Notion Of Communicative Competence Research Articles

Representation and Difference

During the Atlantic slavery period enslaved and freed Africans and Afro-descendants populated principally two areas in Ecuador: the Chota-Mira valley (Imbabura and Carchi provinces) and the northern part of Esmeraldas province. Afrodescendants from these territories created two music and dance-based events; Bomba del Chota and Marimba Esmeraldeña. Since their arrival, Afro-descendants in Ecuador have had a history of dehumanization that continues until the present day. Based on the testimonies of the Marimberos and Bomberos included in this paper, archival compilation and fieldwork research, I address questions of racialized representations of Marimba and Bomba in order to build towards the notion of communicative competence. Here I propose the shift of some of the representations of Marimba and Bomba from the current focus on stereotypical characteristics such as a naturalized happiness and hyper-sexuality, to an emphasis on Afro-Ecuadorians’ collective memories. Through a sonic composition and its theorization, a questioning of coloniality that sustains racialized representations and the exposure of key, but usually silenced, collective memories is proposed. By developing a sonic composition and analyzing it, I aim to contribute with crucial theoretical and practical strategies to deepen a much needed and timely understanding of Marimba and Bomba
 
 
 1) This paper and its sonic composition are bas ed on a chapter of my PhD thesis entitled “Sounds of collective memories: A decolonial counter- representation of Afro-Ecuadorian Marimba Esmeraldeña and Bomba del Chota” (López-Yánez, 2020). I dedicate this paper to one of the most renowned, charismatic and wise Afro-Ecuadorian artist, the Marimbero Guillermo Ayoví Erazo -Papá Roncón-, who passed away on September 30th, 2022, while I was writing it.

Комунікативна компетентність як складова дизайн-мислення

The article focuses on the notion of communicative competence. It also defines and characterizes the structural components of design thinking, including empathasing, focusing, ideation, prototyping and testing. The skills and abilities associated with the communicative competence and applied at every phase of design thinking are determined. The main abilities of the communicative competence which are important for design thinking include the abilities to establish rapport with people, provide for relaxed communication, control one’s own emotions, analyse the situation, listen and understand what is being said.

Die kommunikativ-pragmatische Orientierung im Fremdsprachenunterricht und ihre theoretische Grundlegung – Kritik und Perspektiven aus glottodidiaktischer Sicht

The aim of the paper is to discuss theoretical assumptions as well as point out strengths and weaknesses of the communicative-pragmatic approach to foreign language teaching. The author underlines the fact that pragmatics and the theory of speech acts by J. Austin and J. Searle, which emerged under the influence of the pragmatic approach in American philosophy, sociology and semiotics, as well as the theory of language games by L. Wittgenstein, the notion of communicative competence by D. Hymes and the theory of communicative action by J. Habermas all influenced the proponents of the pragmatic-communicative approach either directly or indirectly. The implementation of these theories, however, has not always been cautious and critical enough, which is exemplified by, for instance, overemphasizing fluency and communicative efficiency over morphosyntactic accuracy of speech. In other words, changing the role of communicative competence and downgrading the significance of linguistic competence in the foreign language teaching process. The author concludes that the essence of natural languages lies in their immanent structure rather than the communicative purposes they serve.

The notion of communicative competence in the context of foreign language learning

The article is devoted to the coverage and analysis of the views of foreign and domestic scholars and the main provisions of competence as a structural component of foreign language competence. The essence of concepts in the context of mastering foreign languages is revealed. The analysis and comparison of the structure and definition of competence between researches is carried out. The article describes the concept of communicative as well as its structure. The species proposed by both foreign and domestic researchers are highlighted. An analysis of the concept of strategy. The structure and concept of foreign language competence as a set of knowledge, skills and abilities used during professional activity are analyzed. This aspect is also taken into account for self-education and development in this case of future professionals. The main purpose of learning foreign languages is to master foreign speech activity. In the process of learning foreign languages, it is important to be aware of the difference between such concepts as language (sign system), speech (the process of communication through language) and speech activity (unity of language and speech). Components of competence include the ability to understand and overcome communication barriers. These barriers can arise, for example, in the absence of understanding of the communication situation due to different views, visions (social, political, religious, professional). In addition, there is still a great need for the study of professionally-oriented foreign language communication, because it is the basis in the process of interaction with future professionals. The relevance of the research topic is determined by the fact that the development of modern society, networking and cross-border cooperation is increasingly dependent on knowledge of foreign languages. As a result, foreign language communication and cooperation between different countries of the world requires updating and significant changes in methods and approaches to learning foreign languages.Keywords: competence, components, structure, functions, strategies, foreign language communication.

