Acquisition Of Communicative Competence Research Articles

English Code-Mixings in WhatsApp interactions among Spanish adolescents and their orthographic competence

Aims: The widespread use of computer-mediated communication (CMC) among adolescents has favored the creation of a newly written code called digitalk. This new code includes, among other characteristics, the use of foreign words as textisms, mainly anglicisms. These textisms also serve as a mark of identity among young speakers. The aim of this paper is twofold: first, to describe which are the more frequent anglicisms used by Spanish adolescents in their CMC and the code-mixing pathways of inclusion; second, to examine the possible influence between the use of anglicisms in the CMC of Spanish adolescents and their orthographic competence. Method: Based on an exploratory methodology, a corpus of interactions through WhatsApp of a group of adolescents attending Compulsory Secondary Education in a region of southern Spain has been analyzed. Data analysis: Sketch Engine software was used for corpus analysis, presenting the normalized frequency (1/1,000) of textisms, misspellings, and multimodal elements. Finally, for the descriptive statistical analysis of the data and for the bivariate correlation analysis applying Pearson’s coefficient, IBM SPSS v.26 software was used. Findings: The results indicate that young people use English Code-Mixings (ECM) as discursive framers with an expressive aim and as a sign of belonging to a specific community of speakers. Moreover, no positive correlation is observed between the use of these ECMs and a lower orthographic competence. Implications: ECMs show an important pragmatic function in CMC among Spanish adolescents. Furthermore, they are one of the elements that have been incorporated into the digital norm of Spanish and can be used in Compulsory Education as a resource for the acquisition of communicative competence in adolescents along with other textisms. Originality: This is the first research that analyzes the frequency and function of anglicisms in Spanish CMC and their impact on the orthographic competence of Spanish adolescents.

Spanish teachers’ perceptions about their positive impact on their students to maintain their interest

The shortage of foreign language speakers in the United States has reached alarming levels. While Spanish is the most widely spoken and studied foreign language, it has also been experiencing low enrollments and discontinuation after a short term of study, leading to lack of acquisition of communicative competence, which is essential for fluency in the language. To that end, this mixed-method study, which forms part of a large-scale study on foreign language teachers’ perceptions, investigated Spanish teachers’ perceptions about how they determine if they successfully impact their students to maintain their interest in the language and study it long enough to acquire communicative competence. Findings revealed that the teachers believe that the factors that indicate to them that they have a positive impact on their students to maintain their interest in the language are the students’ interest in their classes and the language, their motivation toward the language, the feedback they provide, teacher–student relationships, and the students’ engagement in classroom activities and academic success. Recommended follow-up studies include an investigation of students’ perceptions to ascertain where the teachers’ and the students’ perceptions coincide and where they differ in order to ensure the successful maintenance of students’ interest in the language.

Emblematic gestures learning in Spanish as L2/FL: Interactions between types of gestures and tasks

The acquisition of communicative competence in second and foreign languages requires the incorporation of verbal and non-verbal elements. Notwithstanding, few studies have performed empirical research into the acquisition of non-verbal signs. This research studies the learning of emblematic gestures for students of Spanish in the USA using an evolutionary analysis after instruction. Interactions between types of gestures ( common, different, and unique) based on the similarities with the first language and learning mechanisms in free and guided comprehension and production tasks are taken into account. The results indicate that although the detection and production of emblems improve with instruction, the progress is unequal: the categories different and unique obtain a higher rate of improvement than common emblems in specific tasks. In conclusion, it is essential for the teaching of gestures and non-verbal communication to consider, along with the non-verbal target language code, the non-verbal mother tongue code.

Perspectives of computer science students on online learning quality and learning apps for sustaining communicative competence growth

The pandemic of COVID-19 has tremendously shifted the process of facilitating learning for undergraduates. All educational sectors are influenced by the robust implementation of online learning. Students all over the world are also challenged to be adaptive and be resilient with the fast changes of ways to learn. In responding to the sudden shift to online learning, most of students demonstrate tedious works to complete all online tasks and assignments set by lecturers. Consequently, students become more responsive to do the online tasks rather than obtain life-skill competence such as communicative skills. This research aims to investigate quality of online learning and online apps used in the online learning that support development of learners’ communicative competence. The data of this research are from 30 BINUS University students’ responses on the survey conducted during implementation of learning from home. The respondents are involved in English subject online classroom. The data analysis were employed qualitative approach to describe the main focus of the research. The results of data indicate the quality of online learning applied during COVID-19 breakout desired improvements in terms of content development, teaching and learning instruction, and learning evaluation system to accomodate the acquisition of communicative competence. Moreover, online learning devices were still lacking on catering the development of communicative competence. Overall, the research has proved that the quality and the tools of online learning are interdependent factors to reinforce communicative competence.

