Communicative Competence Research Articles

PRE-SERVICE TEACHERS’ VIEWS ABOUT THEIR COMMUNICATIVE COMPETENCE: AN ANALYSIS OF ESL STUDENTS' GROUP ORAL PRESENTATIONS AT TUMU COLLEGE OF EDUCATION, GHANA

Oral presentations are a major pedagogical activity recommended by the curriculum designers of the Bachelor of Education programme, which was implemented in 2018 in Ghana. In light of this, students are frequently called upon to work in groups and participate in oral group work. The study sought to find out the views of pre-service teachers of group oral presentations on their communicative competence and to assess the extent to which they exhibit communicative competence during group oral presentations. 112 third-year Bachelor of Education students at Tumu College of Education were purposively selected for the study. The questionnaire survey was responded to through Google Forms. The data was analyzed through SPSS, and the results were tabulated using percentages, mean and standard deviation. The study findings revealed that the group oral presentations created anxiety for students, though they proved to positively impact their language skills. Based on the students’ general acknowledgement of its positive impact they strongly endorsed the presentations as an important tool for language learning. The study further indicated that the students had knowledge of communicative competence as they rated themselves high in most competencies except a few areas, such as lack of confidence and not considering the socio-cultural background of colleagues during group presentations, among others. Hence, they needed more interactive instructional strategies that could help them boost their communicative competence.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0171/a.php" alt="Hit counter" /></p>

Expressing Politeness in English and Romanian – Some Grammatical and Pragmatic Aspects

The English and Romanian languages are quite different, with dissimilar historical backgrounds and with no genetic relatedness. Yet, as far as linguistic politeness is concerned, we may encounter a number of similarities between the two languages. Our survey will highlight the fact that, even if the resemblance between Romanian and English, from the grammatical point of view, is not so evident, yet, there are many similarities as far as the pragmatic view on politeness is concerned. We might speak of a certain constant when referring to the common characteristics of the two languages, of a common universal factor that characterizes the communicative competence of the people.

Effects of artificial intelligence learning environments on engineers’ intercultural communication competence: mediating role of learning adaptability

ABSTRACT The purpose of this study is to investigate the impact of artificial intelligence learning environments on the intercultural communication competence of engineers. Engineering students at Chinese higher education institutions were invited to participate, and 990 students (510 males and 480 females) from different school types, majors, and grades completed an online survey. After analyses with multivariate linear regression and structural equation modelling, the results show that different dimensions of AI learning environments – including personalized learning, use of technology, and cooperation and interaction – have significant positive impacts on engineers’ intercultural communication competence and learning adaptability. At the same time, learning adaptability plays a mediating role between AI learning environments and intercultural communication competence. This study suggests that AI learning environments may have the potential to (i) enhance engineers’ intercultural communication competence and learning adaptability, an (ii) indirectly improve engineers’ intercultural communication competence through enhancements in their learning adaptability.

