Relevant bibliographies by topics / Linguistic competence

Contents

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

Academic literature on the topic 'Linguistic competence'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 July 2025

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Journal articles on the topic "Linguistic competence"

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Maya, Lailatul, Ratna Dewanti, and Muchlas Suseno. "AN ANALYSIS OF THE LINGUISTIC COMPETENCE OF MORPHOLOGY TEACHING ON YOUTUBE VIDEO SERIES." Jurnal Bahasa Lingua Scientia 15, no. 1 (2023): 1–19. http://dx.doi.org/10.21274/ls.2023.15.1.1-19.

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Linguistic competence has had a significant influence on English language teaching. Linguistic competence is largely concerned with a notion shared by language teachers and learners when using language knowledge in real performance. English teachers are expected to have this competency. The present study aimed to examine linguistic competence in morphology teaching, which was demonstrated by an English teacher. The morphology teaching was sourced from a series of YouTube videos which were broadcast by a teacher on a Youtube channel. This study was carried out by analyzing the linguistic compet
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Chathamkulam Abdulrahman, Nishad, and Emad A. S. Abu-Ayyash. "Linguistic competence, Communicative Competence and Interactional Competence." INTERNATIONAL JOURNAL OF COMPUTERS & TECHNOLOGY 19 (November 16, 2019): 7537–52. http://dx.doi.org/10.24297/ijct.v19i0.8505.

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Linguistic competence, communicative competence, and interactional competence have had profound impact on second language teaching, learning, and testing. Although a significant number of studies have been conducted on these three competences, they have not been conflated for discussion in a single study. Adding this piece to the jigsaw, the current paper explores all the three competences in more depth. This paper had a twin purpose of 1) providing a historical account of the linguistic, communicative and interactional competences, and 2) reviewing of the literature on them in order to identi
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De, Castro Divina M., and Genevieve Marie T. Bactasa. "Linguistic Competence of Senior High School Students in Ormoc City." International Journal of Multidisciplinary Educational Research and Innovation 1, no. 3 (2023): 36–48. https://doi.org/10.5281/zenodo.8325526.

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This study is concerned with linguistic competence and relationship between the socio-demographic profile in terms of parents’ education background and assigned household chores. The researcher made questionnaires and essay tests and administered among senior high school students who were randomly chosen as respondents. To analyze and interpret data, mean, standard deviation, T-test, and One-Way Analysis of Variance were utilized. ANOVA was conducted to determine whether there was a significant relationship between the socio-demographic profile and the level of linguistic competency of t
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Martinez del Castillo, Jesus. "Identifying Linguistic Competence What Linguistic Competence Consists in." Education and Linguistics Research 2, no. 1 (2016): 120. http://dx.doi.org/10.5296/elr.v2i1.9225.

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<p>Linguistic competence, language, a language and speech acts constitute realities to be found in speaking. They all are nothing but aspects of the same reality, the activity of speaking created and executed by human subjects who are free and creative, absolute and contingent, transcendent and historical. Since speaking is something known by speakers even before the performance what linguistic competence is can only be guessed out through self-reflection and verification of it in the verbal behavior of speakers.</p>
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Abdulrahman, Nishad Chathamkulam, and Emad A. S. Abu Ayyash. "Linguistic competence, Communicative Competence and Interactional Competence." JOURNAL OF ADVANCES IN LINGUISTICS 10 (November 19, 2019): 1600–1616. http://dx.doi.org/10.24297/jal.v10i0.8530.

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Linguistic competence, communicative competence, and interactional competence have had a profound impact on second language teaching, learning, and testing. Although a substantial number of studies have been conducted on these three competencies, they have not been conflated for discussion in a single study. Adding this piece to the jigsaw, the current paper explores these three competencies in depth. This paper had a twin purpose of 1) providing a historical account of the linguistic, communicative and interactional competences, and 2) reviewing of the literature on them in order to identify
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Pradas-Esteban, Francisco, and María Felicidad Tabuenca Cuevas. "Digital Competence Training of EFL Primary Pre-Service Teachers: A Systematic Review of the Spanish Context." Journal of Curriculum and Teaching 13, no. 5 (2024): 357. http://dx.doi.org/10.5430/jct.v13n5p357.

