To see the other types of publications on this topic, follow the link: English language English language Matriculation. English language English language Communicative competence.
Journal articles on the topic 'English language English language Matriculation. English language English language Communicative competence'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'English language English language Matriculation. English language English language Communicative competence.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
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.
Full textAbstract:
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.
2
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.
Full text
3
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.
Full textAbstract:
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.
4
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.
Full textAbstract:
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.
5
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.
Full textAbstract:
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.
6
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.
Full textAbstract:
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.
7
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.
Full textAbstract:
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.
8
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.
Full textAbstract:
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.
9
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.
Full textAbstract:
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
10
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.
Full textAbstract:
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.
11
Mönnigmann, Bernd, and Adelija Čulić-Viskota. "Standardised English Language Proficiency Testing for Seafarers." Transactions on Maritime Science 6, no. 2 (2017): 147–54. http://dx.doi.org/10.7225/toms.v06.n02.007.
Full textAbstract:
This paper aims at pointing out the necessity of raising the levels of both communicative competence and Maritime English knowledge of seafarers, as well as of introducing a common language testing system into maritime education and training. It provides insight into the process of implementation of improvements in a different, but related practice of Aviation English and the relative regulations. Also, the paper presents the accounts of one aircraft accident, and two ship accidents due to the participants’ misunderstanding, or deficiency in English. This is followed by the results of an investigation into the reports published by the Marine Accident Investigation Branch (MAIB) about the sea accidents due to inadequate English language competence, or inadequate professional communication. Although there are commonly more than one cause which combine in each accident, these are usually fuelled by inadequate language competence. It is of utmost importance, especially in emergencies, that all the participants in the maritime venture are adequately competent in Maritime English to handle the emergencies to the benefit of all the persons involved. Therefore, the compulsory introduction of a uniform global language certification is suggested.
12
Judd, Elliot L., Marc Helgesen, Steven Brown, and Thomas Mandeville. "English Firsthand: Expanding Communicative Language Skills." TESOL Quarterly 23, no. 1 (1989): 134. http://dx.doi.org/10.2307/3587513.
Full text
13
Diana, Sri. "COMMUNICATIVE LANGUAGE TEACHING AND ITS MISCONCEPTIONS ABOUT THE PRACTICE IN ENGLISH LANGUAGE TEACHING (ELT)." Jurnal Pendidikan Bahasa dan Sastra 14, no. 1 (2014): 36. http://dx.doi.org/10.17509/bs_jpbsp.v14i1.700.
Full textAbstract:
Communicative Language Teaching (CLT) has been accepted as one of the teaching methods by numerous language teachers due to its major focus on developing learners’ communicative competence. This paper aims to describe communicative language teaching, misinterpretations about its practice and the factors leading to teachers’ misconceptions. It shows four misinterpreted beliefs of the implementation of communicative language teaching: communicative skills, teacher’s role in communicative activities, fluency and accuracy as the main goals and teaching techniques. It then presents three reasons that might lead to teachers’ misinterpretations concerning the practice of CLT. Teachers do not have enough training and adequate resources.
14
Zuchen, Yu. "A communicative view of English teaching." Acta Neophilologica 32 (December 1, 1999): 95–97. http://dx.doi.org/10.4312/an.32.0.95-97.
Full textAbstract:
What does it mean to take a communicative view of language and teaching? This leads to an examination of language from different views.The structural view of language concentrates on the grammatical system, describing ways in which linguistic items can be combined. It explains the operations for producing different sentences and descibes the word-order rules. Linguistic knowledge, linguistic facts and operations make up a student's linguistic competence and enable him to produce new sentences to match the meanings that he wishes to express.
15
Zuchen, Yu. "A communicative view of English teaching." Acta Neophilologica 32 (December 1, 1999): 95–97. http://dx.doi.org/10.4312/an.32.1.95-97.
Full textAbstract:
What does it mean to take a communicative view of language and teaching? This leads to an examination of language from different views.The structural view of language concentrates on the grammatical system, describing ways in which linguistic items can be combined. It explains the operations for producing different sentences and descibes the word-order rules. Linguistic knowledge, linguistic facts and operations make up a student's linguistic competence and enable him to produce new sentences to match the meanings that he wishes to express.
16
Gibson, Shelley, Chuck Seibel, and Russ Hodge. "Building English Structures: A Communicative Course in English." TESOL Quarterly 26, no. 4 (1992): 756. http://dx.doi.org/10.2307/3586876.
