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

Invitations and Negative Questions: On Some Problems in the Communicative Approach to Foreign Language Teaching

1980 ◽  
Vol 3 (1) ◽  
pp. 17-25
Author(s):  
Werner Hüllen
Keyword(s):  
Foreign Language ◽  
Native Speakers ◽  
Communicative Competence ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Communicative Approach ◽  
Negative Questions

It is generally accepted that the aim of second or foreign language teaching is communicative competence; after a sequence of courses, students should be able to use the language (approximately and in certain fields of communication) as native speakers do. But how, for that matter,donative speakers use their language? An exhaustive answer to this question would certainly demand more than one paper. Attention will therefore be drawn to only two points that are important for the problem under discussion: correctness and communicative value.

scholarly journals FORMATION OF ENGLISH COMMUNICATIVE COMPETENCE OF HIGHER EDUCATIONAL ESTABLISHMENTS STUDENTS

2021 ◽  
Vol 1 (11(79)) ◽  
pp. 210-212
Author(s):  
Inna Mishchuk ◽  
Victoria Yushak
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Language Teaching ◽  
Communicative Skills ◽  
Knowing How ◽  
Classroom Activities ◽  
Language Knowledge ◽  
Communicative Approach ◽  
Higher Educational ◽  
Definition Of

Nowadays it is necessary to find effective techniques of teaching foreign languages. The article studies the ways of formation the English communicative competence of the Phylology students of higher educational establishments. Approaches to the definition of the notion of communicative competence, its contents and structure are considered. Communicative language teaching is understood as a set of principles about the goals of language teaching, how learners learn a language, the kinds of classroom activities that best facilitate learning, and the roles of teachers and learners in the classroom. It is defined that the process of teaching students in higher educational establishments should be organized on the basis of the communicative approach: knowledge of English depends on the competence and ability to use it depending on the situation. It is stated that the communicative approach to learning increases the students’ motivation to acquire a foreign language and improves the efficiency of teaching. Communicative competence includes the following aspects of language knowledge: knowing how to use language for a range of different purposes / functions and vary the use of language according to the setting and the participants; knowing how to produce and understand different types of texts and how to maintain communication despite having limitations in one’s language knowledge (e.g., through using different kinds of communication strategies). The students want to master English to a higher level of accuracy and fluency to improve their further communicative skills in order to effectively carry out communication in the foreign language.

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.

COMMUNICATIVE COMPETENCE THEORY AND CLASSROOM PRACTICE: TEXTS AND CONTEXTS IN SECOND LANGUAGE LEARNING (2nd ed.).Sandra J. Savignon. New York, NY: McGraw-Hill, 1997. Pp. v + 287. $40.70 paper.

1998 ◽  
Vol 20 (4) ◽  
pp. 595-595
Author(s):  
Margo Glew
Keyword(s):  
New York ◽  
Second Language ◽  
Language Learning ◽  
Classroom Practice ◽  
Second Language Learning ◽  
Communicative Competence ◽  
Language Teaching ◽  
Asking Questions ◽  
Communicative Approach ◽  
Natural Honey

Savignon writes in her book, Communicative Competence Theory and Classroom Practice: Texts and Contexts in Second Language Learning (2nd ed.), that the communicative approach to language teaching has become so popular that many materials developers have jumped on the bandwagon, claiming a communicative focus to their materials. She writes, “What ‘nutritious’ and ‘natural’ are today to breakfast foods, ‘communicative’ and ‘functional’ are to language texts. How much change has actually taken place is debatable. Just as cereals containing ‘all natural’ honey are no less sweet, so ‘asking questions’ may be no more than a new label for an old unit on the formation of the interrogative” (p. 138).

Linguodidactic potential of the complex task “Dictogloss”

2019 ◽  
pp. 70-78
Author(s):  
Inga Aksenova
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Complex Task ◽  
Language Programs ◽  
Foreign Language Programs ◽  
Definition Of ◽  
New Forms Of Work

