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Journal articles on the topic 'Pygmalion, Pygmalion'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Vaseneva, Nadezhda Vladimirovna. "Reception of the B. Shaw’s play "Pygmalion" in Russian literature." SHS Web of Conferences 101 (2021): 01004. http://dx.doi.org/10.1051/shsconf/202110101004.

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The article is devoted to the analysis of reception of B. Shaw's play «Pygmalion» in Russian literature. The article emphasizes that Russian literature had a huge impact on the formation and development of B. Shaw's aesthetic system and drama, as a result of which B. Shaw's drama acquired an epic character. The standard of «epic drama» is B. Shaw's play «Pygmalion». The extreme popularity, relevance and significance of B. Shaw's comedy «Pygmalion» for Russian literature are noted. The article examines translations of B. Shaw's play «Pygmalion» and individual-author's interpretations of Russian directors of English comedy as a form of reception of B. Shaw's play in Russian literature. It is said that the plot and images of B. Shaw's play «Pygmalion» received a new life in Russian literature. The author analyzes allusions and reminiscences with B. Shaw's comedy «Pygmalion» in Soviet prose and drama of the 20th – early 21st centuries. It is proved that B. Shaw's play «Pygmalion» is characterized by a rich reception in Russian literature.

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2

Hallinan, Maureen T. "Pygmalion Revisited." Contemporary Psychology: A Journal of Reviews 31, no. 8 (August 1986): 599–600. http://dx.doi.org/10.1037/024960.

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3

Zapperi, Giovanna. "Pygmalion révisé." Rue Descartes 64, no. 2 (2009): 110. http://dx.doi.org/10.3917/rdes.064.0110.

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4

Karakowsky, Len, Nadia DeGama, and Kenneth McBey. "Deconstructing Higgins: gender bias in the Pygmalion phenomenon." Gender in Management: An International Journal 32, no. 1 (March 6, 2017): 2–18. http://dx.doi.org/10.1108/gm-04-2015-0040.

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Purpose Despite considerable empirical evidence to support the existence of the Pygmalion effect, studies that focus on the role of gender within this phenomenon have produced varied results. Whereas the research has consistently demonstrated the Pygmalion effect with male leaders, less research evidence exists to support this phenomenon among female leaders. This paper aims to present a conceptual framework for understanding the potential role gender can play in the Pygmalion effect and why women may face obstacles in their efforts to serve as Pygmalion leaders. Research propositions are presented with the intent of guiding future research in this area. Design/methodology/approach For the purpose of this theoretical paper, elements of the sociological, structural and psychological perspectives are drawn to present an understanding of the potential influence a leader’s gender has on the facilitation of the Pygmalion effect. A brief background to the Pygmalion effect is first provided followed by research related to this phenomenon. Then the underlying elements of the Pygmalion effect are revisited and attention is drawn to those factors affecting subordinate receptiveness to leader influence. Following that, these ideas are integrated with gender-based research to present the theoretical framework and research propositions. Findings This paper’s framework offers a fuller understanding of the role of a leader’s gender in facilitating the Pygmalion effect by identifying factors that can influence subordinate perceptions of leader efforts. Gender-based cues influence subordinate perceptions of leader expertise and power. In turn, this will influence subordinate receptiveness to leader elicited expectations and supportive behaviors. Practical implications The theoretical framework of this paper suggests that under certain conditions, gender differences can impact subordinate receptiveness to leader behaviors and performance expectations. Managers need to be aware of the gendered-nature of the work context and how it can influence subordinate perceptions of leaders. Otherwise, gender-based cues can unwittingly undermine women who endeavor to elevate follower self-efficacy beliefs. Social implications Stereotypes regarding women in managerial roles can undermine the capacity of women to effectively mentor and inspire others. These biases must be explicitly confronted and challenged. Moreover, given the global nature of the workforce it is critical to understand how national cultures can differ in their attitudes toward women in management in ways that can impede the ability of a woman to facilitate this transformative process. Originality/value The theoretical framework of this paper broadens the understanding of gender differences in the Pygmalion effect. This paper attempts to explain the lack of consistent findings for women who attempted to serve as Pygmalion leaders. It is asserted that rather than a leader’s gender, it is gender-based contextual cues that influence the leader’s capacity to trigger the Pygmalion effect. Thus far, no systematic effort has been made to identify the conditions under which subordinates are receptive to the influence of Pygmalion male or female leader expectations and behaviors.