Problems in English Communicating Skills for Learners of English

This paper is devoted to presenting the methods in English communicating skills for Learners of English in general and the problems specific to University of Bahri. English language major’s graduates then; it discusses the notion of communicative competence, and defines strategic competence. It also briefly deals with the various definitions of communication strategies and taxonomies of conversation strategies. Also, I give brief definition of the word conversation, that is the act of talking together or exchange ideas, opinions, skills, and information. As accustomed, speaking is natural and automatic but communication is an art which must be learned and practiced. Also the aim of this paper is to present you with suitable suggestions about how you can solve problems while reading English? In order to comply with this objective: we considered two variables. The first one is that within our daily practice at the university we have students with different abilities while reading English. Therefore, we need to help them increase the ability in reading comprehension. However, we don’t have enough teachers and needed resources to supply them with the help they need. The second variable is related to the fact that at University there are different centers where the students’ skills can improve and their reading comprehension skills deficiencies could be overcome by getting help from the teachers. This study is small component of a larger curriculum review exercise. The findings of study in general suggest that both students and English language lecturers were in agreement that Sudanese students had a problem in writing and speaking English and due to that the conversational problems are raised. Finally, the paper concludes by representing the pedagogical implications of conversation strategies.

АНИМАЛИСТИЧЕСКИЙ КОД: СОПОСТАВИТЕЛЬНЫЙ И ЛИНГВОДИДАКТИЧЕСКИЙ АСПЕКТЫ

In this article, the notion of communicative competence is defined and structured. In order to successfully develop some of the subcompetences that constitute the communicative competence, it is necessary to study culture codes. The concept of culture code is defined, and its classification is provided from the point of view of linguoculturology. The results of an association experiment performed among the students of the 6th and 9th grades show the peculiarities of how certain animalistic images are reflected in children’s minds, which helps to get the general idea of their worldview. The English and the Russian linguistic worldviews are compared on the material of phraseological units containing zoonym components volk (wolf) and ovtsa (sheep). Methods of teaching are suggested, and the authors conclude that acquisition of the animalistic code and other culture codes by ESL students is a promising means of foreign language communicative competence formation.

A Sociocultural Perspective on Everyday Interactions Stressing Grammatical vs. Communicative Competence: The Case of Iranian Taxi-discussions

Conversation analysis as a branch of the vast field of discourse studies, aims to show the structure and the process of social interaction between people in any genre of conversation. This aim is traced in this study as well. This study focuses on Dell Hymes’ idea on the notion of communicative competence which is going beyond the structural linguistic properties of language. The purpose of this study is to make a link between communicative competence and sociocultural dimensions of language, which has a determining role in building up interlocutors’ shared ground and enabling a course of communication to take place. For this purpose, a case of Iranian taxi discussions is selected. The conversational codes are identified and the reason why a specific code occurred is provided according to the contexts of that taxi discussion (the context is provided by the narrator’s detailed description of the detail about that situation and condition). This was a discussion that interlocutors opposed each others’ ideas; therefore, the most frequent code was FTA which occurred 6 times.

What exactly are we testing when we claim to be testing mother-tongue communicative competence?

I am assuming that most of you are either linguists or representatives from various language professions, and as such, I am sure that you have all at some time or another wrestled with the question as to what it is that we are testing when we claim to be testing mother-tongue I know that for me, even after twenty years in the profession, the concept remains as elusive as one's LQ. To make matters worse, in more recent years, we have been confronted by the notion of communicative competence.