QUAL A CONTRIBUIÇÃO DA SEMÂNTICA E DA PRAGMÁTICA PARA A AQUISIÇÃO DA COMPETÊNCIA COMUNICATIVA EM LÍNGUA ESPANHOLA O MATERIAL DIDÁTICO SOB INVESTIGAÇÃO

De caráter interdisciplinar, este trabalho tem como objetivo evidenciar a presença e importância de aspectos semânticos e pragmáticos em atividades de língua espanhola, cujo foco é a aquisição da competência comunicativa (CC), um dos conceitos-chave em Linguística Aplicada (LA). Ao apontar o lugar ocupado pela Semântica e Pragmática na formação de aprendizes competentes em língua estrangeira (LE), defendemos que a Semântica e a Pragmática, sendo uma interface da outra, dialogam com o conceito de competência comunicativa, uma vez que saber o significado da palavra rato em espanhol é tão importante quanto saber emprega-la, como e quando. Quanto à metodologia, a abordagem é qualitativa e o método bibliográfico (PAIVA, 2019). Para alcançar o objetivo proposto, contamos com as contribuições de Almeida Filho e Franco (2009), Cançado (2008), Widdowson (2005), Araújo (2007), dentre outros.

Pedagogical empathy as a professional resource to create an inclusive environment

The article is devoted to one of the most important components of interpersonal communication between teachers and students - empathy. The article discusses the features of the pedagogical empathy of teachers of correctional schools teaching children with mental retardation and teachers of secondary schools. The research is based on the definition of empathy given by I.M. Yusupov, who, considering empathy in the framework of the ways of understanding (rational, emotional and behavioral) and emphasizes that empathy occupies a key place in a person’s understanding of objects of social nature; in the acquisition of communicative competence by a person in the effective interaction of a teacher and a student [1]. The purpose of the study: to identify the level of empathy, the structure of empathy among teachers of correctional schools. The study involved 107 teachers. 57 of them are teachers of correctional schools, 50 are teachers of secondary schools. The age range of the study participants ranged from 36 to 45 years. Teaching experience - from 8-11 years. Research methods: diagnostics of the level of empathic abilities according to V.V. Boyko, “Balanced Emotional Empathy Scale - BEES” by A. Mehrabyan as modified by N. Epstein, “Determination of personality orientation” by B. Bass. To identify the statistical significance of the differences, the Student’s t-test was used. The interdependencies between psychodiagnostic indicators were studied by the method of correlation analysis using Spearman’s rank correlation coefficient. The results of the study showed that teachers of correctional institutions are distinguished by significantly higher indicators, compared with teachers of general education schools, of rational, emotional and intuitive channels of empathy, less representation of emotional barriers in communication, greater focus on emotional communication and a variety of forms of empathic response.

Developing Communicative Competence: An Evaluative Study of Request and Apology in English Language Textbooks in China

China’s modernization and sustained economic development have made increasing demands on English language education to produce English learners who can function adequately in all sectors of cross-cultural communication. English major students who are immersed in intensive English programs in institutions of higher education are nurtured to meet this need. English language textbooks, as the main source of language input for English-as-a-foreign-language (EFL) learners in China, play a critical role in developing leaners’ communicative competence. Therefore, it is significant to examine to what extent the textbooks currently used by English major students facilitate their acquisition of communicative competence. To evaluate pragmatic teaching in the textbooks, this study focuses on five speech acts and surveys the relevant pragmatic input and pragmatic tasks available for these speech acts in four sets of textbooks that are widely used by English majors in China. Both oral-English textbooks and integrated-skills textbooks have been selected to explore if there are skill-based differences in pragmatic teaching. Content analysis has been employed to scrutinize pragmalinguistic and sociopragmatic input as well as pragmatic tasks provided in the focal textbooks. The quantitative and qualitative results show that the textbooks do not provide sufficient conditions for the development of communicative competence. The analysis of pragmalinguistic input, which focuses on the speech act strategies and modification devices included in the textbooks, reveals that the distribution and presentation of these strategies and devices do not reflect naturally occurring speech. As for sociopragmatic input, the textbooks present inadequate contextual information and give little attention to sociocultural norms for speech act performance. Finally, the oral-English textbooks and integrated-skills textbooks do not differ systematically in their treatment of pragmatics in terms of pragmalinguistic input, sociopragmatic input, and pragmatic tasks. The findings of the present study not only provide useful information for further textbook development but also have important implications for textbook use in the classroom.