Improving Pain Self-Management Among Rural Older Adults With Cancer

Undertreated cancer pain is a major public health concern among older adults in rural communities. Interventions to improve pain management among this vulnerable population are needed. To test the feasibility, acceptability, and changes in pain outcomes from exposure to an adapted intervention, Cancer Health Empowerment for Living without Pain (CA-HELP), to improve patients' communication about pain to their clinicians. Older adults with cancer (aged ≥65 years) who were residing in a noninstitutional rural setting and receiving outpatient care at a rural-based clinic in Tennessee were enrolled in the study, in which everyone received the intervention, in May 2022. All patients were given assessments at baseline and 1 week after intervention. Mean score differences were analyzed using 1-tailed paired sample t tests (α = .05). Data were analyzed in June 2022. The adapted version of CA-HELP included an 18-page patient-facing workbook and a 30-minute telephone coaching call with a registered nurse to coach patients on pain education and communication techniques to discuss pain with their medical team. Feasibility was examined through accrual and completion rates. Acceptability was measured by helpfulness, difficulty, and satisfaction with the intervention. Changes in outcomes were measured using mean score differences from pre-post assessments of pain self-management, self-efficacy for communicating with clinicians about pain, patient-reported pain, and misconceptions about pain. Among the 30 total participants, the mean (SD) age was 73.0 (5.1) years; 17 participants (56.7%) were female, 5 (16.7%) were Black or African American, 30 (100%) were non-Hispanic or non-Latino, 24 (80.0%) were White, 16 (53.3%) had less than a high school education, and 15 (50.0%) reported income less than $21 000 per year. Based on accrual and completion rates of 100%, this intervention was highly feasible. Fidelity rates for delivering intervention components (100%) and communication competence (27 participants [90%]) were also high. Regarding acceptability, all patients rated the intervention as helpful, with the majority (24 participants [80%]) rating it as "very helpful." Most patients rated the intervention as "not at all difficult" (27 participants [90%]), enjoyed participating (21 participants [70%]), and reported being "very satisfied" (25 participants [83.3%]). Pre-post changes in outcomes suggested significant improvements in pain self-management and self-efficacy for communicating with clinicians about pain, as well as significant reductions in patient-reported pain and pain misconceptions. In this case-series study of CA-HELP, results suggested the adapted version of CA-HELP was feasible and acceptable and showed changes in pain-related outcome measures among older adults with cancer in a rural setting.

Семантика й прагматика фемінітивів жіночка, жінка в українській лінгвокультурі (синхронно-діахронний аспект)

The material of the study was a post on the official page of the writer Serhiy Zhadan on the Facebook social network dated 03.07.2022 and comments to it, which present a heated and intense discussion about the semantic and pragmatic interpretation of feminitives during the latest linguistic feminization of the Ukrainian language and the active development of Gender linguistics, in particular within the focus of linguoaxiology. Lexicographic sources were involved: dictionaries of feminitives and explanatory dictionaries, in particular the newest ones, as well as lexicons of the language of writers (Ivan Kotlyarevsky, Taras Shevchenko, Hryhoriy Kvitka-Osnovyanenko, Ivan Franko), which made it possible to update not only synchronic, but also diachronic language segments. The Ukrainian lexeme жіночка (plural жіночки) can be placed on the evaluative scale at the “zero” mark (a neutral value in terms of expressing evaluative meanings, in particular in the function of addressing in a conversational style of speech) and slide in the direction of the (+) or (–) vector, which depends on the individual communicative experience and competences of the speaker and proves the analysis of the selected discussion. Clarification of the semantic-pragmatic load is carried out thanks to the appropriate connectivity. For the lexeme жіночка, the positive evaluative conjugation dominates in the linguistic and cultural space of Ukraine, which is characterized by an intimate tonality and makes it possible to soften the modeling of the negative intentions of the speaker.

Integrating Theory and Practice Through Innovation in Civil Engineering Education: A Course Based on Project Learning and the CDIO Approach

Objective: The aim of this study is to examine the effectiveness of an introductory civil engineering course employing the CDIO approach and project-based learning integrated with agile methodologies in developing practical skills and competencies among first-semester students. Theoretical Framework: Drawing on contemporary trends in engineering education, the study emphasizes active, experiential learning and the integration of theory with practice, enhancing both technical abilities and soft skills such as innovation, creativity, and problem-solving. Method: The course uses a modular curriculum involving four projects: a provisional emergency bridge, a student residence building, a 3D printed truss, and a functional prototype of photovoltaic pavement. Each project involves design, planning, budgeting, construction, and rigorous testing, combining CDIO standards with project-based learning supported by agile methodologies. Results and Discussion: The course has successfully fostered essential engineering and soft skills in first-semester students, improving competencies in innovation, teamwork, communication, leadership, and resilience through hands-on projects. Research Implications: Integrating project-based learning with the CDIO approach significantly improves educational outcomes, preparing students for real-world engineering challenges and transforming traditional teaching roles into mentorship-based approaches. Originality/Value: This study provides empirical evidence on the benefits of combining the CDIO framework with project-based learning, highlighting the need for practical, challenge-based learning opportunities to prepare students for modern engineering professions.