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5

Smith, Stephanie A., and J. Hillis Miller. "Versions of Pygmalion." American Literature 64, no. 2 (June 1992): 419. http://dx.doi.org/10.2307/2927881.

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6

BALCI, Oktay. "OKULDA PYGMALION ETKİSİ." International Journal of Social Humanities Sciences Research (JSHSR) 5, no. 29 (January 1, 2018): 3644–52. http://dx.doi.org/10.26450/jshsr.771.

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7

Howells, Anne, and J. Hillis Miller. "Versions of Pygmalion." Rocky Mountain Review of Language and Literature 44, no. 4 (1990): 262. http://dx.doi.org/10.2307/1346802.

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8

Jones, Steven Jeffrey, and J. Hillis Miller. "Versions of Pygmalion." South Central Review 9, no. 2 (1992): 107. http://dx.doi.org/10.2307/3189547.

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9

Pilling, John, and J. Hillis Miller. "Versions of Pygmalion." Modern Language Review 87, no. 3 (July 1992): 720. http://dx.doi.org/10.2307/3732971.

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10

Wearmouth, Janice. "Pygmalion Lives On." Support for Learning 12, no. 3 (August 1997): 122–25. http://dx.doi.org/10.1111/1467-9604.00029.

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11

Bromley, Matt. "The Pygmalion Effect." SecEd 2014, no. 33 (November 27, 2014): 9. http://dx.doi.org/10.12968/sece.2014.33.9.

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12

Eisner, John, and Alison Sharrock. "Re-Viewing Pygmalion." Ramus 20, no. 2 (1991): 149–82. http://dx.doi.org/10.1017/s0048671x00002745.

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On 5th February 1989, the review section of The Observer carried a full-page article on a film about Camille Claudel, the sculptress who was Rodin's mistress and who spent the last thirty years of her life in a mental asylum. The iconography of this page, supposedly concerned with the film and the woman, was telling. A large central image of Rodin, arms crossed and staring masterfully forward, is ringed by three, small, peripheral images of Claudel. Each is (of course) a photograph: one of the woman herself, one of the statue of her by her lover Rodin, and one of the actress who represents her in the film. The images display the slippage between women and artistic representations or creations (of women)—a slippage which is at the heart of the Pygmalion story. The title of the article is Love that turned to stone.In Metamorphoses 10.148-739, Ovid has the master-poet, Orpheus, react to the double loss of his wife, Eurydice, by singing to surrounding nature a set of tales, including that of Pygmalion (245-97). Pygmalion, it will be remembered, created a beautiful statue, with which he fell in love. With the help of Venus and in response to the artist's erotic attentions, the statue came to life.

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13

Lamendour, Eve. "Le manager Pygmalion." Revue française de gestion 35, no. 194 (May 25, 2009): 149–67. http://dx.doi.org/10.3166/rfg.194.149-167.

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14

Bachkirov, Alexandre Anatolievich. "Pygmalion going international." Team Performance Management: An International Journal 23, no. 5/6 (August 15, 2017): 260–72. http://dx.doi.org/10.1108/tpm-08-2016-0037.

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Purpose The paper presents an empirical account of self-fulfilling prophecy in a multicultural expatriate context of the Arabian Gulf (Sultanate of Oman). The purpose of this paper is to explore the link between managerial expectations of the effects of cultural diversity and workgroup performance. Design/methodology/approach This exploratory study uses a qualitative interpretive approach based on the data collected through semi-structured interviews. The participants were Omani managers in charge of multicultural expatriate workgroups. Findings Managerial expectations of the effects of multiculturalism on workgroup dynamics are linked to three dimensions of performance effectiveness, including the production function, the member support function and the group wellbeing function. The Pygmalion process, as applied to the multicultural expatriate context of this study, emerged as an integral part of positive organizational scholarship. Research limitations/implications The data were collected in one country only, which limits the conclusions about the universal applicability of the Pygmalion theory. The boundary conditions were defined by the cultural characteristics of the research setting: collectivism, high power distance, high uncertainty avoidance, moderate masculinity/femininity. Practical implications For managers in charge of multicultural workgroups, the study provides motivation to project positive and affirmative expectations of multiculturalism, which is likely to lead to enhanced workgroup performance. Originality/value In examining the self-fulfilling prophecy phenomenon, this study transcends Western educational, military and industrial research contexts to investigate the Pygmalion process in a non-Western multicultural expatriate environment. The study contributes to unraveling the inconsistencies in findings on the relationship between cultural diversity and workgroup performance by highlighting the role of managerial expectations of multiculturalism.

