvathova, Jarmila, Dana Orszaghova, and Radomira Hornyak Greganova. "EVALUATION OF UNIVERSITY STUDENTS' ENGLISH LANGUAGE COMPETENCE." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.0501.

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Slesarenko, Inga, Maria Abdrashitova, Dina Mymrina, Maria Dorokhova, and Inna Astafieva. "DEVELOPING PROFESSIONAL COMMUNICATIVE COMPETENCE THROUGH THE MEDIUM OF THE ENGLISH LANGUAGE." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1956.

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Suharno, Suharno. "Business English Presentation Simulations - Do They Truly Enhance Foreign Language Communicative Competence?" In Tenth International Conference on Applied Linguistics and First International Conference on Language, Literature and Culture. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007170005050511.

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Irawan, Sopian Saupi. "English Teacher’s Methodological Competence in Implementing Communicative Language Teaching in Teaching Speaking." In Proceedings of the 3rd Asian Education Symposium (AES 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/aes-18.2019.116.

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Ai Hoa, Tran Thi. "Can Humor Competence Be Taught?" In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008218903890396.

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Reports on the topic "English language English language Matriculation. English language English language Communicative competence"

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Kern, Kristen. Developing a test of communicative competence for English as a second language students at the college level. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.694.

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Braslavskaya, Elena, and Tatyana Pavlova. English for IT-Specialists. SIB-Expertise, 2021. http://dx.doi.org/10.12731/er0464.21062021.

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The course is designed in the e-learning environment LMS MOODLE AND INTENDED FOR REMOTE SUPPORT of the 2d-year students' INDEPENDENT WORK IN THE DISCIPLINE «ENGLISH language» of the institute of radio electronics and information security and the Institute of Information Technology and Management in technical systems in Sevsu. The aim of the course is the bachelor training, who can speak foreign language in various situations of interpersonal and professional communication at the level of at least B1+ according to the international scale EVALUATION; IMPROVING THE INITIAL FOREIGN LANGUAGE level reached at previous levels of education; mastering of the necessary and sufficient level of competence FOR SOLVING SOCIO-COMMUNICATIVE TASKS IN VARIOUS spheres OF PROFESSIONAL AND SCIENTIFIC ACTIVITIES WHEN COMMUNICATING WITH FOREIGN PARTNERS; FURTHER SELF-EDUCATION.
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Communicative English Language Grammar (intermediate level). OFERNIO, 2017. http://dx.doi.org/10.12731/ofernio.2017.22606.

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