Teaching a foreign language is aimed at the formation of foreign language communicative competence. The purpose of foreign language teaching is the development of speech skills. The methodology of foreign languages teaching continuously searches for new forms of work that increase the productivity of the process and have a large linguodidactic potential. For many years teachers has used one type of work at foreign languages lessons – a dictation. Dictogloss is dicta-tion with more ambitious goals, develop not only writing, but also speaking, reading, listening. The analysis of the Model Foreign Language Programs for Schools shows that it is necessary to develop exercises that help in the shortest possible time to develop as many speech skills as possi-ble, increasing the productivity of the process of foreign language teaching. So we study a number of research of both Russian and foreign authors on dictogloss and derive on their basis the dictogloss technique in stages and a variety of this type of work. We present: 1) the definition of dictogloss; 2) the main stages of its implementation (preparation, dictation, processing, analysis and correction); 3) the dictogloss types; 4) the great linguodidactic potential of the dictogloss, ex-pressed in the application of students' lexical and grammatical not separately, but in a complex for solving practical speech tasks.

Communicative approach in teaching foreign language to students

1970 ◽  
pp. 261-268
Author(s):  
Ольга Миколюк
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Teaching English ◽  
Basic Principles ◽  
Classroom Activities ◽  
Teachers And Students ◽  
Communicative Approach

This article examines the communicative approach as one of the most successful methods of teaching English nowadays. The basic principles are aimed at teachers and students, efficient classroom activities and styles of learning. Furthermore, there are some guidelines for teachers and even a critique of communicative language teaching in this article.

Professional and Communicative Proficiency of a Mentor as a Tool of Image Building in Public Service

Communicology ◽  
2020 ◽  
Vol 8 (1) ◽  
pp. 74-88
Author(s):  
D.A. Kemenev
Keyword(s):  
Public Service ◽  
Role Models ◽  
Communicative Competence ◽  
Public Servants ◽  
Scientific Publications ◽  
Communicative Skills ◽  
The Public ◽  
Public Servant ◽  
Professional Business ◽  
Image Building

The article investigates the imageological aspect of mentor’s communicative competence in public service and reveals the communicative functions of mentor’s image in relation to the mentees. The author determines the communicative skills necessary for the mentor in all processes and stages of this personnel technology. Based on the analysis of scientific publications, the author discloses and justifies the role models of mentor’s behavior in relation to the mentees from the perspective of the mentor’s image, authority, and communicative competence. The author has conducted an expert survey among public servants, which allowed identify the main professional, business, moral, psychological, and integral qualities that are the most effectively developed by the public servant in the process of performing mentor’s functions. As a result, the author suggests a structural-logical model of the communicative competence of a mentor in the public service in the process of perceiving its communicative knowledge, skills, and competencies for achieving the effectiveness of mentoring.

Implementing TQM practices in Pakistani Higher Education Institutions

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Rizwan Ahmed ◽  
Syed Iftikhar Ali
Keyword(s):  
Higher Education ◽  
Process Control ◽  
Business Schools ◽  
Higher Education Institutions ◽  
Evaluation Process ◽  
Theoretical Framework ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Main Factors ◽  
Measurement And Evaluation

<span>Implementing TQM practices at the Higher Educational Institutions of Pakistan,<span> especially at the business schools, is relatively a new concept and it is in its initial stages.<span> The theoretical framework of this study is based upon the instrument that measures the<span> extent of TQM implementation in Higher Education Institutions. Based upon literature<span> review, the framework having 14 dimensions is used in this study. Exploratory Factor<span> Analysis (EFA) extracted 13 factors as the determinants of TQM Implementation in<span> business schools of Pakistan such as Stakeholders’ Focus, Recognition and Reward,<span> Measurement and Evaluation, Process Control and Improvement, Resources, Leadership,<span> Empowerment are some of the main factors as each of these factors are explaining more<span> than 5% of the variation in the data<br /><br class="Apple-interchange-newline" /></span></span></span></span></span></span></span></span></span></span>

TECHNOLOGIES OF FORMATION OF INTERCULTURAL COMMUNICATIVE COMPETENCE IN EXTRACURRICULAR TIME AT THE MIDDLE STAGE OF FOREIGN LANGUAGE TEACHING

2021 ◽  
Author(s):  
Марьям Магомедбековна Курбанова ◽  
Габибула Муталлипович Рабаданов
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Secondary School Students ◽  
Communicative Competence ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Intercultural Communicative Competence ◽  
School Students ◽  
Middle Stage

Статья посвящена рассмотрению понятия межкультурной коммуникативной компетенции и различных технологий по ее формирования у учеников средней школы. The article is devoted to the consideration of the concept of intercultural communicative competence and various technologies for its formation in secondary school students.

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