Model Of Communicative Competence Research Articles

Zum Begriff "Kompetenz" in der Fremdsprachendidaktik

This paper discusses the role of the notion of competence in foreign language teaching. The starting point is a definition of competence given by Chomsky and other researchers over a span of several decades (Labov, Hymes, Canale & Swain, Coseriu, tyons et al.). In the latter part of the paper, a model of communicative competence by Hans Eberhard Piepho is presented. The author focuses on changes the notion of competence has undergone within the period under consideration; they are presented as a process that - in the linguistics - has manifested itself for years in a tendency „towards the performance".

Framework of Reference for Chinese Language

The key theme of the article is the study of the competence of the framework of reference for Chinese language. The history of the development of the framework of reference for Chinese language in the PRC is briefly presented. The components of the communicative competence of the Chinese language and its level structure are studied. The author has performed a comparative analysis of the component structure and content of the components of the model of the communicative competence of the Chinese language with western, domestic and European models of communicative competence, as well as comparative analysis of the levels of the framework of reference for Chinese language with the levels of the Common European Framework of Reference for Languages. The conclusion is made about the specificity of the Chinese model of communicative competence, reflecting the features of the isolating Chinese language, the verbal syllabic Chinese hieroglyphic writing, the autochthonous Chinese culture, and the related features of teaching Chinese as a foreign language.

The Interconnectedness Between Experience and Intelligence to English Language Teaching

In today’s globalized world the importance of English language is beyond discussion. The thrust and focus of all the existing English language teaching theories, approaches and methods is to enable teachers and learners attain optimum success in the teaching and learning of English language. In spite of using all these resources in teaching, English language learning seems a difficult task to be mastered by learners. The contemporary models of communicative competence show that there is much more to the learning of a language and that include the vital component of learners cultural knowledge and awareness. Hence, this article by means of a qualitative descriptive approach aims to explore two concepts: intelligence and experience, and their interconnectedness, which opens new avenues to the teaching of English language.

Examining the validity of an analytic rating scale for a Spanish test for academic purposes using the argument-based approach to validation

Abstract Rating scales are used to assess the performance of examinees presented with open-ended tasks. Drawing on an argument-based approach to validation, this study reports on the development of an analytic rating scale designed for a Spanish test for academic purposes. The study is one of the first that sets out the detailed scale development and validation activities for a rating scale for Spanish as a second language. The rating scale was grounded in a communicative competence model and developed and validated over two phases. The first version was trialed by five raters, and its quality was analyzed by means of many-facet Rasch measurement. Based on the raters’ experience and on the statistical results, the rating scale was modified and a second version was trialed by six raters. After the rating process, raters were sent an online questionnaire in order to collect their opinions and perceptions of the rating scale, the training and the feedback provided during the rating process. The results suggest the rating scale was of good quality and raters’ comments were generally positive, although they mentioned that more samples and training were needed. The study has implications for rating scale development and validation for languages other than English.

THE MODEL OF SHAPING FOREIGN VOCATIONAL-SECTORIAL COMMUNICATIVE COMPETENCE OF THE STUDENTS OF NON-LINGUISTIC SPECIALTIES

The process of integration into the global educational system requires a primary formation of professional readiness to carry out professional activities through the language of cooperation with other societies. Without the competent knowledge of foreign vocational-sectorial language such cooperation is not possible. This article examines a foreign vocational-sectorial communicative competence as the main component of a foreign language training of students. The particular emphasis is placed on the description of a foreign vocational-sectorial communicative competence in the field of professional activity in relation to the training of students of non-language higher school. The article deals with the model of shaping foreign vocational-sectorial communicative competence that can be used in language teaching process. It is noted that the model is being worked out and may be integrated into curricula. The main method of the research is the analysis of theoretical sources and empirical data. Our experiment has been conducted within the framework of the discipline «Vocationally-oriented foreign language» (2 credits), where second-year students of the specialty «State and local government» have been trained in two groups: a control group (20 students) and an experimental group (46 students). To check and to confirm the results, we attracted the same 46 students who continued their education within the framework of the discipline «Specialized foreign language», that contains 4 credits on the 3rd year of study and 2 credits on the 4th year of study, allocated from a higher education component.Key words: foreign vocational-sectorial education, a communicative competence, foreign language communication problems, foreign language vocational-sectorial communication.

