communicative competence
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2022 ◽  
pp. 014272372110646
Cécile De Cat

The development of the Multilingual Assessment Instrument for Narratives (MAIN) has no doubt contributed to prompting a renewed interest in children’s narratives. This carefully controlled test of narrative abilities elicits a rich set of measures spanning multiple linguistic domains and their interaction, including lexis, morphosyntax, discourse-pragmatics, as well as various aspects of narrative structure, communicative competence, and language use (such as code-switching). It is particularly well suited to the study of discourse cohesion, referential adequacy and informativeness, and of course to the study of narrative structure and richness, and the acquisition of a more formal or literary register. In this commentary article, I reflect on the five empirical papers included in the special issue. I focus on methodological challenges for the analysis of narratives and identify outstanding questions.

Harun Rashid ◽  
Wang Hui

The article discusses issues concerning the development of future English teachers' communicative competence. It considers the idea that developing communicative competence benefits not only the learner's interactive abilities from an educational standpoint, but also the learner's psycho-emotional characteristics and sociocultural development as a person. As previously stated, communicative competence refers to the ability to interact effectively with others, and competence is defined as a collection of language skills an individual possesses in order to learn a foreign language. This potential contributes to his/her ability to perform at a high level. This paper discusses the theory of communicative competence and several of its models; the significance of developing communicative competence in future English teachers; and the implications of communicative competence in English language teaching and learning. Additionally, the work suggests fundamental methodological principles for developing future English teachers' communicative competence.

2022 ◽  
pp. 164-167
N. A. Ofitserova

The article considers the restaurant business from the point of view of not only the entrepreneurial aspect, but also the service aspect, which is fundamental. The reasons why people visit restaurants have been revealed. In addition to physical need, restaurants are an element of cognition and a way of experiencing positive emotions. The importance of the restaurant business in shaping people’s positive emotional state has been formulated. Two forms of emotional labor of an employee and the influence of emotional states on work performance have been highlighted. The role of emotional intelligence and communicative competence in customer satisfaction with a restaurant visit has been determined. The importance of developing emotional intelligence has been concluded. Recommendations for its development has been formulated. 

Nahúm Misael Tórrez

Textbooks hold a fundamental position in English Language Teaching (ELT). Today, their main aim is to contribute to the development of the learner’s communicative competence. This paper sets out to set the basis for constructing a framework for characterizing ELT textbooks, in terms of their opportunities to promote communicative competence. In order to provide a theoretical foundation for the framework, it first introduces the notions of input (Krashen, 1989) and output (Swain & Lapkin, 1995). Then, it presents two influential models of communicative competence, i.e., those of Canale and Swain (1980), and the Common European Framework for Reference of Languages (Council of Europe, 2001, 2018). Following that, it presents two significantly quoted sets of principles for the study of learning materials in Communicative Language Teaching (CLT), i.e., the principles of Richards and Rodgers (2014) and Nation (2007). Building on the models and principles, the paper suggests eleven criteria for characterizing communication-oriented ELT textbooks, covering input in the form of topics and texts, and output in the form of activities. A short discussion of the main affordances of the suggested framework is provided at the end of the article.   Keywords: Communicative Competence, ELT Textbooks, Textbook Analysis, Communicative Language Teaching (CLT).  

Ainash Alzhanova ◽  
Assel Chaklikova

The purpose of the study is the research of the opportunities for developing professional foreign language communicative competence within the concept of multilingual education. The study is based on the method of the experiment, presented by a survey of students. The course was tested by 70 master's degree students of Gumilyov Eurasian National University. The functionality of the Google Meet communication platform and mobile applications has created a comfortable environment for learning Business English. The educational course revealed students’ ability to carry out high-quality communication. The results show that students improved their skills in spontaneous business discussion with rational construction of communication, proper speech intonation, lexical sufficiency within the framework of speech topics, and grammatical correctness. The practical significance and prospects for further research are presented by the opportunity of using the developed methodology in the process of communicative competency formation by students of different specialties.

2022 ◽  
Vol 18 (3) ◽  
pp. 195
Fadhila . Hayani ◽  
Siti Aisyah Ginting ◽  
Rahmad . Husein

This study was investigated about the acquisition of sentences by three-year-old Indonesian boy, M. Gentamas Ransi Alden. The objective of this study were to investigated the sentences that produced by three years old Indonesia boy, and to explain the reason for the sentences produced based on mood in a case study on M. Gentamas Ransi Alden. This research was conducted by using descriptive qualitative research design. The data were utterances from a three years old Indonesia boy and source of data taken from M. Gentamas Ransi Alden. For the duration of almost three months, the researcher observed and recorded the subject’s produced sounds, words, and sentences. The researcher also observed how the learner interacts with various linguistics inputs to see how the subject processes them. Finally, the researcher also observed him as interacts with people to determine the levels of the various constructs of his communicative competence. The result of the data showed that the subject already acquired the sentences based on mood, they are: 1) declarative sentences, 2) imperative sentences, 3) exclamatory sentences, and 4) interrogative sentences. In acquiring the second language, the research subject acquired the sentence during the process of imitating from their parents since they start over to speak. The subject used a declarative sentence to declare their statements, the interrogative sentence they use it to ask about information of something, the exclamatory sentences they use to shows about the emotion and also to declare their statement, and the imperative sentences to ask another to do something. Keywords: Children Sentence Acquisition, Kinds of Sentences, a Three Year Old, Indonesian Boy

2022 ◽  
Vol 355 ◽  
pp. 03051
Lixin Dai

Radiotelephony English is taught in college for the learners whose future professions are mainly pilots and air traffic controllers. The present study is to analyse the radiotelephony English test design in a university to see the extent of which it evaluates learners’ communicative competence in aviation scope. Theoretical frameworks on communicative competence, modern test theory and ICAO language proficiency requirements for the learners of radiotelephony communication are presented. The study reveals that learners’ communicative competence which includes both radiotelephony and everyday communication skills are important components in radiotelephony test design. The study points out that the application of modern test theory in designing radiotelephony test in college is vital in meeting the validity and reliability of the test and the students’ individual needs in English language learning for future career needs to be reflected in the test design.

2021 ◽  
Vol 9 (12) ◽  
pp. 390-395
Tursunova Umida ◽  

At present, the system of general and vocational education is undergoing fundamental changes, as never before, orient specialists towards creativity in their professional activities. The main goal of modern vocational education is to train a qualified, competent specialist who is ready to work in an increasingly competitive labor market. Modern professional activity imposes special requirements on the communicative training of specialists, which is manifested in the ability to negotiate, conduct a dialogue, correlate linguistic means with the tasks and conditions of learning, take into account social norms of behavior and the communicative expediency of statements.

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