scholarly journals The use of Classroom routines in memorization and further development of communicative competence

2020 ◽  
Keyword(s):  
Communicative Competence ◽  
Real Life ◽  
Language Immersion ◽  
Target Language ◽  
Daily Routines ◽  
Grammatical Competence ◽  
Classroom Routines ◽  
Teaching Problem ◽  
Meaningful Connections

The paper deals with the issue of memorization and acquisition of a target language unit by performing multiple repetitions while avoiding dullness and boredom. The author highlights the considerable role of classroom routines in memorization of target language units and further strengthening of communicative competence. Classroom routines are regarded as a powerful resource to solve a significant teaching problem connected with performing multiple repetitions and at the same time avoiding monotony. This article aims to analyze the use of classroom daily routines in memorizing target language units and to offer a set of activities aimed at forming and developing such components of students’ communicative competence as grammatical competence (words and rules) and discourse one (cohesion and coherence). Various methods, strategies, techniques based on multiple repetitions of the same content are taken into consideration. Special attention is paid to drilling techniques. The peculiarities of meaningful repetition are revealed and as a result, the meaningful drilling technics are offered. Learners of foreign languages retain new language units much more successfully not by rote memorization but when they get frequent repetition of these language units, make meaningful connections to real life and when these connections are personalized. In real life, people are frequently forced to repeat the same many times while performing daily routines. Such kind of repetition is natural. In foreign language teaching performing daily routines acts like an artificial linguistic environment and can work as a kind of language immersion. The author offers some examples of activities aimed at forming, developing, and strengthening such components of students’ communicative competence as grammatical competence (words and rules) and discourse one (cohesion and coherence). They are described in the most frequently used formats. Classroom routines are certain to be a powerful resource to solve the problem connected with performing memorization and at the same time avoiding dullness and tedium. It is proved that well-organized daily classroom routines performing activities ensure substance memorization, not rote one. Moreover, properly organized daily classroom routines are supposed to reduce teacher talking time and consequently to increase student talking time.

scholarly journals Developing Communicative Language Test for Vocational Senior High School

2007 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Andri Defrioka
Keyword(s):  
High School ◽  
Communicative Competence ◽  
Real Life ◽  
Vocational School ◽  
Language Test ◽  
Strategic Competence ◽  
Grammatical Competence ◽  
Test Specification ◽  
English Achievement

This paper is aimed at revealing the role of communicative language test n enabling and measuring student’s English achievement at Vocational School (SMK). Its coverage will be the considerations and procedures to construct communicative language test. This test is intended to be a measure of how the testees are able to use language in real life situations. There are several models of communicative competence, grammatical competence, sociolinguistic competence, discourse competence, and strategic competence. This test has three steps; identifying objectives, developing the test, specification, and developing the communicative test.   Key Words: Communicative test, vocational school, linguistics, sociolinguistics, discourse, strategic,

Toward a Modified Structural Syllabus

1982 ◽  
Vol 5 (1) ◽  
pp. 34-51 ◽  
Author(s):  
Albert Valdman
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Target Language ◽  
General Context ◽  
Teaching Materials ◽  
Rhetorical Devices ◽  
Functional Orientation ◽  
Linguistic Means

This paper argues for an integration of the notion of communicative competence in the elaboration of syllabuses and the preparation of teaching materials for beginning and intermediate generalforeign languagecourses. A distinction is made between such courses and the teaching of English as a medium of wider communication on an international basis. In FL instruction, as opposed to the teaching of a MWC, metalinguistic, epilinguistic, or cultural objectives may be more highly valued than the use of language for daily communication. In addition, the general context of FL instruction precludes the authentic use of the target language in the classroom, a prerequisite for the attainment of communicative competence. The integration of the notion of communive competence in FL instruction, including the inclusion of notions and functions, involves the grafting of these last mentioned considerations onto a structural-situational-functional base. That base would be modified by moving in five directions: (1) adopting a functional orientation, i.e., providing learners with linguistic means to express notions and functions rather than the teaching of structures for their own sake; (2) focus on semantic notions; (3) cyclical progression; (4) aiming for discursive authenticity by identifying rhetorical devices) providing stylistic manoeuver by the recognition of the role of variants.

scholarly journals AN INSTRUCTIONAL MODEL FOR ENHANCING EFL LEARNERS’ SPEAKING PROFICIENCY