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15

Loftus, Paul. "The Pygmalion effect." Industrial and Commercial Training 27, no. 4 (May 1995): 17–20. http://dx.doi.org/10.1108/00197859510087578.

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16

Snow, Richard E. "Pygmalion and Intelligence?" Current Directions in Psychological Science 4, no. 6 (December 1995): 169–71. http://dx.doi.org/10.1111/1467-8721.ep10772605.

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17

Jenner, Hakan. "The Pygmalion Effect:." Alcoholism Treatment Quarterly 7, no. 2 (September 14, 1990): 127–33. http://dx.doi.org/10.1300/j020v07n02_09.

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18

Crespo, Manuel. "Analyse longitudinale de l’effet Pygmalion." Revue des sciences de l'éducation 14, no. 1 (November 26, 2009): 3–23. http://dx.doi.org/10.7202/900581ar.

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Cette étude vérifie la plausabilité de l’hypothèse de l’effet prophétique ou effet Pygmalion des perceptions des enseignants sur les rendements en français et en mathématiques de deux cohortes d’élèves francophones du cours primaire d’une grande commission scolaire urbaine du Québec. L’effet Pygmalion s’est avéré significatif et positif dans quatre des six degrés scolaires. Cependant son impact est faible sur le rendement en français et en mathématiques. Le fonctionnement intellectuel et la scolarité de la mère sont plus importants que l’effet Pygmalion dans la détermination des rendements scolaires.

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19

Bär, Silvio Friedrich. "Alfred Hitchcock’s Vertigo and the Pygmalion Myth Reconsidered." Boletim de Estudos Clássicos, no. 65 (November 24, 2020): 83–106. http://dx.doi.org/10.14195/2183-7260_65_5.

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Alfred Hitchcock’s film Vertigo (1958) has attracted the interest of classical reception scholars because of its adaptation of Ovid’s Pygmalion myth. Scottie, the film’s main character, has been interpreted as a re-enactment of Pygmalion, a character in the Metamorphoses who sculpted his ideal woman out of ivory. In this article, the idea of a direct line of reception from Ovid to Hitchcock is challenged. Rather, the principal model of the film is identified as George Bernard Shaw’s drama Pygmalion (1913). However, Ovid’s Pygmalion story does constitute a model for the film as well, though it does so on a more indirect level. In fact, all the film’s main characters display Ovidian traits. These add an extra layer of meaning to the understanding of the film and the complexity of its characters, and allow for an unexpected re-interpretation of Scottie and his desires.

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20

Bezuijen, Xander M., Peter T. van den Berg, Karen van Dam, and Henk Thierry. "Pygmalion and Employee Learning: The Role of Leader Behaviors." Journal of Management 35, no. 5 (March 17, 2009): 1248–67. http://dx.doi.org/10.1177/0149206308329966.

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The aim of this study was to investigate which leader behaviors mediate the relationship between leader expectations and employee engagement in learning activities. Based on Rosenthal’s Pygmalion model, five potential mediators of the Pygmalion effect were distinguished: leader—member exchange relationship, goal setting (i.e., goal specificity, goal difficulty), providing learning opportunities, and feedback. Data from 904 manager—subordinate dyads in six organizations showed that leader expectations were related to employee engagement in learning activities. Goal specificity, goal difficulty, and providing learning opportunities proved to be mediators. These findings suggest that goal setting lies at the heart of the Pygmalion effect.

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21

Jacquard, Albert. "Pygmalion et Galat�e." Le Genre humain N�19, no. 1 (1989): 39. http://dx.doi.org/10.3917/lgh.019.0039.

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22

Gardner, Scheel, and shaw. "Pygmalion in the Laboratory." American Journal of Psychology 124, no. 4 (2011): 455. http://dx.doi.org/10.5406/amerjpsyc.124.4.0455.

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23

de Mijolla-Mellor, Sophie. "Le fantasme de Pygmalion." Topique 104, no. 3 (2008): 7. http://dx.doi.org/10.3917/top.104.0007.