Intercultural Approach to Language Teaching

The intercultural approach to language teaching aims to develop intercultural communicative competence on the part of the learners. This study 'Intercultural Approach to Language Teaching' primarily aims to explore the significance of the intercultural approach to language teaching. Additionally, it discusses the various components of intercultural communicative competence. Similarly, it offers some insights on the role of teachers and students in intercultural approach to language teaching, and strategies or modes of assessing the learners' intercultural communicative competence. The study reveals that because of the unrealistic, utopian, constrained, and decontextualized nature of communicative competence, learners need to develop intercultural communicative competence to learn the language effectively in cross-cultural settings. It was also found that closed and open-ended questions, individual and interactive activities, dialogues, interviews, presentations, demonstrations, poster sessions, simulations, role plays, self-evaluation reports, portfolios, and observation checklists are the major activities that help the teachers to assess their learners' intercultural communicative competence and to enable learners to preserve, exchange and respect each other's cultures in cross-cultural settings.

ТИПОЛОГИЯ НЕКОТОРЫХ ЛЕКСИЧЕСКИХ ОСОБЕННОСТЕЙ АНГЛИЙСКОГО И РУССКОГО ЯЗЫКОВ В ТЕОРИИ КОММУНИКАТИВНОЙ КОМПЕТЕНЦИИ

Typology of some Lexical Features of English and Russian Languages in the Theory of Communicative competence Summary The article deals with a small comparative grammar analysis of English and Russian languages and reveals some aspects of communicative competence in the study of these languages. It also analyzes the most effective teaching methods for developing communicative competence. In the modern world, knowledge of foreign languages is becoming vital for a person. And from this point of view, the process of proper language teaching is important. Communicative competence plays a big role in learning foreign languages. In this article, we tried to give a small description of the theory of communicative competence by comparing some lexical features of English and Russian languages. Key words: language, communicative competence, linguistic competence, language competence

On the Issue of the Formation of a Lexical Minimum in Russian as a Non-native language.

The article describes the problem of creating a lexical minimum when teaching Russian as a non-nativelanguage. In connection with the standardization of language education, the issues of developing and updating the lexical minimum for Russian as a non-nativelanguage are quite acute, since the lexical minimum serves as the main basis for creating textbooks and educational materials. The article defines the lexical minimum in the scientificand methodological literature, describes the principles of its creation,and provides examples of work on the lexical minimum by Russian scientists and researchers in the field of Russian as a foreignlanguage. The work on the development of a lexical minimum for the Russian language as a non-nativelanguage will allow regulating the dynamics of the development of the vocabulary of students and determiningthe lexical component of the content of language teaching. Russian Russian language in the Kyrgyz school is argued for the need to updatethe lexical minimum in the Kyrgyz language, since the developmentof a lexical minimum, taking into account changing realities, will make the process of teaching Russian as a non-nativelanguage more modern and will improve the work on the formation of students' communicative competence.

유아교사의 디지털 역량에 대한 주관적 인식 유형 분석

Objectives This study categorized the perception of early childhood teachers and analyzed the characteristics of each type by applying Q-methodology to find out the digital competencies perceived by early childhood teachers. Methods To this end, in order to analyze literature and extract Q samples, an open-ended survey was conducted with 102 early childhood teachers working at early childhood education institutions located in the Jeonbuk region as the Q population. Among the 102 research subjects, a total of 98 Q populations were formed excluding missing values, and a total of 36 Q samples were extracted through a categorization process. After extracting the Q sample, the Q sample statements were classified for the P sample of 36 current early childhood teachers. The data collected from the P sample of 36 people were scored from 1 point of strong disagreement to 9 points of strong agreement, and factor analysis was performed using the SPSS 29.0 program. Results As a result of the study, early childhood teachers' perception of digital competencies was divided into four types. Type 1 was named competency based on digital citizenship and understanding, Type 2 was named competency to use technology based on digital safety, Type 3 was named cooperation and communication competency using digital technology, and Type 4 was class operation and management competency based on digital responsibility and rights. Conclusions It is expected that this study will provide basic data for digital competency enhancement programs and teacher training suitable for early childhood teachers' perception types.

