Terms Of Communicative Competence Research Articles

A Correlational Study on Teachers' Occupational Stress, Job Anxiety, Personality Dimensions and Performance

This study determined the correlations between occupational stress, job anxiety, personality dimensions and instructional competence of elementary teachers. The study employed the descriptive-correlational research design. There were 161 respondents composed of different teachers from small and big schools in the District of Los Banos, Laguna. The study utilized standardized questionnaires to assess the Occupational Stress, Job Anxiety, Personality Dimensions, and Instructional Competence of Elementary Teachers. The data gathered were treated using Mean, Standard Deviation, and ANOVA. The findings revealed that occupational stress has a significant relationship with the teacher's competence in terms of communicative competence. However, occupational stress has no significant relationship between the teacher's competence in terms of instructional competence and social skills. The result also shows that there is a significant relationship between job anxiety in terms of recognition and teacher's competence in terms of instructional competence. However, there is no significant relationship between job anxiety in terms of recognition and teacher's performance in terms of communicative competence and social skills. Similarly, there is a significant relationship between job anxiety in terms of self-esteem and teacher's competence in terms of instructional and communicative competence. However, there is no significant relationship between job anxiety in terms of self-esteem and teacher's competence in terms of social skills. Lastly, the result shows that there is no significant relationship between job anxiety in terms of security, human relations at work, rewards and punishment, future prospects and capacity for work, and teacher's performance in terms of instructional competence, communicative competence, and social skills.

Development of soft skills while learning numerical analysis

Many authors argue that effective communication in any professional training is a factor that positively influences future job success. Based on these ideas, in the Numerical Analysis course at the Facultad Regional San Nicolás, Universidad Tecnológica Nacional from Argentina decided to design didactic sequences that try to promote the development of communicative competence, both oral and written, while students learn the different numerical methods. The main objective of this work is to show some of the didactic sequences that were designed to contribute to the training of students in terms of communicative competence and to present the rubrics that were developed, based on the evaluation criteria that were established. Assessment instruments were also designed to analyze the degree of development of skills in students. The didactic sequences presented in this paper show what can be done from different subjects of engineering careers to contribute to the development of soft skills in students. Keywords: Careers; Communication; Engineering; Mathematics; Soft Skills.

Doktorlar İçin İletişim Bir Reçete midir? İletişim Yeterliliği ve Güven Arasındaki İlişki: Meme Hastaları Üzerine Bir Araştırma

Although significant studies have been conducted in the field of health communication in terms of communication competence, its role on trust in the radiology department needs further exploration. The communication skills of radiologists are considered an important indicator of trust. Therefore, the study aims to research the effect of communication competence on trust. With this aim the current study seeks to contribute to health communication literature by researching the patients’ perceived communication competence of doctors as a determining factor that develop trust in the radiology department. The research was carried out between December 2019 and March 2020 using a questionnaire form with 321 breast patients in the radiology department in a public health institution in Antalya, Turkey. The results of the study refer that communication competence as a whole concept has a strong positive and statistically significant effect on trust. When the dimensions of communication competence are investigated, it is found that socioemotional communication is the only dimension that has a strong effect on the formation of trust among communication competence.

Language in Development: Questions of Theory, Questions of Practice

This article reviews three main themes that come into focus in this special-topic issue on the emerging subfield of language-in-development studies: (a) basic definitional issues, (b) issues of the locus and scope of language in development, and (c) the role of English and other languages in language in development. The article proposes a working definition of language in development as the resolution of practical language-related problems in the context of individual and societal development, where language is defined in terms of communicative competence, and development, as a reduction in participants' vulnerability to things they do not control. It then recounts the genesis of this definition in terms of the author's research and professional field experience in language aid and curricular innovation work in rich and poor countries. A critical summary of the second and third issues identified above then shows how each contributor's paper extends or critiques these preliminary insights.

Proficiency Despite Diglossia: A New Approach for Arabic

world is strongly characterized by diglossia.1 The literary language, Modern Standard Arabic (MSA) contrasts with the (non-written) vernacular geographic variants known collectively as colloquial Arabic. The implications of diglossia for language learning have severely affected the teaching of Arabic as a foreign language, since instead of one language variant, students have to learn at least two if they wish both to be literate and to be able to converse about everyday topics. This problem, compounded by the inherent difficulties of a non-Indoeuropean language with a nonroman script, has discouraged and frustrated generations of students and potential students, who start out enthusiastically, but after one or two years of study often give up, finding that despite great effort, they are still extraordinarily limited in terms of communicative competence. Attempts to deal with the diglossia problem, such as the decision at the Middlebury Summer Arabic School to use MSA for all speaking and listening purposes as well as for reading and writing, have resulted in improved levels of proficiency, but in a variety of language which is not a form of spontaneous speech in the everyday world of Arabic speakers.2 A new form of widely intelligible spoken Arabic seems to be emerging in the Arab world, however, used for inter-dialectal conversation by educated native speakers, for semiformal discussions, and on other social occasions when the colloquial is deemed too informal, and the literary, too stilted. Sociolinguistic research has begun to investigate and define the characteristics of this language variant, and for a number of reasons it has become the language of choice for most spoken Arabic training at the Foreign Service Institute (FSI) of the US State Department. According to FSI's experience and increasing scholarly documentation, this new Arabic may now represent a viable option for spoken proficiency development in Arabic academic programs as well. At FSI, it is normally taught concurrently with MSA, so that students develop their ability to converse along with their ability to read.3

Differences in communication competence among administrator social styles

This study examined the relationship between social style and communication competence. Results of a survey of 323 co‐workers of public school administrators revealed that administrators with highly responsive styles (expressive and amiable) were perceived as more competent than those low in responsiveness (driver and analytical) on versatility, social anxiety, self‐disclosure, empathy, and listening. No meaningful relationships were found between structural power and either style or communication competence. It was concluded that the claim of style “non‐evaluativeness” may be questionable, at least in terms of communication competence. Managers who exhibit non‐responsive social style may need to develop adaptive strategies to compensate for their lower competency ratings.