Scientific Conferences as Way to Develop Students’ Foreign Language Communicative Competence

The issues of the student engagement in science-related activities and the development of students’ language communicative competence are especially relevant in a technical university, where due to the prevailing of the Sciences, the professional communicative competence has become increasingly vital. The goal of this article is to examine how interdisciplinary scientific conferences for students held in foreign languages can foster the foreign language communicative competence of students. In the article, we present the definition and the three basic models of communicative competence. A method of pedagogical observation is used that represents comprehension and analysis of goal-oriented preparation of students for practical scientific conferences. We reveal the fact that interdisciplinary scientific conferences for students held in foreign languages allow educators to foster the foreign language communicative competence of students and deepen their knowledge in professional area, as well as to equip them with research skills since students’ participation in the conferences increases their attention and focus, motivates them to practice critical thinking skills of high level.

TEACHING PRAGMATICS IN THE EFL CLASSROOM: CHALLENGES, LACUNAS, AND SUGGESTIONS

Within the last few decades, interlanguage pragmatics research has risen to its due prominence under the influence of Hymes and the subsequent models of Communicative Competence (CC). Among different components of CC, a large number of L2 studies have attended to the construct pragmatic competence, which deals with both pragmalinguistic knowledge and sociopragmatic knowledge. As such, interlanguage pragmatics research is interested in the pragmatic competence and pragmatic performance of L2 learners; however, teaching pragmatics to Non-native Speakers (NNSs), especially EFL learners, is a thorny issue. As a result, pragmatic competence has been noticeably absent from ELT curricula, despite the fact that it has an assured place in different models of CC. The reasons for this neglect lie behind the obstacles to teaching and learning pragmatics in the ESL/EFL classroom settings. Thus, drawing on the published literature, this very paper primarily aims at discussing challenges and lacunas in teaching and learning pragmatics within the confines of EFL classrooms. Subsequent to this, the paper enlists suggestions to overcome these obstacles. To this end, the paper focuses on four broad areas: the EFL context, ELT materials and resources available to L2 learners in the EFL context, teacher education, and assessment of pragmatic knowledge.

Translation in language learning: a ‘what for’ approach

Literature about translation in language learning and teaching shows the prominence of the ‘for and against’ approach, while a ‘what for’ approach would be more profitable. In order to prevent the latter approach from becoming a random list of the potential benefits of the use of translation in language teaching, this essay suggests the use of a formal model of communicative competence, to see which of its components can profit of translation activities. The result is a map of the effects of translation in the wide range of competences and abilities which constitute language learning.

Investigating the Students’ Strategies in Developing Intercultural Communicative Competence (ICC) Model in Indonesia University Context

The study investigated the students’ strategies in increasing intercultural communicative competence (ICC) model. The researchers employed qualitative research method by applying grounded theory design. The participants of this research were four students from different grade levels of English study program of STKIP Yapis Dompu-NTB. There were five data collection techniques used: interview, observation, field note, audio recording, and documentation. The result of this research indicated that the participants have different strategies to improve ICC model. The A.M. participant has sixteen strategies, the Y.A. participant has nine strategies, A.S. participant has seven strategies, and E.D participant has ten strategies.

Gaze-Based Assistive Technology - Usefulness in Clinical Assessments.

Gaze-based assistive technology was used in informal clinical assessments. Excerpts of medical journals were analyzed by directed content analysis using a model of communicative competence. The results of this pilot study indicate that gaze-based assistive technology is a useful tool in communication assessments that can generate clinically relevant information.

A Proposed Model of Intercultural Communication Competence (ICC) in Malaysian Context

The basic determination for this paper is to throw light on the culture general models of intercultural communication competence (ICC). Furthermore, to propose a culture general model for Malaysian context in the presence of religiosity. It is suggested by the previous researchers to refine these models by adding variables in them. Ministry of Higher Education of Malaysia is hosting huge number of international students in their institutions and have plans to host maximum from the whole world. Religion is the key element of intercultural interactions in Malaysia. Therefore, a research on the international students in the context of religion would provide the better understanding and application of culture general model of ICC in Malaysian context. As well as, it will provide valuable findings that depicts to what extent the religiosity of international students enables them to be competent in intercultural communication.