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Competence frameworks are becoming a priority in education as reflected in the projects and reports by international institutions and organizations. The focus is on students’ competency acquisition and also on teachers’ competencies that should be considered essential for educators of the 21st century. In this study, digital and linguistic competences are highlighted as particularly relevant for pre-service teachers as many of the competences overlap categories. Over the last seven years, the publications in this field has increased, demonstrating the importance of digital and linguistic compe
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LaPointe, Leonard L. "Linguistic Competence in Aphasia." Perspectives on Augmentative and Alternative Communication 17, no. 3 (2008): 87–92. http://dx.doi.org/10.1044/aac17.3.87.

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Abstract Loss of implicit linguistic competence assumes a loss of linguistic rules, necessary linguistic computations, or representations. In aphasia, the inherent neurological damage is frequently assumed by some to be a loss of implicit linguistic competence that has damaged or wiped out neural centers or pathways that are necessary for maintenance of the language rules and representations needed to communicate. Not everyone agrees with this view of language use in aphasia. The measurement of implicit language competence, although apparently necessary and satisfying for theoretic linguistics
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Malika, Xakimova. "Challenges of teaching linguistic competence of students." Current Research Journal of Pedagogics 6, no. 1 (2025): 38–40. https://doi.org/10.37547/pedagogics-crjp-06-01-09.

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English is the lingua franca of business, culture and higher education across the globe and what comes with it are the opportunities for success which is tantamount to language competence [2]. English has become more widely used in the past 20 years due to increased worldwide communication, education, business, and immigration. Consider a teacher's responsibility to help pupils learn and be competent in the English language, which includes not only linguistic competency but also teaching competence. This article revealed the importance of linguistic competence and the issues of teaching lingui
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Saidova, Zilola Urakovna. "THE KEY COMPONENTS OF COMMUNICATIVE COMPETENCE AND THEIR ROLE FOR EFFECTIVELY COMMUNICATING OF LEARNERS." Modern Scientific Research International Scientific Journal 1, no. 3 (2023): 211–16. https://doi.org/10.5281/zenodo.8032354.

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This article discusses the communicative competence and its components such as linguistic, strategic, discursive, and socio-cultural and distinguishes the concept of "competence". Besides the professional skills, essential to a successful career, individuals also need to acquire the communicative competency, which is equally important as it includes various other competencies, such as: linguistic, social, socio-cultural, or strategic competences in order to communicate and interact with each other. Our article aims at discussing the different ways and methods teachers can use in the
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Romanchuk, Svetlana, Olena Sytko, Mykola Karpik, Iryna Skoreiko-Svirska, and Yelizaveta Isakova. "The role of cognitive linguistics in developing students' communicative competence and forming their linguistic personality." Multidisciplinary Science Journal 5 (October 10, 2023): 2023ss0511. http://dx.doi.org/10.31893/multiscience.2023ss0511.

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The research examines the specifics of cognitive linguistics regarding developing communicative competence and forming students' linguistic personalities. Attention is paid to the essence of cognitive linguistics, the history of the emergence of this direction, and the current state of research. The article analyzes the ways, methods, and forms of cognitive linguistics application in the educational process to form the student's linguistic personality and develop communicative competence. The structure of the concept is presented for the simplified perception of a specific phenomenon by a stud
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Dissertations / Theses on the topic "Linguistic competence"

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Finzel, Anna Magdalena. "English in the linguistic landscape of Hong Kong : a case study of shop signs and linguistic competence." Master's thesis, Universität Potsdam, 2012. http://opus.kobv.de/ubp/volltexte/2013/6412/.

