#communicative competence

[tjeromebaker]

A truly proficient speaker is not simply someone who can deliver prepared language accurately. A genuinely competent speaker can also adapt, clarify, negotiate meaning, respond unpredictably, and sustain interaction naturally. These abilities often become visible only when the speaker moves beyond rehearsed material.

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[ijtsrd]

The Significance of Improving Intercultural Communicative Competence in Educational Process

by Tadjimova Shaxnoza Rashidovna "The Significance of Improving Intercultural Communicative Competence in Educational Process"

Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-3 , April 2021,

URL: https://www.ijtsrd.com/papers/ijtsrd41091.pdf

Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/41091/the-significance-of-improving-intercultural-communicative-competence-in-educational-process/tadjimova-shaxnoza-rashidovna

callforpaperphysics, physicsjournal

The article deals with the importance of developing students’ intercultural communicative competence, and its necessity in the intercultural communication. The descriptive analysis method was used to express the effectiveness of intercultural communicative learning. Main goals of intercultural learning and improving cultural competence were described in the paper. Also, the article describes tendencies in the world and education in Uzbekistan, and also both principles and methods of forming professional, communicative competences and in the process of teaching. The article gives information about that effective interethnic communication is impossible without practical skills and much knowledge about different cultures. Furthermore, the author analyzes different approaches and ideas by the researchers in this field. 

[ijtsrd]

Classification of Authentic Materials in the EFL Teaching to Improve Students’ Communicative Skills

by Ibragimova Yulduz Urunbaevna "Classification of Authentic Materials in the EFL Teaching to Improve Students’ Communicative Skills"

Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-3 , April 2021,

URL: https://www.ijtsrd.com/papers/ijtsrd39842.pdf

Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/39842/classification-of-authentic-materials-in-the-efl-teaching-to-improve-students’-communicative-skills/ibragimova-yulduz-urunbaevna

callforpapertechnology, technologyjournal

The article distinguishes the notion of the communicative competence to enhance students’ English language skills through authentic methods and techniques. The descriptive analysis method was used to express the effectiveness of authentic activities. The article considers general tendencies in the world and education Uzbekistan, and also both principles and methods of forming professional, communicative competences and in the process of teaching foreign language for professional purposes. The meaning of authenticity, and researchers statements are analyzed and classified into several categories. The article describes some essential issues of this competence including awareness of pedagogical values, the construction of the pedagogical process, pedagogical technology, its essence, innovative components of professional activity. Furthermore, the article suggests some ways and techniques of forming communicative competence to use in the foreign language teaching process, and sample criteria for a lesson. The author concludes that the plan of the lesson can be a helpful tool for foreign language teachers in using authentic materials. 

[whyshona]

Communicative competence in languages for specific purposes Here's an open access article I just published in Language Education and Assessment. It has a history of different interpretations of the notion of…

[whyshona]

Communicative competence is one of those terms which is so familiar that we no longer consider what it really means. Communicative competence, we rattle off in teacher training courses or to interested outsiders, is our ability to use language in interaction to understand messages and make ourselves understood in turn.

We use the term in opposition to a narrower construct, linguistic competence, used in Chomskyan approaches to the study of language (sometimes call formal or “code” linguistics) to refer to native speakers’ knowledge of formal properties of language, such as whether a given utterance is grammatical.

Code linguistics contrasts with context linguistics (e.g. Widdowson, 2017). Context linguistics arose partly in reaction to Chomsky’s formalist approach, and from the desire among other linguists (in fields like sociolinguistics or the philosophy of language) to include what they saw as a crucial contextual dimension governing language use.

Language teachers might be interested in some online resources on communicative language teaching I have turned up. They offer additional references and activities relevant to practical classroom concerns.

Bateman & Lago Communicative language teaching. Brigham Young

Blyth. Defining communication, Texas at Austin

Whyte, Communicative competence, Nice

In this post, though, I want to reproduce some theoretical discussion of communicative competence, mostly in relation to teaching and learning second and foreign languages. I think it’s important to go back to original sources from time to time to make sure we still know what we’re trying to talk about.

Most of the text is quoted; what is mine is in coloured ink. I read these texts (references at the end):

Hymes 1972

Wilkins 1972

Canale and Swain 1980

Widdowson 2003 (just what I could access on Google books)

Communicative competence (native-speaker)

Hymes 1972

The seminal text by Hymes opposing communicative competence to Chomsky’s linguistic competence, and also responding of necessity to the latter’s competence-performance distinction (more on that here).

