Assessment of EFL learners’ Sociolinguistic and Pragmatic Competence and Performance

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Elvira KORAN
Keyword(s):  
Communicative Competence ◽  
Language Teaching ◽  
Oral Proficiency ◽  
Target Language ◽  
Teaching Methodology ◽  
Language Programs ◽  
Essential Components ◽  
L2 Learners ◽  
And Performance ◽  
Teaching Learning

Communicative competence has been a fundamental issue for foreign/second language teaching methodology and a cornerstone of language classrooms for about four decades. Its two essential components - sociolinguistic and pragmatic competences, though ubiquitously acknowledged as crucial for language teaching/learning, are not adequately, according to modern methodological requirements, taught and learned. The present article aimed to succinctly review the main aspects of the two competences as presented by linguists and educators, to draw a line between language performance and competence, to revisit the major forms of testing and assessing language learners’ sociolinguistic and pragmatic competences, corresponding performance and oral proficiency. It was intended to test sociolinguistic and pragmatic knowledge and performance of L2 learners; to assess the learners’ overall oral proficiency in the target language and to compare the results of the two above procedures. The aim of the undertaking was to define what relationship exists between the three tested and assessed phenomena, i.e., whether or not acquiring the competence in the target language entails performance and enhances learners’ fluency.  Implementing all the tasks scheduled enabled the researcher to elicit the necessary data and to draw conclusions concerning the interdependence  between language competence and performance/proficiency; to suggest recommendations for refinement of L2 learner evaluation practice, for improving language programs in terms of teaching/ learning communicative competence and its components and for better understanding of cognitive processes which take place in L2 learners when dealing with performance and competence in the target language.

Does year 12 French improve proficiency?

1994 ◽  
Vol 17 (1) ◽  
pp. 85-103
Author(s):  
Anne L. Martin
Keyword(s):  
Baseline Data ◽  
Performance Data ◽  
Target Language ◽  
Language Performance ◽  
Language Of Instruction ◽  
Language Programs ◽  
And Performance ◽  
Perceived Outcomes ◽  
The Relationship ◽  
Students Satisfaction

Abstract Do students believe that Year 12 LOTE courses contribute to the development of oral and aural proficiency in the target language? Attitudinal and performance data collected from university French 1 students shed some light on students’ satisfaction with their Year 12 LOTE course and on the relationship among perceived outcomes, course components, language of instruction and language performance. The findings, while not definitive, provide some insights for secondary and tertiary LOTE teachers, together with some baseline data for further research into the success of school language programs.

scholarly journals Teaching intercultural communicative competence through the four skills

2008 ◽  
pp. 157 ◽  
Author(s):  
Esther Usó Juan ◽  
Alicia Martínez Flor
Keyword(s):  
Communicative Competence ◽  
Language Teaching ◽  
Theoretical Concept ◽  
Communicative Language Teaching ◽  
Language Teachers ◽  
Target Language ◽  
Intercultural Communicative Competence ◽  
Language And Culture ◽  
Linguistic System ◽  
Point Of Departure

Nowadays, the most accepted instructional framework in second or foreign language (L2) programs is Communicative Language Teaching, whose main goal is to increase learners’ communicative competence. This theoretical term means being able to use the linguistic system effectively and appropriately in the target language and culture. However, the implementation of a communicative methodology is not an easy task since it requires an understanding of the integrated nature of the theoretical concept of communicative competence (Celce-Murcia and Olshtain, 2005). Therefore, it is the main goal of this paper to help language teachers better understand such a theoretical concept for improving their classroom practices. In so doing, we first provide an explanation of the theoretical concept of communicative competence. Then, a current framework of communicative competence, which aims at highlighting the function of the four macro-skills to build discourse competence for communicative purposes and reflects our conceptualization of language teaching is briefly discussed (Usó-Juan and Martínez-Flor, 2006a). Finally, on the basis of this framework, and taking the intercultural component as the point of departure, a variety of activities in the four language skills are presented for teaching learners intercultural communicative competence.

