Abstract
Oral communicative competence enables speakers of a language to interact effectively with each other. Oral communicative competence includes a wide semantic field since the oral expression is a way of expression for the thought and it provides feedback and develops by means of the linguistic function (Vygotsky, 1992; Piaget, 1983a, 1983b; Pinker, 2003). English communicative competence is based on the use of the language as a tool of communication, both oral and written, of representation, of interpretation and of reality comprehension. This investigation aims to analyse the oral communicative competence in English of students who have finished the stage of Primary Education. It also tries to know if the center where students study, the students’ gender, the attitude towards the English language and attendance to private lessons increase the oral communicative competence. The sample was intentional and stratified (rural-urban and ordinary-bilingual). It is composed by 265 students and the instrument is a questionnaire provided with reliability and validity. The results show high levels of competence, higher than expected, and with light differences that favor the girls and the urban bilingual schools in the acquisition of the oral communicative competence in English.
Highlights
Introduction and JustificationSimilar terms such as skill or capacity have usually been associated with competence, features that a person possesses and can or not be used at a given time
The general aim of the study is to analyse the level of achievement in oral communicative competence in English acquired by the students at the end of the Primary Education of León’s Province
If we take into account the type of school, rural or urban, we have a very equitable distribution because 55.5% comes from public urban centers (147 students) and 44.5% belongs to public rural schools (118 students)
Summary
Introduction and JustificationSimilar terms such as skill or capacity have usually been associated with competence, features that a person possesses and can or not be used at a given time. The OCDE Program Definition and Selection of Competences (DeSeCo) alludes to the achievement of a high degree of integration between the capacities and the extent of social aims that an individual has when pointing out that the competence is more than knowledge and skills. It includes the skill of facing complex demands, relying on and mobilizing psychosocial resources (including skills and attitudes) in a particular context We have went through a review of the term jel.ccsenet.org
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