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Especially for the last twenty years, the studies of Linguistic Landscapes (LLs) have been gaining the status as an autonomous linguistic discipline. The LL of a (mostly) geographically limited area – which consists of e.g. billboards, posters, shop signs, material for election campaigns, etc. – gives deep insights into the presence or absence of languages in that particular area. Thus, LL not only allows to conclude from the presence of a language to its dominance, but also from its absence to the oppression of minorities, above all in areas where minority languages should – demographically s
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Whitman, Marilyn V. Permaloff Anne. "An examination of cultural and linguistic competence in health care." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Fall/Dissertations/WHITMAN_MARILYN_10.pdf.

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Jonsson, Oskar. "We need to talk about erm linguistic fillers : Students' use of linguistic fillers in varying situation." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-59501.

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The following essay presents a case study based on participant observation of a group of Swedish secondary school students’ interaction in English. The study focused on what is commonly referred to as communicative competence, or more specifically strategic competence, which represents how language speakers overcome linguistic breakdowns or gaps in their communicative skill. The aim of the study was to better understand how students use linguistic fillers in different situations. By observing students in two different situations, one stressful and one regular conversational situation, it was f
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O'Reilly, David. "An investigation into metaphoric competence in the L2 : a linguistic approach." Thesis, University of York, 2017. http://etheses.whiterose.ac.uk/19853/.

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Within the field of L2 metaphoric competence (MC) research, Low’s (1988) and Littlemore and Low’s (2006a, 2006b) metaphor-related skills and (sub)competences have existed for 29 and 11 years respectively, but have never been elicited or used to develop tests. Consequently, the extent to which they are underpinned by more fundamental (sub)constructs is unclear. With a few exceptions (e.g., Littlemore, 2001), L2 MC tests to date have been limited in scope (e.g., Aleshtar & Dowlatabadi, 2014; Azuma, 2005; Hashemian & Nezhad, 2007; Zhao, Yu, & Yang, 2014). Available research shows that L2 MC corre
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Nguyen, Dung Thi. "Vietnamese Students' Translanguaging in a Bilingual Context: Communications within a Student Organization at a US University." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1248528/.

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Today linguistic hybridity is often conceptualized as translanguaging. The present study of translanguaging was a linguistic ethnography, which meant investigating cultural issues as well as linguistic practices. The focus was on bilingual speakers of Vietnamese and English, two "named" languages that differ considerably in morphology, syntax, and orthography. This study, conducted over four and a half months, was situated in the Vietnamese Student Organization of a U.S. university, and it included 37 participants. The research was intended to answer two questions: what forms of translanguagin
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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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Ponder, Linda Milam. "Improving access to care by determining key elements of culturally and linguistically appropriate healthcare interventions for Hispanic populations in Texas using a Delphi technique." Texas A&M University, 2005. http://hdl.handle.net/1969.1/4908.

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Cultural competence, mandated by Federal law since 1964, has not been appropriately addressed due to its lack of specifics and the lack of specifics within subsequent mandates. This study was designed to determine specific key elements of cultural and linguistic appropriateness which would "operationalize" cultural competence in the provision of healthcare services. Knowing the elements of cultural and linguistic appropriateness will assist non-Hispanic healthcare providers to remove personal barriers of cultural and linguistic differences for Texas' Hispanic population. The problem of cultura
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McWilliam, Donna M. "A study into the discussion skills of nursery school children." Thesis, University of Strathclyde, 1999. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=21438.

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The research comprised of three studies which examined the discussion skills of preschool children in different contexts. The first study was concerned with how frequently pre-schoolers could use complex linguistic strategies (such as giving justifications) in conflict situations, and in relation to gender, class and play activity. The second study was very similar to this but examined how complex speech acts were produced in a co-operative context. It was found that children could produce complex language relatively frequently in both conflictual and co-operative contexts. No substantial sex
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Gupta, Abha. "Linguistic issues in the competence and performance of hearing-impaired children: The GAEL Test." Diss., The University of Arizona, 1991. http://hdl.handle.net/10150/185584.