Level of Professional Competencies and Identity towards Performance of Beginning Teachers Mediated By Support System

The study aimed to determine the level of professional competencies and identity towards the performance of beginning teachers mediated by the support system. The main tool used in the study's descriptive methodology to collect data was a questionnaire. The study included contributions from ninety-five (95) Sariaya West District school teachers. For the statistical analysis of the data, percentage and mean were employed. The study found that most beginning teachers have highly competent professional competencies in social, self-management, communication, and leadership skills. Surveyed respondents also have highly observed motivation, commitment, and self-efficacy were observed. The school provides high mentoring and technical assistance support while the support system moderates. Performance is satisfactory in advisory tasks, coaching, teaching strategy, and classroom assessment. Professional competencies and identity levels are not significantly related to the support system and performance. The researcher recommended that school administrators update teachers' profiles with seminars and trainings attended, provide mentoring sessions, and attend workshops on professional competencies and identities. Parallel studies, action research, and quarterly activities can improve teachers' performance. Attending workshops can also enhance professional growth and development.

Impact of Nurse Manager's Attributes on Multi-Cultural Nursing Teams: A Scoping Review.

As global migration increases, nurse managers' effectiveness in multi-cultural nursing work environments is crucial due to the rising cultural diversity within healthcare teams. Despite the increasing international recruitment of qualified nurses to address the worldwide nursing shortage, no studies have synthesised the impact of nurse managers' attributes on nurses in multi-cultural nursing teams. Therefore, it was conducted a literature review aimed to synthesise the available literature on how nurse managers' personality traits, competencies, behaviours, and leadership styles influence nurse outcomes in multi-cultural nursing teams. Scoping review conducted according to the Joanna Briggs Institute guidelines to map the relationship or influence of nurse managers' personality traits, competencies, behaviours, and leadership styles on the outcomes of nurses in multi-cultural settings across various clinical environments. Searches were conducted across electronic databases such as CINAHL and MEDLINE, along with grey literature. This review included 39 studies, highlighting 29 personality traits, 9 competencies, 115 behaviours, and 5 leadership styles that impact nurses' outcomes. Key findings emphasise the importance of nurse managers being supportive, culturally competent, and effective communicators, with transformational leadership style being particularly beneficial. These findings provide insights for planning and developing training programmes to equip current and future nurse managers with skills to effectively lead in multi-cultural care settings.

Willingness to Communicate (WTC), Phonetics Learning Strategies (PLS), and Self-Perceived Communicative Competence (SPCC) among Chinese English majors

Willingness to Communicate (WTC), Phonetics Learning Strategies (PLS), and Self-Perceived Communicative Competence (SPCC) among Chinese English majors

ИГРА КАК ФОРМА ОРГАНИЗАЦИИ РЕЧЕВОЙ ДЕЯТЕЛЬНОСТИ В ПРОЦЕССЕ ОВЛАДЕНИЯ РУССКИМ КАК ИНОСТРАННЫМ ЯЗЫКОМ

The form of Organization of the Game in Speech Activity in the Process of Mastering Non-Native (Russian) Language Summary The article focuses on the role of game in teaching Russian as a foreign language. Emphasis is placed on didactic functions of the game during the formation of the communicative competence. The relevance of the research is determined by the change in the educational paradigm and the increasing interest in the game forms of practical training. The role of the game in the light of new educational tasks is analyzed. The role of the game in the development of students' communication skills is shown. The article concludes that the usage of the game gives a positively affection on the learning process and its results. Key words: game method, communicative games, interactivity, modern teaching methods, Russian as a foreign language

Linguistic and Didactic Foundations of Teaching a Non-native Language in Pedagogical Universities of the Kyrgyz Republic

This article discusses the linguodidactic foundations of teaching a non-native language in universities of the Kyrgyz Republic. The main purpose of the article is to show the theoretical and methodological apparatus that is aimed at learning and teaching a language as a second language. Lingvodidactics is an important area of ​​research in the methodology of teaching non-native languages ​​in pedagogical universities. The main goal of linguodidactics is the development of scientifically based teaching methods and techniques that allow students-future teachers to effectively develop communicative competence in the target language. The key principle of linguodidactics is taking into account the characteristics of students’ native language and interlingual interference when mastering a non-native language. This allows you to identify and prevent typical mistakes of students, as well as optimize the process of mastering language and speech material.