Full text
17
Johari, Aiza, Affidah Morni, Siti Huzaimah Sahari, Thalany Kamri, and Awang Rozaimie Awang Shuib. "Interactive English Language Learning: DishZle Language Game." International Journal of Service Management and Sustainability 3, no. 2 (2020): 1. http://dx.doi.org/10.24191/ijsms.v3i2.8105.
Full textAbstract:
English language learning is often perceived as a static mode of classroom learning activities. Hence, interactive teaching materials are necessary for grabbing learners’ attention span and interests, and in enhancing their involvement. DishZle - a 2-in-1 self-designed language game, focuses on vocabulary and sequencing activities. DishZle deals with various local traditional Malaysian dishes. Hence, the game introduces the learners tothe special and unique ingredients and the processes involved in preparing the dishes. They can develop their knowledge of local dishes and improve their proficiency in the English language (speaking, vocabulary and linkers). The game is suitable for beginner to intermediate learners of English (as lead-in activity or post activity of a lesson) in which itintroduces cultural topics, which are related to local dishes to their students. This study is a preliminary study to identify the participants’ reactions towards DishZle (effectiveness of using this game in learning the vocabulary and sequencing skills), language learning challenges they face during the game and suggestions to improve the game. The method used was a semi-structured interview, involving 17 participants (diploma students). Most participants claimed that both games were interesting, fun, interactive (communicate with team members) and informative (learn new words and steps to prepare local dishes). It is recommended that language games can often be used as part of teaching methods in ESL classroom as they enhance fun learning, communicative competency, teamwork and cooperation as well as develop English language components (vocabulary and sequencing , in the context of this study.)
18
Cai, Lingling, and Hong Yun. "The Cultivation of Intercultural Communicative Competence in Senior High School English Teaching—Based on China’s Standards of English Ability." Journal of Language Teaching and Research 11, no. 4 (2020): 616. http://dx.doi.org/10.17507/jltr.1104.13.
Full textAbstract:
Intercultural communicative competence is a prerequisite for students in senior high school to have a smooth communication with foreigners in the future. This paper discusses the current situation of students’ ICC through questionnaires and then analyzes students’ ICC problems respectively. In doing so, this paper offers some tentative teaching methods and hopes to cultivate students’ intercultural communicative competence under the guidance of the China’s Standards of English Ability.
19
Yin, Xunfeng. "On the Strategies of Improving Oral Application Ability for Students of Non-English Majors." Theory and Practice in Language Studies 9, no. 7 (2019): 821. http://dx.doi.org/10.17507/tpls.0907.11.
Full textAbstract:
The cultivation of students' oral application ability in college oral English teaching is a vital part of foreign language learners' communicative competence. Therefore, this paper introduces communication strategies into college English classroom teaching, and discusses the feasibility and effectiveness of communicative strategy training as well as the practical improvement of oral English competence, so as to achieve effective oral English classroom teaching in a real sense.
20
Yuzar, Ella. "Incorporating Communicative Competence in Assessment and English Language Teaching in Multilingual Settings." REiLA : Journal of Research and Innovation in Language 2, no. 1 (2020): 8–13. http://dx.doi.org/10.31849/reila.v2i1.3864.
Full textAbstract:
There has been a high level of agreement among scholars that communicative competence should be integrated within language learning and assessments. The study attempts to unravel the issues of how communicative competence can be assessed and measured in multilingual environments and how communicative language testing can be promoted. Using the content analysis approach as the qualitative method, it begins with the historical review of communicative competence that started at the beginning of 1970s to the most current concept involving intercultural communicative competence. Then, some practical models of communicative competence that can be used to propose a measurement of communicative competence are presented. Later, this article argues that there is an upsurge need to shift the paradigm of language testing and language assessment towards communicative competence. Moreover, the nature of language testing should not only concern linguistic or knowledge competence but also recognize the different varieties of English. This study implies that, in the field of language testing, language test designers should encompass the concept of communicative competence in the test construct to include real-life language use, and by extension, to increase test validity. As for teachers, a reform integrating communicative competence in classroom language assessment has become essential within the scope of language teaching.
21
Stockton, Richard J. "Recultured language in Indonesian English Language Teaching." Indonesian JELT: Indonesian Journal of English Language Teaching 13, no. 2 (2018): 131–53. http://dx.doi.org/10.25170/ijelt.v13i2.1454.