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24

Floridi, Luciano. "Internet : Frankenstein ou Pygmalion." Horizons philosophiques 6, no. 2 (1996): 1. http://dx.doi.org/10.7202/801005ar.

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25

Gambacorti, Chiara. "Un Pygmalion des Lumières ?" Itinéraires, no. 2013-2 (March 1, 2014): 113–24. http://dx.doi.org/10.4000/itineraires.716.

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26

de Mijolla-Mellor, Sophie. "Le fantasme de Pygmalion." Adolescence 66, no. 4 (2008): 817. http://dx.doi.org/10.3917/ado.066.0817.

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27

WAEBER, JACQUELINE. "A ‘HISTORICALLY INFORMED’ PYGMALION." Eighteenth Century Music 13, no. 1 (February 11, 2016): 148–51. http://dx.doi.org/10.1017/s1478570615000615.

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28

Leaver-Yap, Isla. "Pygmalion Desire inLes Goddesses." Afterall: A Journal of Art, Context and Enquiry 29 (January 2012): 27–36. http://dx.doi.org/10.1086/665543.

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29

WOODS, NANCI STEWART, FONDA DAVIS EYLER, MICHAEL CONLON, MARYLOU BEHNKE, and KATHLEEN WOBIE. "Pygmalion in the Cradle." Journal of Developmental & Behavioral Pediatrics 19, no. 4 (August 1998): 283–85. http://dx.doi.org/10.1097/00004703-199808000-00007.

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30

Baas, Bernard. "Le regard de Pygmalion." Savoirs et clinique 7, no. 1 (2006): 83. http://dx.doi.org/10.3917/sc.007.0083.

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31

Barolsky, Paul. "The Spirit of Pygmalion." Artibus et Historiae 24, no. 48 (2003): 183. http://dx.doi.org/10.2307/1483737.

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32

Slator, Brian M., Matthew P. Anderson, and Walt Conley. "Pygmalion at the interface." Communications of the ACM 29, no. 7 (July 1986): 599–604. http://dx.doi.org/10.1145/6138.6141.

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33

Felicia J. Ruff. "Pygmalion (review)." Theatre Journal 60, no. 2 (2008): 290–92. http://dx.doi.org/10.1353/tj.0.0012.

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34

Lecomte, Jacques. "Robert Rosenthal. L'effet Pygmalion." Les Grands Dossiers des Sciences Humaines N° 54, no. 3 (March 1, 2019): 18. http://dx.doi.org/10.3917/gdsh.0054.0018.

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35

Eom, Tae-yong. "Pygmalion: An Analysis Based on Vološinov’s Language Philosophy." Journal of Modern English Drama 33, no. 2 (August 31, 2020): 33–66. http://dx.doi.org/10.29163/jmed.2020.8.33.2.33.

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36

Dr. S Gayathri and Dr. A S Saranya. "Does Pygmalion effect and Psycap Impact Academic Performance?" International Journal for Modern Trends in Science and Technology 6, no. 10 (November 24, 2020): 96–102. http://dx.doi.org/10.46501/ijmtst061017.

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Psychological capital defined as the optimistic and developmental state of an individual.(Luthans et al., 2007)predicting a wide range of work-related behavioural and attitudinal outcomes and beingpositively associated with health, performance, satisfaction etc., and negatively associated with anxiety, depression, substance use etc.“Self-Fulfilling Prophecy” or “Pygmalion effect”, is that which one person expects of another, which can come to serve as a self-fulfilling prophecy” (Rosenthal & Jacobson, 1968). In the field of educational psychologySelf-Fulfilling Prophecy or Pygmalion effect determines the impact of teacher’s behaviour on the student’s academic performance whereas Psychological capital measures an individual’s state of mind of student. The study is unique since it aims to analyse the impact of an internal factor (psycap) and an external factor (Pygmalion effect) on the student’s academic performance wherein the students are categorized into two groups namely high achievers and low achievers based on their academic results. This study aims to identify how educationists can use Neural Networking to understand the impact of the predictors’ namely internal factor (Psychological capital) and external factor (Self Fulfilling Prophecy) on students’ academic performance.The results showed that the most powerful predictor of Pygmalion effect is Teacher’s Supportive Behaviour and of Psychological Capita is resilence.