Énfasis y limitaciones de la enseñanza de la comunicación oral: un análisis del currículum chileno, a partir del modelo teórico declarado

The Chilean curricular framework defines three main areas for teaching language and communication: writing, reading, and oral performance, which are supported by the communicative approach. The lack of literature review carried out on this topic reveals a lack of research relating to the coherence between the curriculum and the theoretical frameworks that support the teaching of this competence. This study reviews the study programmes that guide the teaching of oral communication in level two of elementary schools in Chile. To do so, each of the learning outcomes of these programmes was analysed and compared with theoretical categories from the communicative competence model. The results show that, while the design considers the different competences, there is still a lack of attention to the criteria of progression criteria and increasing complexity. This is reflected in the absence of systematic and well defined teaching strategies as well as the over representation of the expositive genre in the proposed strategies.

LINGUODIDACTIC MODEL OF ENGLISH LEXICAL COMPETENCE FORMATION IN WRITTEN COMMUNICATION OF PROSPECTIVE MARKETERS

In spite of valid contribution of the scientists to the methodological studies, the unique linguodidactic learning model of foreign language communicative competence still doesn’t exist. Accordingly, the enveloping of such models for certain aspects of communicative competence is relevant nowadays. The article is devoted to elaborating and defining of linguodidactic model and it’s components for the formation of English lexical competence in written communication of prospective marketers. The methodological and scientific literature on modeling of the learning process while forming foreign language communicative competence, namely lexical competence and competence in written communication has been analyzed. Moreover, the structural components of linguodidactic model have been grounded. The structural components are: goal and objectives for gradual formation of receptive, receptive-reproductive and productive skills; competence approach, problem-situational approach, action-communicative approach, aspect approach to learning. Including principles of studying: didactic principles of connection of studying with life, visibility principle, consciousness principle and methodological principle of communicability and professionally oriented principle; procedural and substantive components of learning content, criteria of learning material selection and subsystem non-communicative and semi-conditionally-communicative tasks and assignments for English lexical competence formation in written communication of prospective marketers. On the basis of the analysis of the scientific sources on research issues and with the consideration of the components of the competence the linguodidactic model of English lexical competence formation in written communication of future marketing experts has been proposed and schematically depicted. The structure of elaborated model presents valuable aspects of the procedure of ELC in WC of PM formation, according to the stages of studying based on theoretical and methodological backgrounds.

Interrogating the construct of communicative competence in language assessment contexts: What the non-language specialist can tell us

Models of communicative competence in a second language invoked in defining the construct of widely used tests of communicative language ability have drawn largely on the work of language specialists. The risk of exclusive reliance on language expertise to conceptualize, design and administer language tests is that test scores may carry meanings that are misaligned with the values of non-language specialists, that is, those without language expertise but perhaps with expert knowledge in the domain of concern. Neglect of the perspective of lay (i.e., non-linguistic) judges on language and communication is a serious validity concern, since they are the ultimate arbiters of what matters for effective communication in the relevant context of language use.The paper reports on three research studies exploring the validity of rating scales used to assess speaking performance on a number of high-stakes English-language tests developed for professional or general proficiency assessment purposes in Korea, Australia, China, and the UK. Drawing on Jacoby and McNamara's (1999) notion of “indigenous assessment”, each project attempted to identify the values underlying non-language specialists' judgements of spoken communication as they rated test performance or participated in focus-group workshops where they viewed and commented on video- or audio-recorded samples of performance in the relevant real-world domain.The findings of these studies raise the question of whether language can or should be assessed as object independently of the content which it conveys or without regard for the goal and context of the communication. The studies' findings also cast doubt on the notion that the native speaker should always serve as benchmark for judging communicative effectiveness, especially with tests of language for specific purposes, where native speakers and second-language learners alike may lack the requisite skills for the kind of effective interaction demanded by the context.

Advising International Students in Engineering Programs: Academic Advisors' Perceptions of Intercultural Communication Competence

In recent years, an increasing number of international students have enrolled in engineering programs in U.S. colleges and universities. These students often encounter challenges, and academic advisors play a significant role in international students' academic success. Using a model of intercultural communication competence, we explored attitudes toward and understanding of cultural differences among academic advisors in a college of engineering at a 4-year research university. We also investigated advisors' knowledge of and skills in conducting intercultural communication with international students. The findings shed light on advising international students in engineering programs, and we provide recommendations for academic advisors on conducting effective communication with students from diverse cultural backgrounds.