Full textAbstract:
While historically language and culture had been seen as separable, since Whorfianism they have commonly been viewed as intertwined. Today however, opposing political ideologies surprisingly work together to dissociate English language in ELT in Indonesia from its cultural background. They are the influence of globalist critical theory/political correctness which seeks not to oppressively impose Westernization, and the rise of nationalism, with its traditionalist education reemphasizing religion and the nation and disidentifying with Western values, fearing them a threat to local ones. The trend can be seen in the 2013 curriculum with its character-based curriculum, Indonesian teaching practice, and use of locally produced materials. Assessment using Purnell’s cultural competence model of widely used locally produced textbooks, Scaffolding (2008), Bright (2014), and Bahasa Inggris (2014), shows English in Indonesian ELT being stripped of liberal Anglo-American Western culture and values and recultured with Indonesian. The varieties of Englishes coming out of the process, Indonesian English and Islamic English, are not threatening to local language and culture as some have feared English is. Recultured English seems to put ELT at the service of nationalism, something English teaching may be caught off guard by. TESOL may prepare by becoming aware of traditionalist approaches to education.
22
Sidik, Ezis Japar. "Representation of Communicative Competence in English Language Textbooks in Indonesia." Script Journal: Journal of Linguistic and English Teaching 3, no. 2 (2018): 91. http://dx.doi.org/10.24903/sj.v3i2.201.
Full textAbstract:
English textbooks play a paramount role in teaching process, and are expected to contain appropriate contents that can support students to acquire required competences for effective communication. The expected contents should contain different aspects of language abilities or competences well-known as communicative competence. Thus, the present study is aimed to explicate the representation of communicative competence aspects in the spoken dialogue instances contained in Indonesian EFL textbooks. Three English textbooks, prepared and designed under the auspices of the Indonesian Ministry of Education and Culture, are selected for the analysis. The findings suggest the textbooks have not provided sufficient dialogues that give useful models for students to use in communication. Amid the scarcity of the models, the available dialogues also do not much reflect how authentic spoken dialogues occur in real-life communication due to inadequacy to reflect real-life communication as insufficient representation of the communicative competence particularly in contained dialogue models.
23
Rindal, Ulrikke. "What is English?" Acta Didactica Norge 8, no. 2 (2014): 14. http://dx.doi.org/10.5617/adno.1137.
Full textAbstract:
This article considers the developing status of English in Norway, both as a language and as a school subject, making predictions about which ontological and epistemological perspectives will influence English language teaching (ELT) in Norway towards 2030. Status quo and predictions for English in Norway is approached from two angles; the development of presiding language beliefs in linguistic science and in ELT practices from the 16th century to the present, and the more recent and rapid development of English as the foremost global language of communication. The article shows how English language beliefs and the status of English are made visible in the national subject curriculum and in the English language practices among Norwegian adolescent learners. The discussion suggests that English is increasingly characterised by those who use it as a second or later language, including Norwegians who negotiate the meanings of English in the ELT classroom. The article predicts that a logical development for Norwegian ELT is increased influence from social constructionist perspectives, in combination with the existing focus on communicative competence. The study shows that global circumstances related to the status of English are reciprocally related to local language beliefs among educational authorities, teachers and students, and that these have major implications for English as a discipline in lower and higher education.
24
Andrews, Stephen J. "Teacher language awareness and language standards." Journal of Asian Pacific Communication 12, no. 1 (2002): 39–62. http://dx.doi.org/10.1075/japc.12.1.04and.
Full textAbstract:
As demand for proficient English speakers increases worldwide, there is growing concern about the standard of English achieved by students during their schooling. With English teachers (rightly or wrongly) receiving much of the blame for a perceived decline in language standards, policy-makers are increasingly interested in the language-related competencies of English teachers: both their language proficiency (or ‘communicative language ability’, CLA) and their ‘knowledge about language’ (or Teacher Language Awareness, TLA). As a result, the assessment of English teachers’ language-related competencies has become more widespread. In any attempt to measure those competencies, however, several important interrelated issues have to be confronted. Some relate to the precise nature of the knowledge/awareness that English teachers have of the language they teach, and the difficulties inherent in setting/measuring standards of Teacher Language Awareness. Others concern the language model(s) of which English teachers are expected to be aware, and about which teachers themselves feel they should be aware. The present paper examines some of these issues. It begins by exploring the nature of TLA, and some of the challenges in TLA measurement. It then considers questions relating to the varieties of English which form models for TLA, with particular reference to Hong Kong.
25
Patnaik, Jayashree. "DISCOURSE ANALYSIS AND THE COMMUNICATIVE COMPETENCE OF ENGLISH LANGUAGE LEARNERS." PEOPLE: International Journal of Social Sciences 6, no. 1 (2020): 813–26. http://dx.doi.org/10.20319/pijss.2020.61.813826.
Full text
26
Fajriyah, Latifatul, Lies Amin Lestari, and Aswandi Aswandi. "Teachers’ Practices about Intercultural Communicative Competence in Teaching English Language." International Journal of English Literature and Social Sciences 5, no. 5 (2020): 1730–36. http://dx.doi.org/10.22161/ijels.55.60.