Reconsidering communicative competence in Web 2.0 environments: “Asians in the library” and four parodic responses on YouTube

By analyzing five viral YouTube videos, I reconsider the notion of communicative competence (CC). Specifically, I examine a rant video, which has been widely circulated as “Asians in the library”, and four parodic responses to it, by focusing on reported speech. I suggest that the notion of CC be conceptualized as multiple competences in a heterogeneous speech community in which there are multiple norms. At the same time, each poster is highly constrained by such factors as gender and race and by the technological design of YouTube within which she has agency. Finally, I argue for a cognitive anthropological conceptualization of CC, which posits the shared understanding of stereotypes among a group of people.

Language on the edge of the global: Communicative competence, agency, and the complexity of the local

Globalization has added complexity to the notion of communicative competence. Although globalization has now become a central focus in sociolinguistics, speech communities continue to be treated as homogeneous entities in which language shifts affect everyone in similar fashion, and smaller speech communities as particularly vulnerable to language shift. In Tonga (Pacific Islands), however, alternative uses of English and Tongan are the object of intersubjective negotiations, in which ideologies of entitlement figure centrally. Rethinking communicative competence in the global age demands an engagement with the way in which old and new forms of power and inequality shape it at the convergence of global and local dynamics.

Plurilingual competence, styles and variation

The paper explores plurilingual competence in respect to language proficiency, language education and pluri- and multilingualism. The notion of communicative competence was introduced by Hymes (1972) as a reaction to chomskyan view of language as an autonomous system. Hymes’ notion of communicative competence originally included plurilingualism. The concept of communicative competence was quickly adopted to applied linguistics but the idea of a linguistic repertoire consist-ing of the competencies of linguistic varieties was not imported to SLA or language testing. The Hymesian perspective to plurilingualism as an essential dimension of communicative competence was revived in the Common European Framework (CEFR). However, the practice of applying the CEFR has mostly neglected the dimension on plurilingualism and plurilingual competence. The focus in the use of the CEFR has been on the different areas of language skills within one single language at a time, while the application of plurilingual practices has gained very little attention. The Hymesian notion of communicative competence has lived on in the sociolinguistic research tradition, especially within interactional sociolinguistics. The present paper relates the notion of plurilingual competence to its hymesian origin, to recent trends in plurilingual and pluricultural education, and to the sociolinguistic study of style and linguistic variation in multilingual communities. The article uses Finnish L2 data to show how plurilingual competence is used as an interactional resource. From the perspective of language learning, plurilingual compe-tence enables speakers with different linguistic backgrounds to use their shared linguistic repertoire in order to ensure smooth interaction and achieve mutual understanding

SCMC for SLA: A Research Synthesis

This research synthesis explores the role of synchronous computer-mediated communication (SCMC) for second language acquisition (SLA). Using Hymes’ (1971) notion of communicative competence and Canale and Swain’s (1980; Canale, 1983) subsequent framework for communicative language teaching, the synthesis examines the research trends, methods, and findings addressed by journal articles which have evaluated the role of SCMC for SLA over the past 20 years.

Sociocultural Appropriateness in Korean Middle School English Textbooks

The notion of communicative competence has been reinterpreted since its inception and related teaching methodology has been accordingly...

Refusal Semantic Formulas Used by Foreign Language Learners

The notion of communicative competence has received much attention in the field of second language (L2) learning. Sociopragmatic competence plays a significant role in realizing speech acts for nonnative speakers. To elucidate the nature of pragmatic speech use by nonnative speakers, many L2 speech act studies have been conducted, including requests, apologies, complaints, and refusals. As refusals are often seen as face-threatening acts by both requesters and refusers, this study aimed to investigate the effect of social status on the refusal semantic formulas used by Korean EFL learners and native English speakers. Thirty Korean English as a Foreign Language (EFL) learners, 30 native English speakers, and 30 native Korean speakers participated in the study. Data were collected via Discourse Completion Tests (DCTs). Results showed that the Korean EFL learner group tended to be more emotional and collectivistic, while the native English speaker group was more likely to be rational, individualistic, and direct. The implications of these findigs and their potential applications to help L2 learners develop sociopragmatic competence are discussed.