1. Whether (and to what degree) something is formally possible; 2. Whether (and to what degree) something is feasible in virtue of the means of implementation available; 3. Whether (and to what degree) something is appropriate (adequate, happy, successful) in relation to a context in which it is used and evaluated; 4. Whether (and to what degree) something is in fact done, actually performed and what its doing entails.                                                         (Hymes, 1972: 281, emphasis in original)

Possible This formulation seems to express an essential concern of present linguistic theory for the openness, potentiality, of language, and to generalise it for cultural systems. When systemic possibility is a matter of language, the corresponding term is of course grammaticality.

Feasible The predominant concern here has been for psycholinguistic factors such as memory limitation, perceptual device, effects of properties such as nesting, embedding, branching, and the like. […] With regard to the cultural, one would take into account other features of the body and features of the material environment as well.

Appropriate As we have seen, appropriateness is hardly brought into view in the linguistic theory under discussion, and is lumped under the heading of performance, and, correspondingly, acceptability. […] ‘Appropriateness’ seems to suggest readily the required sense of relation to contextual features.

Performed The study of communicative competence cannot restrict itself to occurrences, but it cannot ignore them. Structure cannot be reduced to probabilities of occurrence, but structural change is not independent of them […] Something may be possible, feasible, and appropriate and not occur. No general term is perhaps needed here, but the point is needed, especially for work that seeks to change what is done.

A syllabus for communicative competence (second/foreign language)

Wilkins 1972

I think this paper is probably more quoted than read; I had certainly never looked it up before. It has some of the hallmarks of behaviourist and structuralist approaches to linguistics you would expect from a text produced in the early 1970s, and you can certainly see how it influenced early versions of the CEFR. It is also of its time in the reaction against traditional grammar-translation methods of language teaching:

What people want to do through language is more important than mastery of language as an unapplied system (Wilkins 1972)

The paper is cited as a precursor or founding text for the notional-functional syllabus. Having seen textbooks taking this approach, I was surprised at the very abstract level of categories Wilkins proposes. Here’s the list without the examples, of which there are plenty (original here).

Notional categories

A. Semantico-grammatical categories

1. Time 2. Quantity 3. Space 4. Matter 5. Case 6. Deixis

B Categories of communicative function

7. Modality 8. Moral discipline and evaluation 9. Suasion 10. Argument 11. Rational enquiry and exposition 12. Personal emotions 13. Emotional relations 14. Interpersonal relations

Grammatical core and situational units

We must now decide whether it is possible simultaneously to provide a firm grammatical basis for subsequent learning and to meet predictable situational needs […] Provided three conditions are accepted, it is perfectly feasible to do the two things at once. 1. one must not expect the language in the learning units to be identical or even nearly identical with the language that would probably occur in the real situations. There are no simple language situations. The most simple situation may demand complex language. 2. forms are presented not solely for their relevance to immediate context of presentation but because they are of general value throughout the language. The occurrence of a new form but therefore be generalised and related to the entire grammatical system of which is it a part 3. Although the learner controls the language he produces outside the learning situation itself, he cannot control the language he hears. In this case provision may well have to be made for his early exposure to a much wider range of language than he will be required to produce.

Communicative competence (second/foreign language) Canale & Swain 1980

This is probably one of the key texts on the notion of communicative competence. There is a lot of discussion of previous writing, including Hymes, Wilkins, and Widdowson.

Guiding principles for a communicative approach

1. Communicative competence is composed minimally of grammatical competence, sociolinguistic competence, and communication strategies, or what we will refer to as strategic competence.

2. A communicative approach must be based on and respond to the learner’s communicative needs.

3. The second language learners must have the opportunity to take part in meaningful communicative interaction with highly competent speakers of the language, ie to respond to genuine communicative needs in realistic second language situations.

4. Particularly at the early stages of second language learning, optimal use must be made of those aspects of communicative competence that the learner has developed through acquisition and use of the native language and that are common to those communication skills required in the second language.

5. The primary objective of a communication-oriented second language programme must be to provide the learner with the information, practice and much of the experience need to meet their communicative needs in the second language.

Theoretical framework

Grammatical competence. This type of competence will be understood to include knowledge of lexical items and of rules of morphology, syntax, sentence-grammar semantics, and phonology.

Sociolinguistic competence. This component is made up of two sets of rules: sociocultural rules of use and rules of discourse. Sociocultural rules of use will specify the ways in which utterances are produced and understood appropriately with respect tot he components of communicative events outlined by Hymes (1967, 1968). The focus of rules of discourse in our framework is the combination of utterances and communicative functions and not the grammatical well-formedness of a single utterance nor the sociocultural appropriateness of a set of propositions and communicative functions in a given context.