Full text
27
Çetinavcı, Uğur Recep. "Intercultural Communicative Competence in English (Foreign) Language Teaching and Learning." Mediterranean Journal of Humanities 2, no. 1 (2011): 59–71. http://dx.doi.org/10.13114/mjh/20111789.
Full text
28
Young, Tony Johnstone, and Itesh Sachdev. "Intercultural communicative competence: exploring English language teachers’ beliefs and practices." Language Awareness 20, no. 2 (2011): 81–98. http://dx.doi.org/10.1080/09658416.2010.540328.
Full text
29
Гарапко, В. І. "ACADEMIC ENVIRONMENT AND PHD-STUDENTS’ ENGLISH LANGUAGE COMMUNICATIVE COMPETENCIES." Духовність особистості: методологія, теорія і практика 97, no. 4 (2020): 45–54. http://dx.doi.org/10.33216/2220-6310-2020-97-4-45-54.
Full textAbstract:
The high level of personal involvement required by the foreign language learning process is even more difficult for our universities, where the demands of the academic environment are so high that not all graduate students acquire the necessary competencies to meet these requirements. The purpose of the article is to explore the background for acquiring foreign language competence in the academic environment and to obtain the necessary information necessary for further research. The research methodology is based mainly on theoretical methods, such as analysis of scientific papers and publications to identify the main problems of the article. The classification method is used to classify the main points of view on the selected problem. The broader goal of language education is independent communication in a foreign language, which is based on the premise that language skills learned in classrooms are easy to transfer to real situations, and that graduate students will gain the necessary experience at the end of the language program. But this is not the case, and the practical results of the acquired skills of communication in a foreign language almost always do not meet the language expectations of the applicants. The current state of educational services indicates a significant increase in the need for high-quality post-graduate education, which will provide the applicant with relevant competencies relevant to the academic environment. Today the aim of post-graduate education is not only the growth of usage of lexical and grammar materials in the training of a competent specialist. In theory, post-graduate education established the imperative of the competence-based approach, while practically communicative competencies aren't directed to the process of inclusion of PhD students in professional culture are underestimated and incomplete extent implemented by them in the academic educational environment.
30
Mumtaz, Dr Naureen, and Dr. Uzma Quraishi. "Development of Oral Communicative Competence: A Teachers’ Perspective." Journal of Arts & Social Sciences 7, no. 2 (2020): 199–216. http://dx.doi.org/10.46662/jass-vol7-iss2-2020(199-216).
Full textAbstract:
This study was an attempt to determine the point to which the English language textbook, “English for Class 8” prescribed by the Punjab Textbook Board fulfills the learners ‘language learning needs of English as foreign language in Pakistan. The study aimed to explore as to what degree the suggested textbook increases the likelihood of learning the language and the diligent effort to development oral communicative competence (OCC) among the target learners. A quantitative approach enabled the researcher to comprehensively answer the research question. The results indicate that the relevant course book fails to facilitate the target learners to acquire English as foreign language to enable them to use the language for communicative purposes. The tasks presented in the textbook, do not focus on sociolinguistic and extended verbal expression in speech of the target language. By including tasks that challenge the learners to engage themselves in producing meaningful utterances, the present English language textbook can become even better a tool to develop speech proficiency.
31
Mazulfah, Mazulfah. "The Future and challenge of Pragmatics in English Language Teaching." Journal of Pragmatics Research 1, no. 2 (2019): 156–65. http://dx.doi.org/10.18326/jopr.v1i2.156-165.
Full textAbstract:
This paper demonstrates about the future and challenge of pragmatics in English language teaching. In pragmatics, meaning in communication has an important role and it can be categorized into two elements such as verbal and nonverbal. It depends on various contexts, relationship between utterers, and social factors. In English language teaching, pragmatic is very important because the four language skills in language learning such as reading writing, listening and speaking do not occur in isolation in communicative texts or activities. So through forming a good pragmatic competence for the language learner, should be considered. As English has played an indispensable role in global communication, it is important for English language users, both native and non-native, to use clear, comprehensible and educated English that allows smooth communication and avoids misunderstandings in social interactions. Pragmatic competence can facilitate language users to successfully achieve their communicative aims in intercultural communication. Consequently, pragmatic elements have noticeable important in communication between speakers because such elements can hinder inaccuracies and misunderstandings during communication so teachers should teach pragmatic competence in language English classes through different activities and tasks.Keywords: Pragmatics, English language teaching, language competencies.