EDULANGUE ◽  
2019 ◽  
Vol 2 (1) ◽  
pp. 86-97
Author(s):  
Syarifudin Syarifudin
Keyword(s):  
English Language ◽  
Communicative Competence ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
English Language Teaching ◽  
Efl Learners ◽  
Grammatical Competence ◽  
Speaking Proficiency ◽  
Speaking Skill

Due to the central role of speaking skill and its escalating demands of instruction in various levels of education in Indonesia, a myriad of teaching approaches and strategies have been applied to equip learners with the competences enabling the development of this skill. As a widespread approach to English language teaching (ELT),  which  gains  its  popularity  within  the context  of  EFL, Communicative Language Teaching (CLT) is geared towards learners’ communicative competence comprising of grammatical competence, discourse competence, sociolinguistic competence, and strategic competence as the underlying abilities of speaking proficiency. The development of these competences can be better facilitated when learning takes its place both in and outside classrooms as the latter provides potential promises for learners’ speaking proficiency development. For this reason, this paper presents learners’ challenges for learning speaking, the model activities in and outside classrooms, the importance of speaking instruction and the components of communicative competence and speaking proficiency.

scholarly journals The Importance of Pragmatic Competence in the EFL Curriculum: Application and Implications*

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Mohamed Amine Choraih ◽  
Ayoub Loutfi ◽  
Abdullah Mansoor
Keyword(s):  
Language Proficiency ◽  
Curriculum Design ◽  
Arab World ◽  
Target Language ◽  
Pragmatic Competence ◽  
Suggested Approach ◽  
Grammatical Competence ◽  
And Training

The field of language teaching and curriculum development has been characterized by its constant development, with a concomitant impact on the quality of education and training. The drive is mostly due to the rapidly changing world characterized by globalization and the result of openings on other fields of research. One area that has informed this field is the teaching of L2 pragmatic competence, with the commonly expressed generalization being that there is a gap between what research in pragmatics has found and how language is generally taught today (Ishihara & Cohen, 2010). On this view, this paper purports to investigate the role of pragmatic competence in the teaching of English. We provide evidence that language proficiency should not only be equated with grammatical well-formedness, but also with how to use it appropriately and efficiently in the target language. This being the case, however, we will show that the implementation of this view is far from being easy, especially in a trend that has for long been characterized by a focus on the grammatical competence, both in terms of training and curriculum design. This is paired with a similar difficulty in terms of how to translate the pragmatically-based approach into L2 classroom practices and how to identify modes of assessment. Addressing these issues, we believe, will shed light on some of the challenges and implications on the teaching of English along with the applicability of the suggested approach to the current ELT reform in the Arab world in general and in Morocco in particular.

scholarly journals Investigating Learners' Perceptions about the Role of English Language Curriculum Set in Boosting Communicative Competence of the Students: The South Punjab Scenario

2021 ◽  
Vol VI (I) ◽  
pp. 112-123
Author(s):  
Muhammad Ahsan ◽  
Syed Waseem Azhar Seemab ◽  
Shahid Nawaz
Keyword(s):  
Language Learning ◽  
English Language ◽  
Communicative Competence ◽  
Vital Role ◽  
Target Language ◽  
Negative Effects ◽  
Language Curriculum ◽  
L2 Learning ◽  
Teaching Learning

The purpose of this work was to investigate learners' perceptions about the role of the English language curriculum set in boosting the communicative competence of the students of South Punjab. The present research was planned to use a mixed method. Most of the students showed that the curriculum designed for L2 learners causes negative effects in the process of L2 learning as it does not satisfy the communicative needs of the students. To make sure the effective use of textbooks or curriculum for L2 learning, there are certain steps that English teachers and learners can take to make better use of the English curriculum to improve learners' communicative competence. To make sure better language learning through textbooks and other teaching materials, teachers must play a vital role in the selection of textbooks and helping material. English textbooks with good teaching/learning materials can encourage L2 learning, improve communicative competence and can persuade learners so that they can achieve understandable feedback from their teachers and feel attentiveness towards the target language through textbooks or curriculum.

scholarly journals The role of drama in teaching English

2018 ◽  
Vol 3 (1) ◽  
pp. 1-8
Author(s):  
Elizabeth Namundjebo ◽  
Jairos Kangira ◽  
Elizabeth Morgan
Keyword(s):  
Real Life ◽  
Target Language ◽  
Group Cohesiveness ◽  
Teaching English ◽  
Communicative Skills ◽  
Self Confidence ◽  
Study Results ◽  
Research Findings ◽  
The University