Examining the impact of multimodal task design on English oral communicative competence in fourth-grade content-language integrated social studies: A quasi-experimental study

Content and Language Integrated Learning (CLIL) is increasingly adopted globally, including in Taiwan’s educational initiatives, yet challenges remain in implementing effective CLIL practices, such as pedagogy and curriculum design. This study investigated the effectiveness of multimodal task designs, combining hands-on learning with poster presentations, in enhancing oral communicative competence within CLIL contexts. Employing a mixed-methods, quasi-experimental design with a comparative case study framework, the study assessed English oral communicative competence in four intact fourth-grade Taiwanese CLIL Social Studies classes. The hands-on learning group (EG, n = 40) engaged in activities like Chinese Dumpling Making, Bird’s Nest Building, and Succulent Pot Designing, while the non-hands-on learning group (CG, n = 34) used traditional worksheets on the same topics. Both groups proceeded to poster presentations within their multimodal task design, where students’ oral communicative competence was assessed using rubrics developed based on Coyle’s 4Cs dimensions, focusing on Content, Communication, and Cognition. Additionally, students’ cultural knowledge related to the hands-on topics was evaluated through written tests. To complement the quantitative data, qualitative data from self-reported reflections and video recordings documenting interventions were collected for the assessment of oral communicative competence within a CLIL framework. Results demonstrate that integrating hands-on activities significantly enhanced procedural content, communication (i.e., sentence complexity, pronunciation accuracy for target vocabulary, presentation fluency), and cognitive abilities, confirming the efficacy of multimodal learning approaches in fostering linguistic and cognitive engagement. Post-test comparisons show the EG’s superiority in cultural knowledge acquisition across all three hands-on topics. Student reflections endorsed the enrichment of learning experiences through multimodal task design. Video analysis of both groups’ interventions revealed that despite significant engagement and autonomy, EG students commonly utilized general English rather than target vocabulary, a pattern similar to that observed in the CG. These findings highlight the potential of diverse modalities in CLIL to enhance English content learning and oral skills, shaping future pedagogy and language strategies in Taiwan. The study also emphasizes the role of embodied learning, the interplay between physical actions and cognitive processes, to facilitate deeper understanding and engagement with subject matter within CLIL settings.

Multicultural integration and future pathways: an analysis of Chinese language education policies and practices in Philippine public secondary schools

ABSTRACT This paper examines the integration of Chinese language education within the Philippine public secondary school system, highlighting its role in promoting multicultural understanding and enhancing global competitiveness. Through a mixed-methods approach, involving surveys and interviews with educators, and administrators across a representative sample of schools, the study explores the current state of Chinese language policies as part of the SPFL (Special Program in Foreign Languages) foreign language education, curriculum designs, personnel training, community engagement, and resource allocation. The findings reveal several challenges, including limited instructional time, inadequate teacher training, scarce teaching resources, and a nascent stage of digital resource development. The study also delves into the societal and educational aspirations driving the demand for Chinese language education, against the backdrop of the Philippines' broader goals for national talent development and cultural integration. Recommendations are proposed to address the identified gaps, emphasizing the need for curriculum standards that more closely integrate language with multicultural activities, enhanced teacher support, community-based language activities, a multidimensional approach to language proficiency evaluation and leveraging digital education, etc., The paper advocates for an expanded notion of communicative competence that encompasses the ability for cultural exchange and digital literacy.

Assessment of communicative competence in adult patients with minimum response in intensive care units: A scoping review.