Language learner autonomy: Rethinking language teaching

2020 ◽  
pp. 1-10
Author(s):  
David Little
Keyword(s):  
Language Teaching ◽  
Learner Autonomy ◽  
Language Learner ◽  
Target Language ◽  
Fully Integrated ◽  
Learning Dynamic ◽  
Teaching Learning

For me, ‘language learner autonomy’ denotes a teaching/learning dynamic in which learners plan, implement, monitor and evaluate their own learning. From the beginning they do this as far as possible in the target language, which thus becomes a channel of their individual and collaborative agency. By exercising agency in the target language they gradually develop a proficiency that is reflective as well as communicative, and the target language becomes a fully integrated part of their plurilingual repertoire and identity.

scholarly journals Standardisasi Pengajaran Bipa: Revaluasi Metode Menuju Kompetensi Komunikatif

2020 ◽  
Vol 20 (2) ◽  
pp. 99
Author(s):  
I Ketut Darma Laksana
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Teaching Methods ◽  
Cognitive Linguistics ◽  
Communicative Competence ◽  
Language Teaching ◽  
Direct Method ◽  
Target Language ◽  
Translation Method ◽  
Teaching Material

The method of language teaching to achieve communicative competencies to be a choice in second language learning has not developed widely at this time. This paper aims to present the workings of the Linguistic Method as a form of revaluation of traditional methods of language teaching which are considered to have not met the requirements of BIPA Teaching Standardization. The traditional teaching methods applied so far still revolve around the Direct Method and Translation Method. Both of these methods are suspected of not being able to bring learners to communicative competence. The application of the Direct Method has not shown maximum results because it only relies on teaching methods by prioritizing the use of the target language (second language), but the issue of teaching material does not receive an adequate portion to achieve the expected communicative competence. Similarly the Translation Method which basically attempts to convey material by translating it into learner language (generally in English to deal with heterogeneous classes), nor touching teaching material. In connection with that, Cognitive Linguistics which gave birth to Cognitivism Theory and is known as the Linguistic Method in second language teaching is important to be applied to achieve communicative competence. By the standardization it means that method of language teaching must be measured by the linguistic methods itself as a guidance: teaching each aspect of language, such as grammatical patterns, vocabulary groups, and sound devices is carried out in five stages, namely recognition, imitation, repetition, variation, and selection.

scholarly journals Problems in the Translation of Phraseologisms in Bilingual Dictionaries Spanish-Chinese / Chinese-Spanish

2019 ◽  
Vol 1 (8) ◽  
pp. 103
Author(s):  
Lyu Xiaoxiao
Keyword(s):  
Foreign Language ◽  
Native Speakers ◽  
Native Speaker ◽  
Communicative Competence ◽  
Language Teaching ◽  
Target Language ◽  
Cultural Backgrounds ◽  
Chinese Speakers ◽  
Bilingual Dictionary ◽  
Bilingual Dictionaries

<p>The phraseology is part of the linguistic studies on phrases, proverbs, idioms, proverbs and other units of syntax totally or partially fixed. It is the reflection of a certain tradition and idiosyncrasy of society. The native speaker recognizes the phraseological units in the praxis of speech without difficulty. However, because of their idiomaticity and the sociocultural divergence between two linguistic communities, Spanish sayings and expressions cannot always be understood by the Chinese speakers. Students of Spanish as a foreign language have difficulty recognizing the non-literal meaning of an expression, the use of this type of expression in language teaching develops communicative competence, linguistics competence, sociolinguistics and pragmatics competence. Then, when producing a bilingual dictionary, it is not enough to translate it into the target language, but rather to contrast the two languages in order to inform non-native speakers of unknown elements, such as historical and cultural backgrounds, uses, and their frequency of application, variants, etc.</p>

scholarly journals Shifting of Language Teaching Methodology from Traditional Classroom to Virtual Classroom

2021 ◽  
Vol 6 (4) ◽  
pp. 88-95
Author(s):  
Dr Parbin Sultana
Keyword(s):  
Evaluation System ◽  
Instructional Strategy ◽  
Language Teaching ◽  
Virtual Classroom ◽  
Traditional Classroom ◽  
Teaching Methodology ◽  
New Paradigm ◽  
Innovative Methodology ◽  
Teaching Learning

A new paradigm in the field of education has been noticed since last few years. The educators have accepted that they have to indulge themselves in technology based education with innovative methodology to challenge the current need and to coexist in the modified world. The instructors and the learners shift from traditional method to virtual method of teaching learning by adapting the conditional role of staying at home for the pandemic of corona virus all over the world and subsequently have understood the flexibility nature of teaching learning on this way. However, this is a challenging phase to shift educational environment from contemporary traditional classroom to a technology oriented learner centred classroom. Here, the teachers need to expertise on technological use, methodology of teaching, instructional strategy, and assessment and evaluation system and so on. This paper mainly aims to focus on methodological transformation in language teaching. For this study, information is collected from internet sources, books, newspaper article, lectures, and workshops.