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37

Guy-Bray, Stephen. "Beddoes, Pygmalion, and the Art of Onanism." Nineteenth-Century Literature 52, no. 4 (March 1, 1998): 446–70. http://dx.doi.org/10.2307/2934061.

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Thomas Lovell Beddoes's almost unknown poem "Pygmalion" (1825) is one of the first nineteenth-century treatments of the Pygmalion myth. For his version Beddoes draws on Ovid's Metamorphoses, on Rousseau's Pygmalion, scène lyrique and Confessions, and on Beddoes's father's Hygëia (1802), a work on medicine and public health. Beddoes uses his father's writings on masturbation and its connections with literature to compare the artist's solitary labors with the solitary vice of masturbation. Beddoes's fusion of the discourse of artistic creation and the medical discourse that warned of the dangers of masturbation enables him to suggest that poetic activity drains the artist of his strength and prevents him from achieving any direct relation to the world in which he lives. Beddoes's apparent ambivalence about the value of artistic endeavour can be seen in his own vacillations between a literary and a medical career and his ultimate lack of success in either field.

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38

Kardiansyah, Muhammad Yuseano. "Pygmalion Karya Bernard Shaw dalam Edisi 1957 dan 2000." Madah: Jurnal Bahasa dan Sastra 10, no. 1 (April 30, 2019): 75. http://dx.doi.org/10.31503/madah.v10i1.882.

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This research contains a comparative study on two printed drama scripts of Bernard Shaw’s “Pygmalion”. Here, the discussion covers a study toward two scripts published in 1957 and 2000, in the perspective of philology that demonstrates both textology and codicology. The objective of this research is to reveal the variation of Pygmalion printed scripts published in those two different years, 1957 and 2000. Eventually, through the analysis conducted to those two scripts, it is found that there are similarity and distinction, in which the distinction is in a form of variations between them, that also leads to the background of why such a variation could possibly be emerged. Dalam tulisan ini dibahas sebuah studi bandingan terhadap dua buku cetakan naskah drama berjudul Pygmalion karya Bernard Shaw. Di sini, pembahasan mencakup kajian yang dilakukan terhadap dua cetakan naskah drama yang dipublikasikan tahun 1957 dan 2000. Pembahasan yang dilakukan tidak hanya berkaitan dengan kajian filologi yang bersangkutan dengan tekstologi, tetapi juga mencakup kodikologi. Tujuan kajian filologi ini adalah untuk mengetahui variasi dari buku Pygmalion antara cetakan yang dipublikasikan pada 1957 dan cetakan yang dipublikasikan pada 2000 tersebut. Melalui analisis yang dilakukan terhadap dua buku tersebut, ditemukan persamaan dan juga perbedaan. Perbedaan yang ditemukan membentuk variasi antara kedua buku cetakan tersebut yang pada akhirnya juga diketahui latar belakang terciptanya variasi tersebut.

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39

Van der Maren, Jean-Marie. "« Le double aveugle contre Pygmalion »." Revue des sciences de l'éducation 3, no. 3 (October 2, 2009): 365–80. http://dx.doi.org/10.7202/900057ar.

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Lorsqu’un chercheur en éducation entreprend une recherche qui implique des sujets (élèves, administrateurs, professeurs, expérimentateurs,...), il instaure un réseau de relations qui n’est pas sans influencer les résultats de ses travaux. À partir de certaines situations de recherche, cet article envisage les différents types de contaminations qui originent de ces relations : que ce soit dans le recueil des données (stéréotypie, halo, etc...), dans la production des preformances (exaltation, consignes implicites, défense, effet Rosenthal, etc...), ou dans leur combinaison (effet Pygmalion). Ensuite, à l’occasion de l’analyse d’une recherche psycho-pharmacologique réalisée en milieu éducatif, se dégage un plan d’expérience (à 6 groupes) qui, combiné à la stratégie du double aveugle, a pour fin de contrôler les contaminations d’abord envisagées.

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40

Thadani, Deepa. "Eliza-Higgins Relationship in Pygmalion." Motifs : An International Journal of English Studies 2, no. 2 (2016): 110. http://dx.doi.org/10.5958/2454-1753.2016.00016.7.

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41

Demailly, André. "De Pygmalion aux prophéties autoréalisatrices." Le Journal des psychologues 260, no. 7 (2008): 68. http://dx.doi.org/10.3917/jdp.260.0068.