Assessing Speaking Proficiency: A Challenge for the Portuguese EFL Teacher

Abstract Speaking has been increasingly promoted in curricula, both nationally and internationally, as one of the major aims of foreign language teaching. However, the unique features of this skill make it the most challenging one to assess. Portuguese EFL teachers seem to be at odds with suitable assessment procedures designed to monitor students’ progress. This paper examines the rationale underlying some of the core concepts on educational classroom-based assessment, including their definitions and key characteristics, as well as briefly outlining the theoretical premises of the communicative competence model designed by Canale and Swain to suggest what may be assessed. It also focuses on a new approach to language assessment – learning-oriented assessment, by highlighting its twofold potential to be the link between instruction and what is learned and to promote effective student learning. The paper concludes with two different practical examples of how to assess speaking in the classroom with a learning-oriented perspective in mind.

Communicative practices in English as a lingua franca interactions: some examples from Asian university students in London

The advent of the concept of communicative competence in applied linguistics and English Language Teaching constituted a break from previous accounts of language, as it advocated a more social view of language use. However, it was subsequently reified narrowly by the ensuing pedagogical models of communicative competence. This and the fact that English gradually became the default lingua franca in ethnolinguistically diverse contexts point to the need to reinvestigate how English is nowadays used. These observations are illustrated here with examples from naturally occurring spoken interactions of some Asian university students in London. What is shown is that the students were making use of all their linguistic resources, and they were thus achieving various communicative objectives. Such linguistic practices highlight the situated and contingent nature of language-mediated meaning-making, and resonate with the analytic sensibilities and sensitivities of the body of research on English as a lingua franca, translanguaging and superdiversity.

A process-oriented approach for documenting and gauging intercultural competence in translation

ABSTRACTThis article describes and contextualises how intercultural competence in translation can be empirically documented and assessed using a process-oriented dual methodology consisting of juxtaposed screen recording and think-aloud data. A discussion of how Byram’s (1997) triadic intercultural communicative competence model of knowledge, skills and attitudes maps onto directly observable translator behaviours is followed by the results of a small-scale pilot study, which exemplify how various facets of intercultural competence are manifest in contexts involving MA-level student translation of German culturemes into US English. Continuing in the spirit of previous behaviour-oriented approaches to empirically document intercultural competence in translation, this article foregrounds process-oriented training as a means by which to glean insight into learner strengths and weaknesses with the objective of fostering growth in this domain, thereby optimising a still largely elusive area within translation pedagogy.

Intercultural communication in online social networking discourse

ABSTRACTThis article presents a case study that examines how an online social networking community is constituted through intercultural discourse on the part of one learner sojourning in the US. Using Byram’s model of intercultural communicative competence, this study examines the learner’s naturalistic communication in a social networking site (SNS). The qualitative analysis indicates that the learner acted upon the affordances of SNSs to reflect on her intercultural experiences and displayed evidence of intercultural understanding during her study abroad years. The learner’s intercultural knowledge, attitudes, and discovery are shown to be co-constructed by her and other members in the online discourse. This study indicates that computer-mediated communities like SNSs provide the learner with a space in which she documented her cultural experience and reflected on those experiences in real-time exchanges with multilingual, multicultural users. Pedagogical implications are discussed.

Reflections of Own Vs. Other Culture

The purpose of this paper is to critically examine Byram's Intercultural Communicative Competence (ICC) model (Byram, 1997), one of the most influential models particularly in language education in Europe, from a pedagogical perspective. Although the model has opened up various innovative and creative teaching practices beyond a model that uses the native speaker as a goal in language learning (e.g. Byram, Nichols & Stevens, 2001; Coperías Aguilar, 2007, 2009), his conceptualization of “culture” has been criticized by various scholars as being a rather static and discrete entity, particularly as it is based on national boundaries (Block, 2007; Dervin, 2010). This study examines the conceptualization of “own” and “other” cultures in Byram's model from local pedagogical practices based on the data obtained from two different foreign language classrooms, an English classroom in a Korean university and a Japanese classroom in a UK university. The data from both classrooms show some degree of both fixity and fluidity in the illustration of “own” and “other” cultures. This study argues that, despite the pedagogical contributions of Byram's model, the categorization of “own” and “other” cultures can pose problems in interpreting fluidity and ambiguities identified in both classrooms. This study also points to the risk that the continuous use of his current model could result in reproducing fixed categories of “own” and “other” cultures by the teachers themselves. While acknowledging the ICC model's pedagogical contributions, this study argues the need for a pedagogically viable model that does not rely on binary distinction between “own” and “other” cultures.