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This is a linguistic analysis of elicited responses obtained in a language proficiency test of hearing impaired children (Grammatical Analysis of Elicited Language). The analysis focuses on the language, the social situation and setting of the test activity to describe the characteristics that are observable in the elicited responses--specifically the deviations from the target responses of the test, and on discovering the underlying rules that function to guide some of the systematic deviations in the participants' language in the test. The study examines the following features of the deviate
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Gabrielson, Eva. "Getting your message across. : Evaluating cross-linguistic influence on communicative competence in written learner English." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-171710.

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Abstract Acquiring communicative competence and the ability to communicate in writing are essential goals for second language learners and of the highest importance to achieving educational success.  Opportunities to express ideas in writing are essential for students’ language development. Learners therefore need to be encouraged to take the risk of making errors in order to be able to express ideas, thoughts and knowledge with enthusiasm. This thesis defines and investigates some important factors contributing to the development of communicative competence and performance in the context of
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Books on the topic "Linguistic competence"

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Cook, Vivian, and Li Wei, eds. The Cambridge Handbook of Linguistic Multi-competence. Cambridge University Press, 2016. http://dx.doi.org/10.1017/cbo9781107425965.

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Stubbs, Valerie Therese. The role of linguistic accuracy in communicative competence. University of Central England in Birmingham, 1999.

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Kochendörfer, Günter. Notation, Modellbildung, Simulation: Grundlagenprobleme kognitivistischer Darstellungen in der Linguistik. G. Narr, 1989.

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Lambis, Stavros D. Interaction between concept formation in geometry and linguistic abilities of pupils (linguistic competence): The case of dyslexic pupils. University of Surrey, 1997.

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Help, Toomas. Linguistic competence and morphology: Paper presented to the symposium of Estonian--Finnish contrastive analysis. Academy of Science of the Estonian S.S.R., Division of Social Sciences, 1985.

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Shabat-Savka, S. T. Katehorii︠a︡ komunikatyvnoï intent︠s︡iï v ukraïnsʹkiĭ movi: Monohrafii︠a︡. Bukrek, 2014.

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Kochendörfer, Günter. Neuronale Modelle des Sprachverstehens. HochschulVerlag, 1997.

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Sklyarova, Natal'ya. International and national in linguistic cultures (based on the material of Russian and English phraseology). INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1080271.

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The textbook is intended for the formation of linguistic and cultural competence of students based on a comparative analysis of the phraseological fund of English and Russian languages in an extralinguistic aspect, as well as for the development of foreign language competence through the use of English phraseological units in speech.
 Meets the requirements of the federal state educational standards of higher education of the latest generation.
 For students of various philological areas of bachelor's and master's degree preparation.
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Boada, Albert Bastardas i. The relation between linguistic context, behaviour and competence: The second generation of Castilian-speaking immigrants in non-metropolitan Catalonia. International Center fot Research on Bilingualism, 1986.

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Bastardas, Albert. The relation between linguistic context, behaviour and competence: The second generation of Castilian-speaking immigrants in non-metropolitan Catalonia. Centre international de recherche sur le bilinguisme, 1986.

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Book chapters on the topic "Linguistic competence"

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Mondal, Prakash. "Linguistic Theory, Explanation and Linguistic Competence." In Language, Mind and Computation. Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137449436_7.

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Lim, Russell F., and Francis G. Lu. "Cultural and Linguistic Competence." In Textbook of Community Psychiatry. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-10239-4_11.

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White, Lydia. "Assessing adult linguistic competence." In The Routledge Handbook of Experimental Linguistics. Routledge, 2023. http://dx.doi.org/10.4324/9781003392972-24.

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Daloz, Jean-Pascal. "Cultivation and Linguistic Competence." In Expressions of High Status. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-05401-3_10.

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Weiß, Helmut. "The Double Competence Hypothesis On Diachronic Evidence." In Linguistic Evidence. Mouton de Gruyter, 2005. http://dx.doi.org/10.1515/9783110197549.557.

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Coliva, Annalisa. "Practical Knowledge and Linguistic Competence." In Eva Picardi on Language, Analysis and History. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95777-7_16.