THE ACQUISITION OF COMMUNICATIVE COMPETENCE AS ONE IMPORTANT ASPECT OF CULTURE: HOW SHOULD COMMUNICATIVE COMPETENCE BE BUILT?

As the arts and the manifestations of human intellectual achievement regarded collectively, culture, which is realized in the way members of a community communicate through language and behavior, as the reflection of their minds, is an integral aspect of life to look into. One element of this is communicative competence. In order for people to succeed in their sharing anything being communicated, besides being able to produce the language in spoken or in written form accurately, they must also know which word and sentence pattern to use as well as its appropriate prosodic features. This implies that in actual communication both linguistic competence and communicative competence are equally needed and they for a successful acquisition both aspects of communication should be taught simultaneously, with theory and examples. As the acquisition of communicative competence is a long process – similar to learning language, both of these crucial competences should be taught as the child start learning the language. This method of communicative competence is usually applied in Japan – a nation that puts loosing face as a loss of existence. Therefore, as a reflective value which can be gained by Indonesia from the practice of such things in that advanced country is that children in Indonesia should also be exposed to explanations and examples of communicative competence along with linguistic competence. Key Words: communicative competence, acquisition, politeness, role and status

INSTITUTIONAL LANGUAGE PLANNING AND THE PROGRAMS IN FILIPINO OF STATE UNIVERSITIES AND COLLEGES

INTRODUCTION:Language planning research has increasingly been studied withlanguage planning practice' in connection with decision-making on problems. However, the practitioners, to mention some such as the legislators, policy implementers, government agencies and academy personnel have not yet turned to utilize the planning research to any major degree as a guide to their own procedures (Fishman 1974). Since Fishman, one of the first sociologists succeeded in focusing attention on the importance of planning, the need to concentrate on planning research perse will be forced to shed light on this undertaking in the future. Certainly, planning research can only gain by attending more advanced settings (Fishman - 1973).Language planning as defined by Haugen (1966, 1969), one of the fathers of planning, is the normative work of academies, all forms of what is commonly known as cultivation and all proposals for reforms or standardization. Thus, he discusses policy formulation, modification, elaboration and implementation which is revised and refined by Neustupny (1970 in Fishman 1974) and adds cultivation. According to Sibayan (1999, this is the intellectualization of which is included in the study of Banawa (2005). Neustupny views cultivation' as being a sequentially later and more advanced stage of planning. Rubin and Jernudd (1971) refer to language planning' as the organizational efforts which are directed to deliberate change. This is all about decision-making on as supported by Fishman (1971) who describes planning as the organized pursuit of solutions to problems, usually at the national level. Likewise Ferguson (1968) emphasizes that there are always peculiar characteristics of a which becomes a standard language, namely: (a) it is accepted by the majority of the population; (b) it is being used by the educated people; (c) it is mutually intelligible; and (d) there is a slight modification to be responsive to all the needs of the society.In Garvin's analysis (1974), the concept of planning has two distinct differences: the selection of a particular as a national (and official language) and the development of for literacy and other endeavors for standardization. Gorman (1968) discusses the distinction between planning and allocation. He states that the planning is a decision of authorities to sustain, to widen or limit the boundary of the usage of in a particular situation. The logic of planning is based on how is viewed as a resource of society (Jernudd and Das Gupta 1971).On the other hand, Cooper (1989) presents three focuses on planning which are corpus planning, planning on the status and planning on the acquisition. The third focus aims to increase the population of speakers, to make changes on the negative attitude toward its use and to develop a better speaking and writing ability of those who have weak competence in this level. Process on the acquisition of communicative competence is not entirely completed until an individual knows what to speak or write, to whom and when to use the language, so it is incomplete until knowing where and when academe' is and is not befitting (Fishman 1971).With respect to policy planning, there are three types of policy namely: the official policy, which is the recognition by a government as to which are to be used and for what purposes; the educational policy, which concern about what languages will be used as the medium of instruction and as subjects of study at the various levels of public and private education; followed by general policy, which is the unofficial approval of government regarding use in business, in mass communications and in contacts with foreigners (Noss, 1967, Karam in Fishman, 1974). …