COMMUNICATIVE APPROACH TO LANGUAGE TEACHING IN METHODOLOGY OF F.SH.ORAZBAYEVA’S WORKS

2020 ◽  
Vol 74 (4) ◽  
pp. 383-389
Author(s):  
G. Berkinbayeva ◽  
Keyword(s):  
Communicative Competence ◽  
Language Teaching ◽  
Research Paper ◽  
Theoretical Framework ◽  
Scientific Publications ◽  
Language Programs ◽  
Main Factors ◽  
Communicative Approach ◽  
International Academy

The article provides a general background to communicative approaches, distinguishing the notions of communicative competence. The theory by Orazbayeva Fauziya Shamsievna was examined discussing main points of communicative approach for language programs. The examination of the theoretical bases finds out some of the existing principles and to develop more modified theoretical framework. Academician of the International Academy of Pedagogical Sciences Orazbaeva Fauziya Shamsievna is recognized as a scientist who developed a methodology for teaching the Kazakh language. Main factors related to the topic of dialogical speech, the culture of speech are exemplified through the scientist's contribution to the problem. Pedagogical communication and scientific publications on the method of language teaching are presented in the research paper

scholarly journals A.D. Deikina’s scientific school: conceptual role of axiological approach in Russian language teaching

2019 ◽  
Vol 17 (4) ◽  
pp. 414-427
Author(s):  
Olga V. Alekseeva
Keyword(s):  
New Technologies ◽  
Professional Competence ◽  
System Development ◽  
Language Teaching ◽  
Acquisition Training ◽  
Russian Language ◽  
Teaching Methodology ◽  
Scientific School ◽  
Value System ◽  
Essential Components

The article describes the issues of axiological linguodidactics exemplified in methodical studies of A.D. Deikina’s scientific school: linguistic substantiation of axiological aspect in Russian language teaching, culturological component of pupils’ value system, new technologies for axiological skills development at Russian language lesson, philology students’ value system development as a professional competence. Conceptual features have been defined in scientific school research: focus on personality development, social experience acquisition, training the aptitude to various cooperation with the surrounding community. The scientific school works reflect conceptual development of linguistic and methodical training for Russian language teachers, focused on increasing pupils’ learning and cognitive motivation and improving their personal, metasubject and subject achievements. The scientific novelty of the research is defined by the key idea of anthropocentricity, integrity of essential components of axiological methodology, multifacetedness of approaches to text-oriented language studies. The scientific research in the article shows the development of Russian language teaching methodology in the first decades of the XXI century. The value of the article for contemporary school education lies in the fact that axiological linguistic methodology assists in developing cultural identity of future Russian citizens.

Assessment of foreign language proficiency in higher military schools

2021 ◽  
pp. 107-118
Author(s):  
Marina R. Vanyagina
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Communicative Competence ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Assessment System ◽  
Teaching Methodology ◽  
Proficiency Levels ◽  
Military Schools ◽  
Foreign Language Proficiency

To monitor the effectiveness of arrangement and implementation of foreign language courses in military educational establishments, it is necessary to have integrated criteria for assessing the level of foreign language proficiency of the cadets and students. Foreign language teaching in higher education is professionally oriented and has specific purposes, which should be taken into account when assessing language proficiency. We analyze modern approaches to assessing the level of foreign language proficiency and to present arguments for the technology of assessing the level of professional foreign language communicative competence in higher military schools. There are different assessment systems in foreign languages teaching methods. They are: 5-point (4-point in reality) assessment system generally accepted in the state Russian educational establishments, 100-point assessment system for the Unified State Exam (USE), the Common European Framework of Reference (CEFR) with a scale of levels from A1 to C2, the English proficiency levels of military specialists according to the international treaty of NATO countries (STANAG 6001) and others. The method of comparative system analysis is applied in the article. The scales of foreign language proficiency levels significant for higher military education are matched. We develop a system of assessing the professional foreign-language communicative competence in higher military school. The system has five levels: low, elementary, basic, high and advanced. According to the modern trends in the development of the foreign language teaching methodology and testology, the assessment system includes self-evaluation and technology of language portfolio.

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