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42

Farrell, Carole Case. "Pygmalion in the Prison Classroom." International Journal of Offender Therapy and Comparative Criminology 30, no. 2 (July 1986): 151–62. http://dx.doi.org/10.1177/0306624x8603000208.

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43

Doloff, Steven. "Keats's Urn and Ovid's Pygmalion." Keats-Shelley Review 17, no. 1 (January 2003): 95–97. http://dx.doi.org/10.1179/ksr.2003.17.1.95.

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44

Karageorge, Yuri Vidov, Tontscho Shetschew, and Egon Hartmann. "Erlebnisse und Reflexionen eines Pygmalion." World Literature Today 62, no. 2 (1988): 302. http://dx.doi.org/10.2307/40143689.

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45

Borgeaud, Philippe. "Pygmalion et l’histoire des religions." ASDIWAL. Revue genevoise d'anthropologie et d'histoire des religions 9, no. 1 (2014): 51–59. http://dx.doi.org/10.3406/asdi.2014.1020.

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46

Giridhar, S. "Purpose and the Pygmalion Effect." NHRD Network Journal 11, no. 1 (January 2018): 37–40. http://dx.doi.org/10.1177/0974173920180111.

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47

Aasland, Olaf Gjerløw. "Pygmalion-effekten og selvoppfyllende profetier." Tidsskrift for Den norske legeforening 133, no. 4 (2013): 438. http://dx.doi.org/10.4045/tidsskr.12.1428.

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48

Morency, Linda. "Les conditions d’apprentissage sont-elles les mêmes pour tous les élèves?" Revue des sciences de l'éducation 16, no. 1 (November 19, 2009): 43–53. http://dx.doi.org/10.7202/900650ar.

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Cet article présente les résultats d’une étude descriptive réalisée en milieu scolaire dans la banlieue de Québec. L’observation des interactions enseignant-élève est réalisée sous l’angle de l’effet Pygmalion. La stratégie adoptée pour cumuler de l’information fut celle de l’approche qualitative en vue de décrire comment les enseignants manifestent leurs attentes à leurs élèves. Les trois instruments de mesure développés par Martinek et Karper (1984) furent choisis pour identifier les élèves marqués par l’effet Pygmalion. Cette étude confirme effectivement que les enseignants n’offrent pas des conditions d’apprentissage uniformes à tous leurs élèves.

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49

Jaffar, Nosheen. "DECIPHERING THE FAIRYTALE: DECONSTRUCTION OF ROMANCE THROUGH THE CONSTRUCTION OF SELF IN PYGMALION." Humanities & Social Sciences Reviews 9, no. 3 (May 20, 2021): 459–66. http://dx.doi.org/10.18510/hssr.2021.9347.

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Purpose: This study examines Eliza’s character in Bernard Shaw’s play Pygmalion and her construction of self through the deconstruction of romance in the play. Methodology: This research is a qualitative study applying the content analysis method. A qualitative research design was adopted to investigate and look at various traits of the main character and her evolution to become an independent, thinking, and opinionated individual towards the end. The research data in this paper is drawn from two primary sources: literary books and articles. Main Findings: The analysis of the text unravels the transformation of the character and her eventual emancipation from the shackles of the expected programmed behavior. Applications: This paper can be used by literary scholars, and students. Novelty/Originality: In the past, many researchers have contributed articles on the thematic analysis of Pygmalion, while this paper approached the play from both linguistic and thematic viewpoints and provided insights for other researchers in the field. The insights based on language analysis of Pygmalion presented in this paper can be a model for other researchers in the interdisciplinary fields of language and literature to apply similar approaches to analyze literary texts.

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Anugerahwati, Mirjam. "PYGMALION: A STUDY OF SOCIO-SEMANTICS." TEFLIN Journal - A publication on the teaching and learning of English 21, no. 2 (August 29, 2015): 202. http://dx.doi.org/10.15639/teflinjournal.v21i2/202-210.

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Abstract:

This article discusses the novel Pygmalionby George Bernard Shaw (1957) which depicts Eliza, a flower girl from East London, who became the subject of an “experiment” by a Professor of Phonetics who vowed to change the way she spoke. The story is an excellent example of a very real and contextual portrait of how language, particularly socio-semantics, play a role in the achievement of communicative competence.

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