Production of wh-questions by Japanese EFL learners: Preliminary classroom data collection

Morishita, Miwa and Yasunari Harada. 2015. Production of wh-questions by Japanese EFL learners: preliminary classroom data collection. Linguistic Research 32 (Special Edition), 1-13. High School Course of Study for English set forth by the Japanese Ministry of Education started emphasizing communication and communicative approach around the year 1990.​ In recent years, acquisition of communicative competence has become the most important objective of English language education in Japan as globalization affects diverse aspects of governmental and enterprise sectors of the Japanese society. On the other hand, while asking the right questions at the right time is an integral part of effective oral interactions, Japanese EFL learners experience processing and other difficulties in doing so. First, in classroom situations, students are generally discouraged from asking the teacher, and each other, any direct questions. Second, this leads to a general lack of communicative intelligence among those students in coming up with interesting things to ask. Third, producing English question sentences on the fly poses non-negligible processing difficulties for Japanese EFL learners. In Japanese, question sentences are formed simply by adding the question marker “ka” at the end of a sentence without changing the word order. In contrast,

Culture and Language as Factors Related in the Process of Learning and Education

Communicative language teaching has become a familiar part of the landscape of language teaching in the last three or four decades. Teachers who perceive the objectives of teaching foreign languages associated with learning intercultural competence will be more inclined to make the process of teaching foreign languages more intercultural than teachers who perceive objectives as related to the acquisition of communicative competence. In this paper the relationship between culture and language is going to be explored by focusing on their role and impact in the process of learning languages and education.

Children’s Acquisition of Communicative Competence and Discussion on Awakening and Developing Students’ Communicative Competence in University English Teaching

What plays an important role in language teaching and learning is Communicative competence. This paper tries to explore the children’s acquisition of communicative competence and yet with the spread and development of English around the world and its increased use in Iran, research about improved methods to develop university students’ English level has become of great importance.This paper also dissects the inevitability and viability of developing students’ communicative competence in University English Teaching (UET) and also debates the advantages and challenges of Communicative Language Teaching (CLT) for UET. A questionnaire is used to determine students’ understanding of the term communicative competence.

About the Communicative Competence Formation in School Education: Work Experience

The paper looks at the problems of fostering the teenagers’ communicative competence in the light of the Federal State Educational Standards for Secondary Schools. The components of the above competence are emphasized along with the pedagogic conditions facilitating communication skills and abilities. The author summarizes the long-term pedagogic ex perience and recommends the procedure of step by step formation of communicative competence by way of interpreting the school subject knowledge. The complex of communicative tasks focused on mastering the communicative actions necessary for the teenagers’ successful socialization is demonstrated, as well as the author’s system of criterion level assessment of communicative competence acquisition, and recommendations for organizing the educational process and facilitating the competence development.

Training Teacher Trainees of the Slovak Language and Literature Teacher in a Minority Environment

Forms and methods of teaching a second language in a minority environment are reviewed and incorporated in new textbooks and teaching guides. Research and many studies are being conducted in order to form textbooks with a more effective impact on the communicative competence acquisition. Therefore the outcome of teaching and learning the Slovak language may be in accordance with the interest in a second, language of minority students. The aim of minority community education in Slovakia is to develop communicative competence in the Slovak language in addition to keeping the mother tongue as ethno-significant factor with its specific features and linguistic-cultural specificities of a certain ethnic minority.

¡Mira quién calla! La didáctica del silencio en el aula de ELE

For some time, the teaching of foreign languages gives great weight to the acquisition of communicative competence and the teaching and learning of the sociocultural aspects of the language to be learned. Although curriculum plans and classroom programs give much importance to the prototypical communicative functions of language, scientific and educational community does not recognize the need to include nonverbal aspects of communication in teaching Spanish as a foreign language (ELE). As a result, the treatment of nonverbal communication (NVC) in the classroom of Spanish is very limited and fragmentary. This is seen more in the almost non-existent treatment of some non-verbal signs as silence. The objectives of this work are to reflect on (1) the communicative functions of silence in the Spanish culture, (2) the process has received non-verbal communication in the curriculum programs (MCER and PCIC), and (3) the possibility include silence in the classroom of Spanish as a foreign language by level and integrated way. After clarified these issues, we present a didactic unit to work silence in the initial levels of ELE. After clarified these issues, we present a didactic unit to work silence in the initial levels of ELE. All this is presented from an empirical study of several conversations corpus Val.Es.Co. (2002), which suggests that silence is a cultural element and sometimes ambiguous that should be addressed in linguistic research and teaching included in ELE.