Communicative Competence and Institutional Affiliation: Interactional Processes of Identity Construction by Immigrant Students in Catalonia

The growing presence of children of immigrant families in the public school system in the bilingual region of Catalonia provides us with an opportunity to study how young multilingual and multicultural speakers construct their social competencies and their identity within the specific context of a gate-keeping social institution such as the school. The study reported in this paper approaches language learning as a process of socialisation that involves not only learning how to make sense of linguistic signs but also learning how to enact different social roles in particular institutions. The analysis focuses on the interactional profiles of two immigrant students in two types of communicative activities that are representative of the school context: responding to questions from an adult and cooperating with a peer in the resolution of a learning task. By shifting the focus of analysis from a decontextualised notion of communicative competence to the notion of ‘institutionally affiliated communicative competence’ and concentrating on issues such as the (1) the relationship between knowledge and participation, (2) language choice inside and outside school and (3) definitions of correctness in language use, the study reveals how the two students construct a highly ‘affiliated’ identity.

Linguistics in applied linguistics : a historical overview

This paper looks at some of the underlying reasons which might explain the uncertainty surrounding applied linguistics as an academic enquiry. The opening section traces the emergence of the field through its professional associations and publications and identifies second and foreign language (L2) teaching as its primary activity. The succeeding section examines the extent to which L2 pedagogy, as a branch of applied linguistics, is conceived within a theoretical linguistic framework and how this might have changed during a historical period that gave rise to Chomskyan linguistics and the notion of communicative competence. The concluding remarks offer explanations to account for the persistence of linguistic parameters to define applied linguistics

Communicative competence: a look at Southern Sotho discourses in their situational contexts

The notion of communicative competence is Dell Hymes' brainchild as he set out to challenge, amongst others, Chomsky and his decontextualized approach to language and meaning. Hymes and his followers concern themselves with the use of language in social settings and also with the study of the contexts that influence the utterance and interpretation of discourses. In this article some of these features of the situational context identified by contemporary linguists are considered and then the role of such features is shown in the production and interpretation of speech. For this purpose speeches of Southern Sotho-speaking children, male and female adults of different ages, educational levels, social status and cultural backgrounds, used in various settings and for different purposes, have been acquired and analysed. In the article I come to the conclusion that situational context, be it the immediate environment or the more entrenched cultural context, is indispensable for successful communication.

Communicative competence and literacy

Abstract The following article reviews the notion of communicative competence (Hymes 1964,1971), in its expanded version (Canale and Swain 1980) in light of its relevance for issues in literacy and the teaching of reading. Definitions are provided for four components of communicative competence, i.e., grammatical, sociolinguistic, discourse, and strategic competence, and their role in the reading process is discussed in light of linguistic theory and classroom research.

My language, your culture: whose communicative competence?

ABSTRACT: The paper examines the notion of ‘communicative competence’ specifically with reference to transplanted varieties of English (e.g. Indian English) used in various non‐Western sociocultural contexts in the world. It is claimed that the notion of communicative competence that relies on the traditional notion of ‘competence’ of a native speaker is misleading for understanding and interpreting English texts written in these contexts by, for example, Indians and Africans. The examples presented here show that the judgements of native speakers with regard to deviations (or innovations) in such varieties of English are as much based on attitudinal factors, as on genuine expectations in the context of verbal interaction. The concepts intelligibility and interpretability are viewed from the perspective of the conventions (literary, cultural and so on) developed in the institutionalized non‐native varieties of English. The examples are taken from written texts, and several theoretical and methodological questions are raised.

The Construct Validation of Some Components of Communicative Proficiency

The notion of communicative competence has received wide attention in the past few years, and numerous attempts have been made to define it. Canale and Swain (1980) have reviewed these attempts and have developed a framework which defines several hypothesized components of communicative competence and makes the implicit claim that tests of components of communicative competence measure different abilities. In this study we examine the construct validity of some tests of components communicative competence and of a hypothesized model. Three distinct traits—linguistic competence, pragmatic competence and sociolinguistic competence—were posited as components of communicative competence. A multitrait-multimethod design was used, in which each of the three hypothesized traits was tested using four methods: an oral interview, a writing sample, a multiple-choice test and a self-rating. The subjects were 116 adult non-native speakers of English from various language and language-learning backgrounds. Confirmatory factor analysis was used to examine the plausibility of several causal models, involving from one to three trait factors. The results indicate that the model which best fits the data includes a general and two specific trait factors —grammatical/pragmatic competence and sociolinguistic competence. The relative importance of the trait and method factors in the various tests used is also indicated.