32
Демчук, Тетяна Олександрівна. "FORMATION OF ENGLISH LANGUAGE COMPETENCE OF READING ON THE UPPER DEGREE OF STUDY OF ENGLISH LANGUAGE IN SECONDARY EDUCATION INSTITUTIONS." Інноватика у вихованні, no. 9 (June 11, 2019): 58–63. http://dx.doi.org/10.35619/iiu.v0i9.134.
Full textAbstract:
Abstract. This article is devoted to the problem of the formation of the competence of the English language reading on upper degree; the general characteristics of competence of reading in English language on the upper degree are given; the aims of the competence of reading in English language are defined; examples of exercises, characteristics of means and the issue of the assessment of the competence of reading in English language described, the specifics of competency education in English lessons are determined.
 The article proves that one of the types of communicative activities in foreign language classes is reading. There is considered the general characteristics of foreign language competence of reading, the purpose of its formation in pupils; is given description of exercises and tasks; is described the means of forming the competence of reading at the highest level and control the level of its formation.
 In this work it is shown on what depends the meaningful aspect of reading and which two basic levels of understanding of the text are present during the study; the necessary conditions for forming the competence of reading English at the highest level are the relevant principles of learning; the theoretical basis of the methodology of reading on lessons should have general educative laws and principles for the construction of any learning process. Also, in this article it is proved that the ability to read allows pupils, in their further work and training, to use literature in a foreign language to find information on the speciality, to satisfy their readership or creative interests, and to improve the skills of oral speech.
 For solving the problems were used general scientific methods of theoretical and empirical research which mutually complement each other and provided the possibility of comprehensive knowledge of the subject of research. Methods (analysis of psychological and pedagogical literature, comparison and generalization of facts) were used at the stage of theoretical research. Other methods were decisive in developing a set of exercises for teaching English language instruction for senior students.
33
Almousawi, Sayed Ahmad. "Examining English Language Learning Apps from A Second Language Acquisition Perspective." International Journal of Higher Education 10, no. 5 (2021): 166. http://dx.doi.org/10.5430/ijhe.v10n5p166.
Full textAbstract:
This study set out to explore dedicated language learning apps pedagogically while focusing mainly on aspects of second language acquisition. A total of 20 English language learning apps were collected for analysis. The study took one model of analysing course book materials and another, computer-assisted language learning model and combined them into one analytical framework with bespoke criteria, ensuring the analysis was most suitable for our case. The analytical framework which was developed reached a number of conclusions about dedicated language learning apps (DLLAs). The findings revealed that DLLAs tend to provide mechanical forms-focused practice without facilitating collaborative learning nor focusing on developing users’ communicative competence, which suggests that DLLAs reflect a behaviouristic view of language learning. The conclusion offers some suggestions to improve DLLAs and proposes that, for the time being, educators should look beyond DLLAs and instead investigate how can apps that are not designed for language learning (generic apps) be used in the manner of DLLAs to avoid the issues that this paper identifies with them.
34
Collins, Peter. "Extraposition in English." Functions of Language 1, no. 1 (1994): 7–24. http://dx.doi.org/10.1075/fol.1.1.03col.
Full textAbstract:
This paper, which is based on a corpus of contemporary Australian English, investigates the structural and communicative properties of extraposed clause constructions. Such constructions will often be superficially similar to right-dislocated constructions, but are generally distinguishable from these on structural, communicative and prosodie grounds. If there are no grammatical factors impeding extraposition (such as a matrix predicate containing a subordinate clause or an identified complement), then finite and infinitival clauses may be freely extraposed. Present-participials, which are more highly nominalised, extrapose less freely. The matrix predicate, which typically expresses an 'objectified epistemic or moral judgement, exhibits a variety of structural patterns. Dominant among these is the 'Subject~Predicator~Predicative Complement' pattern, with the complement most commonly realised as an adjectival phrase. Three communicative factors which influence extraposition may be identified: 'weight*, information, and theme. The data suggest that there is strong pressure in English to avoid sentences with a clause as subject in initial position and a comparatively light matrix predicate in final position. Non-extraposed sentences with a clausal subject in fact require special rhetorical and/or cohesive motivation, their infrequent occurrence reflecting the preferred 'given - before -new' ordering found in English. Just as important as the end-positioning of material in extraposition is the initialisation of an expression of the speaker's angle, enabling it to serve as the theme.
35
Николаева, Н., and N. Nikolaeva. "Language Standardization of Modern English Language: Errors or Communicative Innovations?" Scientific Research and Development. Modern Communication Studies 8, no. 4 (2019): 50–56. http://dx.doi.org/10.12737/article_5d4d7293473ad4.49065052.