The Role of Cross-Linguistic Influences in the Multilingual Communicative Competence Acquisition: A Classroom Research in the Greek Primary School Based on the Use of Free Online Linguistic Resources

The Council of Europe promotes the development of multilingual communicative competence, whereas many studies focus on the development of multilingual awareness in children. The main goal of our article is to study the effectiveness of online linguistic resources on the development of multilingual communicative competence, through a cross-linguistic study of several foreign languages. In specific, the necessary linguistic material was retrieved exclusively from free online resources. The survey was held over 117 5th and 6th graders in the Greek primary education. The activities presented the same linguistic content in four, unknown languages to the pupils: Dutch, Hungarian, Swedish and Portuguese. Internet offers very important auxiliary tools for teaching materials’ development for a multilingual awareness, provided that they are not used unreasonably, but in an appropriate way so as to equip teacher with valid teaching material. Analysis of the data received from both the pupils’ answer sheets but also from the verification process of the validity and effectiveness of the linguistic content retrieved from the online tools shows a significant difference between words and sentences’ translation accuracy, mainly regarding online translators with many languages. However, the analysis of the pupils’ worksheets shows relatively high scores, which means that online linguistic resources can be used only in accordance with the learning goals.

FUNDAMENTOS DE LA TRADUCCIÓN PEDAGÓGICA: TRADUCCIÓN, PEDAGOGÍA Y COMUNICACIÓN

The integration of pedagogical translation in the foreign language classroom became relevant due to a large revisionism in both Translation Studies and in Foreign Language Teaching. This triggered a conciliation between both fields which would lead to the recognition and increasing development of this area. Reconsidering the situation and recognizing a network of common interests between translation and language teaching were key: the purpose of translation in the language classroom is utterly im- portant as a special form of language which is essentially communicative (and which also enables the acquisition of communicative competence in a foreign language). This is why pedagogical translation finds its status quo in the language curriculum under the umbrella of a communicative and a dynamic paradigm in which teaching reassess important pragmatic and theoretical aspects.

Acquisition of Communicative Competence

Communicative competence plays an important role in language teaching and learning. In this paper, the author makes a tentative effort to explore the children’s acquisition of communicative competence in order to help FL learners have a better understanding of the formation of this ability.

Participant Observation and Phased Assertion as Research Strategies in the Canadian Arctic

Participant observation is the basic and defining research strategy for cultural anthropologists, a useful tool for building rapport, establishing trust, and gaining an understanding of culture as experienced by its members. This article uses the author's experience working in an Inuit community in Canada to explore another use of participant observation: the acquisition of communicative competence. In small, bounded communities such as those in the Canadian Arctic, the development and display of cultural and communicative competence is necessary to overcome apathy and sometimes hostility toward researchers. Furthermore, establishment of these abilities allows for the use of phased assertion as an interview probe. Phased assertion works not only as a data collection technique, it reinforces communicative competence and improves informant rapport.

Opportunities for the Development of Communicative Competence for Children in an Orphanage in South Africa

Orphanage life places children at risk of developmental delay, particularly with regard to speech and language acquisition. The aim of this study was to evaluate opportunities for children in an orphanage in South Africa to acquire communicative competence, by examining adult–child and child–child interactions and by evaluating the structure and resources of the environment. To meet this aim, the researchers familiarized themselves with the structure and daily functioning of the orphanage, and observed and video-recorded the caregivers and the children. A matrix-based analytic method was used to analyse the data. The analyses revealed chronic deprivation of developmentally appropriate learning opportunities for the acquisition of communicative competence. The caregivers did not use child-directed speech, and were unresponsive to the children as communicative partners. In addition, there was almost no child-to-child language use and almost every child was delayed in the development of communication skills. The environment was well equipped but the children did not interact with a variety of people and did not attend pre-school. Findings are discussed against the framework of the development of communicative competence in non-traditional developmental contexts. In addition, the suggestion is made that caregiver–child connectedness, which is fundamental to the development of communicative competence, could be enhanced by caregiver training in fundamental processes of caritas.