The purpose of this study was to explore the role of drama in teaching English to enhance students’ communicative skills at the University of Namibia. The discussions of the research focused on assessing the benefits of using drama in the teaching of English to increase students’ motivation and self-confidence, as well as to enhance their communicative skills. Research findings revealed the effectiveness of drama oriented English lessons to the benefits of students’ speaking skills, motivation, self-esteem and confidence in their abilities to communicate in English. In addition, the findings revealed that drama activities aided students develop a community and foster group cohesiveness, which helped in building students’ confidence when speaking English in front of their classmates. Moreover, the study results revealed that motivation is linked to self-confidence as the drama activities accorded students the opportunity to use the target language in real life situations.

Grammatical Competence within L2 Communication: Language Production, Monitor Hypothesis, and Focus on Forms Instruction

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Moh. Rofid Fikroni
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Language Production ◽  
Communicative Competence ◽  
Focus On Form ◽  
Grammatical Competence ◽  
Foreign Language Learners ◽  
Speaking Skill ◽  
Focus On Forms ◽  
Learning Language

Bearing in mind that the learners’ speaking skill had become the main goal in learning language, grammatical competence is believed to have a big role within foreign language learners’ language production, especially in spoken form. Moreover, the learners’ grammatical competence is also closely related to the Monitor Hypothesis proposed by Krashen (1982) in which it says that the acquired system will function as monitor or editor to the language production. The students’ monitor performance will vary based on how they make use of their acquired system. They may use it optimally (monitor optimal user), overly (monitor over-user), or they may not use it at all (monitor under-user). Therefore, learners’ grammatical competence has its own role, which is very crucial, within learners’ language production, which is not only to produce the language, but also to monitor the language production itself. Because of this reason, focus on form instruction will give a great impact for students’ grammatical competence within their communicative competence. This paper aims to present ideas about the how crucial the role grammatical competence within learners’ L2 communication.

scholarly journals Calibrating the CreditRisk+ Model at Different Time Scales and in Presence of Temporal Autocorrelation †

Mathematics ◽  
2021 ◽  
Vol 9 (14) ◽  
pp. 1679
Author(s):  
Jacopo Giacomelli ◽  
Luca Passalacqua
Keyword(s):  
Time Series ◽  
Default Risk ◽  
Real Life ◽  
Statistical Error ◽  
Real Data ◽  
Sampling Period ◽  
Calibration Procedure ◽  
Industry Standards ◽  
Default Rate

The CreditRisk+ model is one of the industry standards for the valuation of default risk in credit loans portfolios. The calibration of CreditRisk+ requires, inter alia, the specification of the parameters describing the structure of dependence among default events. This work addresses the calibration of these parameters. In particular, we study the dependence of the calibration procedure on the sampling period of the default rate time series, that might be different from the time horizon onto which the model is used for forecasting, as it is often the case in real life applications. The case of autocorrelated time series and the role of the statistical error as a function of the time series period are also discussed. The findings of the proposed calibration technique are illustrated with the support of an application to real data.

scholarly journals Calculators as Facilitators of Understanding Computational and Mathematical Contexts

2019 ◽  
Vol 1 (1) ◽  
pp. 177-183
Author(s):  
Jan Guncaga ◽  
Lilla Korenova ◽  
Jozef Hvorecky
Keyword(s):  
Soft Skills ◽  
Real Life ◽  
Theoretical Background ◽  
Learning Processes ◽  
Complex Phenomenon ◽  
Learning To Learn ◽  
Life Problems ◽  
The Subject ◽  
The Relationship

AbstractLearning is a complex phenomenon. Contemporary theories of education underline active participation of learners in their learning processes. One of the key arguments supporting this approach is the learner’s simultaneous and unconscious development of their ability of “learning to learn”. This ability belongs to the soft skills highly valued by employers today.For Mathematics Education, it means that teachers have to go beyond making calculations and memorizing formulas. We have to teach the subject in its social context. When the students start understanding the relationship between real-life problems and the role of numbers and formulas for their solutions, their learning becomes a part of their tacit knowledge. Below we explain the theoretical background of our approach and provide examples of such activities.

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