Full textAbstract:
The article discusses the current changing of linguistic norms in English as a lingua franca of global communication nowadays. It aims at both determining the causes of language deviations and analyzing language errors as well as their impact on the effectiveness of the English language communication. Based on the analysis of abundant empirical material, we prove that language innovations are caused by the immanent structural, functional, and pragmatic variability / instability of the English language; they are also associated with cognitive and sociocultural evolution. The research methodology includes: a corpus-based analysis of speech errors; interpretative, context and discourse analyses of the sources of language errors, as well as their distribution, adaptation, habitualization, legitimization, and regulation. We discuss the degree of influence of these processes on native and non-native speakers. Special attention is paid to multilingual interference and the Internet language creation. The findings show that it is impossible to separate language errors from language innovations today. Such conventional governing principles of error normalization as credibility, codification, and approval are still playing an important role while the demographic and geographic principles are losing their significance. The Internet communication often proliferates error normalization processes, which result in evaluating (accepting or rejecting) any innovation according to the principle of “virtual validity”. In conclusion, the English language status as a language of the international communication significantly transforms its norms, rules, and traditions. We think, this will not worsen it, but allow people of different nationalities to communicate in English more effective using their “English variant”, which is the most adapted one to their cognitive, functional and pragmatic needs.
36
ZIMBA, Miriam M., and Eustard R. TIBATEGEZA. "Communicative Approach Strategies for English Language Teaching." Studies in Linguistics and Literature 5, no. 2 (2021): p1. http://dx.doi.org/10.22158/sll.v5n2p1.
Full textAbstract:
This paper focuses on Communicative Approach strategies used by teachers in teaching English in secondary schools, and the challenges teachers and students face in using such strategies in classes. Data collection was done in four government secondary schools within Mzuzu City in Malawi. Data were collected by using questionnaires, interviews and classroom observations. Key findings reveal that most teachers frequently use communicative approach strategies in teaching English language such as pairing, debates, group discussions, filling in gaps, and dramatization. The study indicates that even though communicative approach strategies are used in classrooms, there are some challenges which hinder the implementation, namely inadequate time to engage students in class, inadequate teaching and learning resources, failure to assist students with disabilities, and overcrowded classrooms. The paper recommends that the government of Malawi through the Ministry of Education should work on the challenge of overcrowded classes and provide enough teaching and learning materials in schools in order to implement communicative approach strategies effectively.
37
Tripathi, Dr Richa. "REJUVENATING PEDAGOGY FOR ENGLISH LANGUAGE TEACHING: FIVE INDISPENSABLE FUNDAMENTALS FOR ENGLISH LANGUAGE COMPETENCE IN INDIA." International Journal of Engineering Applied Sciences and Technology 5, no. 1 (2020): 441–49. http://dx.doi.org/10.33564/ijeast.2020.v05i01.076.
Full text
38
Tarnopolsky, Oleg. "Communicative-Analytic Method in Teaching English to Adults at Commercial English Schools and Centers in Ukraine." International Letters of Social and Humanistic Sciences 65 (December 2015): 16–26. http://dx.doi.org/10.18052/www.scipress.com/ilshs.65.16.
Full textAbstract:
The growing use of English as the language of global communication leads to the growing demand for learning it among adult population of non-English-speaking countries. If such people did not have a chance of acquiring English during their school or university years but urgently need it for professional or personal purposes, they learn it in courses offered by numerous commercial language schools and centers. This article deals with the experience of teaching English at such schools and centers in Ukraine. The way of teaching and learning suggested in the article was developed to meet students’ expectations and, at the same time, to be in full accordance with the most cutting edge achievements in today’s approaches to organizing adult students’ successful language acquisition. The developed method of teaching/learning was called the communicative-analytic one since, on the one hand, it makes use of the best in communicative language learning required for optimal attainment of the final goal of language education for adults – developing their English communicative competence. On the other hand, the communicative approach is combined with learners’ analysis, practicing, and consciousness-raising as to separate language forms that students believe to be indispensable for language acquisition. Experiential learning activities and cultural orientation of the method are discussed, as well as some peculiarities of using it in courses of different levels within a commercial English language program.
39
El-Sayed, Ali. "Politeness Formulas in English and Arabic." ITL - International Journal of Applied Linguistics 89-90 (January 1, 1990): 1–23. http://dx.doi.org/10.1075/itl.89-90.01els.
Full textAbstract:
Abstract To be familiar with the kinds of formulaic expressions used by speakers of a language as markers of politeness, is a knowledg which is indispensable to the acquisition of communicative competence in lan-guage. Such expressions can present many pitfalls for the learner who is not fully aware of their conditions of use. A failure to grasp the often subtle differences between first language and target language formulas can lead to serious misunderstandings and misjudgements.