Few formal instruments exist to assess the communicative competence of patients hospitalized in intensive care units (ICUs). This can limit interventions by health professionals. To map the categories and instruments for assessing the communicative competence of adult patients with minimal response in ICUs. A scoping review was carried out following the Joanna Briggs Institute protocol between February and March 2022 and using the MEDLINE (PubMed), Scopus, Scielo, Business Source Complete (via EBSCOhost), Academic Search Complete (via EBSCOhost) and Web of Science databases, in Portuguese, English and Spanish. Eight studies met the inclusion criteria. The different communication and pain assessment protocols covered awareness, cognition, sensory capacity, motor capacity, language, speech and literacy. The present review offers a starting point for the construction of a formal assessment instrument to enable clinicians to implement an augmentative or alternative communication system (AACS) for the voluntary, independent and active participation of patients. What is already known on the subject Patients in ICUs are subject to various forms of treatment and continuous and intensive monitoring, compromising their capacity to communicate and actively participate (e.g., sharing symptoms and making decisions). Although there is some awareness of their disadvantage in such a regard, few protocols of assessment of communicative competence have been adapted to patients with a minimum response. What this paper adds to the existing knowledge The present review highlights different protocols for the assessment of communication and pain. They include the following categories: awareness, sensory capacity, auditory and visual acuity, positioning and motor capacity, language, speech, and literacy. The review offers a starting point for the construction of a formal assessment instrument encompassing the aforementioned categories, along with duly validated guidelines for its application. What are the potential or actual clinical implications of this work? Our formal assessment instrument takes into account the need to adapt to different patient profiles. It is hoped that it will provide speech therapists and other health professionals with the information required to implement an AACS in which patients participate actively.

Identifying Language Development in Children with ADHD: Differential Challenges, Interventions, and Collaborative Strategies.

Attention Deficit Hyperactivity Disorder (ADHD) significantly influences children's language acquisition and usage. This theoretical study explores the multifaceted impact of ADHD on language development, specifically focusing on reading and writing challenges. Existing research reveals that approximately 30% of children with ADHD show significant delays in reading proficiency. Additionally, about 40% of these children struggle with phonological processing, which directly impacts their reading and writing skills. Interventions targeting executive function training combined with phonics-based instruction have been shown to significantly improve language outcomes. This study introduces a comprehensive framework connecting these challenges to specific interventions and collaborative strategies, emphasizing the importance of a multi-disciplinary approach. This work provides perspectives on the specific connections between ADHD symptoms and language difficulties, offering detailed potential solutions based on empirical data. Moreover, it features the necessity of adopting integrated intervention strategies to advance academic outcomes and communicative competencies for children with ADHD, providing new understandings into effective educational practices.

FORMATION OF INTERPERSONAL COMMUNICATION SKILLS IN THECONDITIONS OF UKRAINE'S INTEGRATION INTO THE EUROPEAN HIGHEREDUCATION COMMUNITY

The article summarizes the results of scientific work and highlights the experience and approaches to the formation of interpersonal communication skills in the context of Ukraine’s integration into the European higher education community. It is stated that the European integration progress of Ukraine is accompanied by positive changes in the socio-economic development of society and the introduction of innovative changes in the field of higher education, which are aimed at successful political, legal, economic, and educational integration into the European space. It is noted that since 2005, Ukraine has been participating in the Bologna process, i.e. an international initiative aimed at reforming and unifying higher education in the countries of the European area of higher education. It is found that the alignment of the national system of higher education with European and world standards involves the transition to the system of competence education. The classification of integrated characteristics of the quality of training of education seekers and the results of their training, i.e. competencies, is given. It is pointed out that one of the key positions among “soft” skills is occupied by communicative competence, which requires the formation of interpersonal communication skills. The categories of theories of interpersonal communication are defined and characterized. A model of effective interpersonal communication is proposed, which provides for the achievement of individual group and organizational results thanks to a properly adjusted process of filtering perception and cognitive selection, as well as taking into account the situational characteristics of communication. A taxonomy of interpersonal communication skills is given. It is noted that training students of higher education in effective interpersonal communication skills requires teachers with relevant knowledge, as well as guidance and instruction in learning to develop and improve these skills. It is substantiated that for the successful formation of interpersonal communication skills in higher education students of Ukraine, it is necessary to study the experience and implement the practices of the European educational space. Prospective directions for further scientific research on the formation of interpersonal communication skills among students of higher education are outlined.