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Derwing, Bruce L. "Orthographic aspects of linguistic competence." In Typological Studies in Language. John Benjamins Publishing Company, 1992. http://dx.doi.org/10.1075/tsl.21.16der.

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Shorten, Andrew. "Linguistic Competence and Citizenship Acquisition." In Citizenship Acquisition and National Belonging. Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9780230246775_7.

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Hufeisen, Britta. "Models of multilingual competence." In Hamburg Studies on Linguistic Diversity. John Benjamins Publishing Company, 2018. http://dx.doi.org/10.1075/hsld.7.08huf.

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Otheguy, Ricardo. "The linguistic competence of secondgeneration bilinguals." In Romance Linguistics 2013. John Benjamins Publishing Company, 2016. http://dx.doi.org/10.1075/rllt.9.16oth.

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Conference papers on the topic "Linguistic competence"

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Kibria, Raihan, Sheikh Intiser Uddin Dipta, and Muhammad Abdullah Adnan. "On Functional Competence of LLMs for Linguistic Disambiguation." In Proceedings of the 28th Conference on Computational Natural Language Learning. Association for Computational Linguistics, 2024. http://dx.doi.org/10.18653/v1/2024.conll-1.12.

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Liu, Shiyang. "RESEARCH ON THE FORMATION OF TRANSLATORS’ COMPETENCE IN UNIVERSITIES FROM THE PERSPECTIVE OF KNOWLEDGE MANAGEMENT." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end100.

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"This research intends to analyze the formation of translators’ competence in universities from the perspective of knowledge management in the information age. This article follows the translation competence model formulated by PACTE (2003), which is consisted of five sub-competences: the bilingual sub-competence, extra-linguistic sub-competence, knowledge about translation sub-competence, instrumental sub-competence, strategic sub-competence. In order to develop the five translators’ sub-competences, this research formulates the teaching model of knowledge management for translators’, which i
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Guliyants, Anna B. "Interpreters And Translators' Extra-Linguistic Competence Development." In Dialogue of Cultures - Culture of Dialogue: from Conflicting to Understanding. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.03.22.

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ZHELIASKOV, Vasyl. "Formation of speaking competences of students at professional english language classes." In Educația în contextul provocărilor societale: paradigme, inovații, transfer tehnologic. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.17-11-2023.p84-86.

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The following article is concentrated on formation of speaking competences of students at professional English language classes. Language education in the world actualizes the competence-based approach to foreign language learning. The greater attention is paid to the problem of linguistic identity formation. The especial significance of the article is to underline the essence and level model of a linguistic personality, the development of such a personality components, such as national-linguistic consciousness, language abilities, language sense, and language-value orientation.
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Zasypkin, Vladislav Pavlovich. "Linguistic Expertise Of Conflict Texts: Limits Of Competence Of A Linguist-Expert." In X International Conference “Word, Utterance, Text: Cognitive, Pragmatic and Cultural Aspects”. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.08.46.

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Tabuldina, Assel, and Zhanar Eskazinova. "DEVELOPMENT FEATURES OF STUDENTS' FUNCTIONAL LITERACY THROUGH TEXTS IN FOREIGN LANGUAGE LESSONS." In Modern pedagogical technologies in foreign language education: trends, transformations, vectors of development. ACCESS Press, 2021. http://dx.doi.org/10.46656/proceeding.2021.foreign.language(30).

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The growing role of foreign language linguistic competence and especially foreign language functional literacy of a specialist requires a revision of the theoretical foundations and approaches to teaching writing in English in a modern university. This article defends the thesis that the development of linguistic competence through the prism of translation competence plays an important role in the development of foreign language functional literacy. The presented work clarifies the concept of foreign language functional literacy of students through the prism of translation competence and forei
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Kjellgren, Björn, Danielle Taylor, and Marta Serrano van der Laan. "Struggling at the core: multilingualism and multiculturalism in a European University Alliance." In SEFI 50th Annual conference of The European Society for Engineering Education. Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1297.