40
Mazaeva, I. A. "School of English for Political Scientist." MGIMO Review of International Relations, no. 5(38) (October 28, 2014): 221–24. http://dx.doi.org/10.24833/2071-8160-2014-5-38-221-224.
Full textAbstract:
Department of English Language № 7 was founded in 2001. Originally its teaching staff included the specialists of the Department of English Language Chair. Since its inception, the chair has paid particular attention to the introduction of innovative teaching methods and techniques. This is realized by a competence-based and personalized approach, implemented by I.A. Winter as well as and cognitive and communicative approaches to education. The development of intellectual, communicative and personal qualities of students and the teachers is the main goal of the educational process, achieved by the teaching staff witch the use of innovative competence-oriented teaching techniques, and types of assessment at the different levels of education.
41
Porras, Anthony. "EXAMINING INSTITUTIONAL ENGLISH LANGUAGE PROGRAM: ENGLISH TEACHER’S PERSPECTIVES AND PRACTICES." SAGA: Journal of English Language Teaching and Applied Linguistics 1, no. 1 (2020): 1–8. http://dx.doi.org/10.21460/saga.2020.11.7.
Full textAbstract:
The issue of what the role of grammar is and how it should be taught is still considered a dilemma among English teachers. Though various schools of thought and methodologies were discovered, the convincing postulations and effective practices in language learning are still in constant exploration. As an attempt to alleviate this dilemma, this research aims to identify teacher beliefs and practices when it comes to grammar. Utilizing a single case study method, perspectives and methodologies were studied from an English teacher in the Philippines. Findings revealed that grammar was still an important aspect in the language learning and teaching. However, fluency was greatly emphasized over accuracy. In practice, Communicative Language Teaching was the most commonly observed method utilized in teaching grammar. It is suggested that there should be a balance between form and function aspects of teaching grammar.
42
Pasand, Parastou, and Ali Ghasemi. "An intercultural analysis of English language textbooks in Iran." Apples - Journal of Applied Language Studies 12, no. 1 (2018): 55–70. http://dx.doi.org/10.17011/apples/urn.201804172107.
Full textAbstract:
With the rise of English as an international language and the close association between language and culture, attaining intercultural competence has become necessary in English language teaching enterprise. Intercultural competence, as one of the components of communicative competence, is defined as the ability to interact with people from differing cultures using a foreign language (Byram, 1997). Meanwhile, textbooks are the main sources of input for many L2 learners in most EFL settings like Iran. As such, the present study aimed at examining the newly developed ELT textbooks used in Iranian junior high schools in terms of the representation of cultural points in them and also the extent to which the textbooks can develop intercultural competence in the learners. The sample was the three textbooks including English Prospect 1, 2, and 3. Content analysis of the lessons was done adapting a framework used by Hillard (2014). Results of the analyses revealed that the range of cultural topics represented in the series is rather narrow. The findings also showed that the series is very limited in its account of intercultural elements, and it is solely constrained to local matters. These findings indicate a need for the inclusion of more cultural topics in the textbooks and it highlights that more attention should be devoted to developing the students’ intercultural competence by the inclusion of tasks or activities directed to other cultures and communities.
43
Hapsari, Astri. "Language Learning Strategies in English Language Learning: A Survey Study." Lingua Pedagogia, Journal of English Teaching Studies 1, no. 1 (2019): 58–68. http://dx.doi.org/10.21831/lingped.v1i1.18399.
Full textAbstract:
Strategic competence involves a number of learning and communication strategies which can be learned by language learners. These behaviors and thinking process can help second language learners to accelerate their target language learning. Teachers’ knowledge on these strategies will help language learners in overcoming the problems of their learning process. This survey study aims to describe students’ profile of strategic competence by mapping their language learning strategies. The participants were 106 students of Department of English Language Education in academic year 2014/2015. The instrument used was Oxford’s (1989) Strategy Inventory for Language Learning (SILL) Worksheet, Version 7.0 for Speakers of Other Languages Learning English. Students’ profile of strategic competence in academic year 2014/2015 is: memory strategy (3.20), affective strategy (3.38), cognitive strategy (3.45), compensation strategy (3.46), social strategy (3.46), and metacognitive strategy (3.63). Therefore, the only strategy who has achieved high profile is metacognitive strategy (3.63). The other strategies are still on medium profile, which means all the students sometimes use the strategies. For the whole SILL strategies, students of Department of English Language Education, Universitas Islam Indonesia in academic year 2014/2015 get mean score 3.43, which also means on medium profile of strategic competence. From the result, it is recommended that the students need to develop the other five strategies from medium to high profile. Keywords: strategic competence, language learning strategies, survey study
44
Cai, Lingling, and Junlu Lv. "Task-based Approach to Develop Intercultural Communicative Competence in College English Education." Journal of Language Teaching and Research 10, no. 6 (2019): 1279. http://dx.doi.org/10.17507/jltr.1006.17.