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With the ultimate aim of finding ways to improve the systematic integration of linguistic and cultural competencies in engineering education, this paper addresses how culture and language competency education is discussed within a technical European University Alliance and how this discourse is translated – or not – into educational initiatives and activities. By doing this, we aim to put focus on the gap between a certain European Union ideology – “united in diversity” – which is at the very heart of the EU project, and the everyday practices at technical universities, where linguistic and cu
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Turmys, O. V. "Linguistic and intercultural communication competence of Ukrainian servicemen." In CHALLENGES OF PHILOLOGICAL SCIENCES, INTERCULTURAL COMMUNICATION AND TRANSLATION STUDIES IN UKRAINE AND EU COUNTRIES. Baltija Publishing, 2020. http://dx.doi.org/10.30525/978-9934-588-90-7-89.

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HAUSER, MARC D. "EVOLVING LINGUISTIC COMPETENCE IN THE ABSENCE OF PERFORMANCE." In Proceedings of the 8th International Conference (EVOLANG8). WORLD SCIENTIFIC, 2010. http://dx.doi.org/10.1142/9789814295222_0071.

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Reztsova, Svetlana, and Anna Rybakova. "DEVELOPING STUDENTS' COLLOCATIONAL COMPETENCE VIA ELECTRONIC LINGUISTIC CORPORA." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1856.

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Reports on the topic "Linguistic competence"

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Ilosvay, Kimberly. A Qualitative Study of Language Beliefs and Linguistic Knowledge in Preservice Teachers Using the Intercultural Communicative Competence Framework. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.233.

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Bilovska, Natalia. TACTICS OF APPROACHING THE AUTHOR CLOSER TO THE READER: INTERACTIVE COOPERATION. Ivan Franko National University of Lviv, 2022. http://dx.doi.org/10.30970/vjo.2022.51.11408.

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The article clarifies the features of interactive relationships, which are modeled by the addresser of modern media text for maximum impact on the addressee. The author controls the perception of the text, focusing on linguistic competence and an objective picture of the reader’s world. A pragmatic approach to journalistic text makes it possible to identify explicit and implicit forms of dialogue: modeling feedback and interactive settings that can turn a hypothetical reader into a real one, adapting to the addressee’s language thesaurus. Discursive openness to the exchange of views with the a
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Mjøberg Lauritzen, Solvor, Jan Selling, and Marko Stenroos. ECMI Minorities Blog. Roma as Tokens? Reference Groups and the Practice of Deciding First and Informing After. European Centre for Minority Issues, 2022. http://dx.doi.org/10.53779/vnjj4110.

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In Sweden, the Roma have the right to contribute to and influence policy measures that affect them. Authorities often fulfil their obligation to include Roma through the so-called reference groups. The authors see several problems with this model. First, the reference groups are deprived of agency, as they are often not involved at early stages in the planning, but rather informed and consulted on ready-made decisions. Second, an emphasis is placed on “Romani organisations” when nominating and selecting representatives, which encourages rapid creation of new organisations with few members and
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Chorna, Olha V., Vita A. Hamaniuk, and Aleksandr D. Uchitel. Use of YouTube on lessons of practical course of German language as the first and second language at the pedagogical university. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3253.

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Integration of ICT significantly increases the possibilities of the educational process and extends the boundaries of the educational sphere as a whole. Publicly available resources, such as e-mail, blogs, forums, online applications, video hosting sites, can serve as the basis for building open learning and education. Informational educational technologies of learning foreign languages are in the focus of this study. The article represents the results of theoretical analysis of content on the subject of its personal- and didactic-definite orientation, as well as some aspects of the practical
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Estrada, Fernando, Magaly Lavadenz, Meghan Paynter, and Roberto Ruiz. Beyond the Seal of Biliteracy: The Development of a Bilingual Counseling Proficiency at the University Level. CEEL, 2018. http://dx.doi.org/10.15365/ceel.article.2018.1.

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In this article, the authors propose that California’s Seal of Biliteracy for high school seniors can serve as an exemplar to advocate for the continued development of bilingual skills in university, graduate-level students—and counseling students in particular. Citing literature that points to the need for linguistic diversity among counselors in school and community agencies, the authors describe the efforts taken by the Counseling Program in the School of Education at Loyola Marymount University (LMU) in partnership with LMU’s Center for Equity for English Learners to address the need. Thei
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Lavadenz, Magaly, Jongyeon Ee, Elvira Armas, and Grecya López. Leaders’ Perspectives on the Preparation of Bilingual/Dual Language Teachers. Center for Equity for English Learners, 2021. http://dx.doi.org/10.15365/ceel.policy.10.

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This research and policy brief uplifts findings from a 2020 survey of 223 California school district leaders. Findings regarding the preparation of beginning bilingual/dual language educators indicate that leaders rated teachers’ linguistic competencies in two languages as the most important ability, followed by teachers’ understanding of bilingualism and biliteracy development and linguistic pedagogical knowledge. Respondents rated beginning bilingual teachers’ preparation to meet the needs of their districts/schools as “moderately well” (M=3.1 out of 5). The brief concludes by identifying po
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Buitrago García, Hilda Clarena, and Gloria Inés Lindo Ocampo. Instructional Design of the Level 2 English Course for the Virtual Modality. Ediciones Universidad Cooperativa de Colombia, 2023. http://dx.doi.org/10.16925/gcnc.64.

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This didactic planning, which starts from the characterization of the instructional design of the English level 2 course of the Open Lingua Program, is an improvement proposal focused on teaching this course online. In this context, the course planning, divided in three specific stages, involved several steps. First, the functions of the tutor were defined based on the postulates of some authors. After that, the expected learning evidences were reviewed and edited considering the linguistic competences the students are expected to achieve during the course. Next, some didactic activities are d
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Buitrago García, Hilda Clarena, and Gloria Inés Lindo Ocampo. Instructional Design of the Level 3 English Course for the Virtual Modality. Ediciones Universidad Cooperativa de Colombia, 2023. http://dx.doi.org/10.16925/gcnc.62.

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This didactic plan, which starts from the characterization of the instructional design of the English level 3 course of the Open Lingua Program, is an improvement proposal focused on teaching this course online. In this context, the course planning, divided into three specific stages, involved several steps. First, the role of the teacher and students in the process of learning and teaching is very important, and it was defined based on the postulates of some authors. After that, the expected learning evidence was reviewed and edited considering the linguistic competences the students are expe
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Thomas, Strobel. A contrastive approach to grammatical doubts in some contemporary Germanic languages (German, Dutch, Swedish). Goethe-Universität Frankfurt a.M., 2023. http://dx.doi.org/10.21248/gups.72278.

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Unquestionably (or: undoubtedly), every competent speaker has already come to doubt with respect to the question of which form is correct or appropriate and should be used (in the standard language) when faced with two or more almost identical competing variants of words, word forms or sentence and phrase structure (e.g. German "Pizzas/Pizzen/Pizze" 'pizzas', Dutch "de drie mooiste/mooiste drie stranden" 'the three most beautiful/most beautiful three beaches', Swedish "större än jag/mig" 'taller than I/me'). Such linguistic uncertainties or "cases of doubt" (cf. i.a. Klein 2003, 2009, 2018; Mü
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Rollo, Greta, and Kellie Picker. Unpacking the science of reading research. Australian Council for Educational Research, 2024. http://dx.doi.org/10.37517/978-1-74286-742-7.

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The science of reading (SoR) is a term used for a body of evidence encompassing multi-disciplinary research from education, cognitive psychology, linguistics, and neuroscience. This evidence points to six key constructs that contribute to proficient reading: oral language, phonological awareness including phonemic awareness, phonics, fluency, vocabulary and reading comprehension. Research around these constructs provides researchers and teachers with an evidence base of the knowledge, skills and strategies involved in competent reading and describes how reading develops in both typical and aty
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