Full textAbstract:
Intercultural communicative competence (ICC) is a hot topic in foreign language teaching and learning. This paper discusses about task-based approach to develop students’ intercultural communicative competence in SUSE English class. In so doing, this paper provides theoretical foundations of concepts about intercultural communicative competence and task-based approach. Meanwhile, this paper describes the feasible tasks used in real class and find it is possible to develop students’ intercultural communicative competence in Chinese educational context.
45
Ali Al-oglah, Thara Mahmoud. "Teaching and Learning English as a Foreign Language." International Journal of English Language Teaching 5, no. 2 (2018): 57. http://dx.doi.org/10.5430/ijelt.v5n2p57.
Full textAbstract:
The teaching and learning of a specific language whether it's considered foreign or second, has changed throughoutthe years. It began to transfer from a setting where the teacher was the basic and the role model into a setting wherethe learner would become the center or the focus. If we take in consideration all of these findings, methods, andapproaches, in addition to the experiences which were created and further emphasized in an environment wherelearning will take place. Then this language would be used anywhere to create a sense of engagement. Particularly, incertain tasks which are of communicative nature while focusing on the interactive aspect. There had been a change inthe way foreign languages came to be taught. That is, from the way the foreign language would be specified to acertain approach where we would calculate the competence and the performance of a learner. This has led to a shiftfrom the tutor being the figure of authority, the specialized person, and the role model into the facilitator where hewould guide students in the learning process to bring about change. The enhancements of today's time tend to focuson social media in addition to the current research being carried out. Moreover, public pedagogy is also veryimportant and always creates a path towards constructing, bettering and increasing the level of competence of thelearner when acquiring a specific language.
46
Syarif, Hermawati. "LINGUISTICS AND THE ENGLISH LANGUAGE INSTRUCTION." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 10, no. 1 (2016): 50. http://dx.doi.org/10.24036/ld.v10i1.6328.
Full textAbstract:
Linguistics as the scientific study of language has very crucial role in running language instruction. Changes in language teaching-learning method reflect the development of linguistic theories. This paper describes how the three broad views of linguistic theories, namely traditional grammar, generative grammar, and functional grammar work in relation to English language teaching and learning. Since both linguistics and language learning have the same subject to talk about, the knowledge of the language, then, is the core. Linguistic features analyzed are on the levels of Phonology, Morphology, Syntax, Semantics and Discourse as the basic components, supported by Psycholinguistics and Sociolinguistics. In relation to language teaching and learning, especially English, such knowledge on the English language gives learners the chance to apply in social communication and in any occasion. The use depends on the viewing of linguistic theories (English) in certain era, which reflects the need of learners in using English. It is assumed that the more linguistic competence someone has, the easier he/she can run his/her instructional activities. As the consequence, in the English language learning, the syllabus designer should notify the mentioned levels of linguistic components while constructing English instructional materials, methods, and evaluation based on the stage of learners to avoid misunderstanding in use. In this case, English instructors/teachers should also update their linguistic competence, especially on Psycholinguistic and Sociolinguistic points of view. Key words/phrases: linguistics, English, language instruction, linguistic competence
47
Kim, Hyun Jin. "Pre-Service Primary English Teachers’ Perceptions about English Language Teacher’s Competence." Journal of Modern British & American Language & Literature 35, no. 1 (2017): 271. http://dx.doi.org/10.21084/jmball.2017.02.35.1.271.
Full text
48
Bosco, Frederick J., Christina Bratt Paulston, Robert T. Henderson, Patricia Furey, and Mary Emily Call. "Writing: Communicative Activities in English." Modern Language Journal 69, no. 1 (1985): 119. http://dx.doi.org/10.2307/327931.
Full text
49
Vann, Roberta J., Geoffrey Leech, and Jan Svartvik. "A Communicative Grammar of English." Modern Language Journal 79, no. 3 (1995): 441. http://dx.doi.org/10.2307/329369.
Full text
50
Decio, Gabriel, Geoffrey Leech, and Jan Svartvik. "A Communicative Grammar of English." Language 72, no. 3 (1996): 663. http://dx.doi.org/10.2307/416309.
Full text