Strategic competence. This component will be made up of verbal and non-verbal communication strategies that may be called into action to compensate for breakdowns in communication due to performance variables or to insufficient competence. Such strategies will be of two main types: those that relate primarily to grammatical competence (eg how to paraphrase grammatical forms that one has not mastered or cannot recall momentarily) and those that relate more the sociolinguistic competence (eg various role-playing strategies, how to address strangers when unsure of their social status).

Blyth summarises four strands of communicative competence thus:

grammatical (ability to create grammatically correct utterances),

sociolinguistic (ability to produce sociolinguistically appropriate utterances),

discourse (ability to produce coherent and cohesive utterances), and

strategic (ability to solve communication problems as they arise).

Communicative capability

Widdowson 2003

Going back to Hymes and Halliday, Widdowson proposes the term capability to replace competence and improve on problems he sees with the theoretical underpinnings of the notion of communicative competence. Briefly, he argues that grammatical competence should not be included in the construct of communicative competence because grammar relates to semantics and therefore to the language code, whereas communication involves language use in context, that is, pragmatics. To claim otherwise is to misrepresent the nature of communication, in his words.

Retrieving and adapting underlying knowledge

I introduced the notion of virtual language, by which I meant the potential inherent in the language for innovation beyond what has become established as well-formed or ‘correct’ encodings. In Chapter 10 I suggested that the nonconformities of learner language can be understood as realisations of this virtual language, and that such exploitations of linguistic potential are comparable to those which result in dialectal variation in language spread. The difference is that they do not stabilise: learners are induced into a conformity with actual encodings. But they are evidence of a developing capability for exploiting the virtual resources of the the code, and it is just such a capability, I have argued, that teaching should be designed to develop. Although learners will obviously adjust to the conventions of actual encodings as a course progresses, we should recognise that this process can only be partial and will have to continue after the course is over, as learners learn for themselves how to adjust appropriately to the encoding conventions they encounter. Capability on this account combines two things: the ability to exploit the virtual language, and the readiness to adjust to the conventions of actual encodings as and when required (Widdowson, 2003: 173)

Commmunicative capability as an underlying competence

This capability is essentially a knowledge of how meaning potential encoded in English can be realised as a communicative resources. A consideration of the language that expert uses, typically native speakers, actually produce makes it quite clear that this potential is only very partially realised on different occasions of use. The reason for this is obvious: people use their language pragmatically as a complement to context. The more informative the context, the less explicit the language needs to be. Effective communication depends on the subtle online regulation of the relationship between the two, and this will involve recognizing when it is contextually appropriate not to draw on the semantic resources as your disposal. But the crucial point to be made is that the resource is available when you need it. so although, for example, the analysis of actual conversation will reveal that people interact by means of elliptical utterance, with phrasal fragments of talk, these can be extended, if need be, by more explicit linguistic means. It is, of course, true that actual language behaviour does not consist of well-formed syntactic expressions, quite simply because they are surplus to requirement, but speakers nevertheless know what they are, and can draw on this knowledge as resource in cases where it turns out that they are not surplus to requirement after all. The language that people actually produce as observable behaviour presupposes a vast knowledge of language as unexploited potential. If learners of a language are to be come capable in a language, they clearly cannot just learn the patterns of what actually occurs as behaviour, but must also have a knowledge of the back-up linguistic resource that this behaviour presupposes. (Widdowson, 2003: 177)

Communicative capability > linguistic competence > explicit grammatical knowledge

There is more to linguistic competence than a knowledge of grammar, and more to language capability than linguistic competence. And it is capability, I have suggested, which is ‘at the core of language learning.’ The discussion in this book leads to the conclusion that it is the meaning potential of English that is ‘the most salient features to teach, and to test.’ This is the E of subject TESOL. Contriving ways of getting learners to engage with it and to appropriate it is, I would argue, what the subject is all about. (Widdowson, 2003: 174).

  No conclusion, just food for thought. But with a little packaging.

References

Bateman, B., & Lago, B. Communicative language teaching. Methods of Language Teaching. 2008?

Blyth, C. Defining communication, in Speaking. Foreign Language Teaching Methods, COERLL. 2010?

Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied linguistics, 1, 1. PDF

Hymes, D. 1972. On communicative competence. In J.B. Pride and J. Holmes (eds.). Sociolinguistics. Harmondsworth: Penguin. PDF

Widdowson, H. (2007). Un‐applied linguistics and communicative language teaching. International Journal of Applied Linguistics, 17(2), 214-220.

Widdowson, H. (2003). Defining issues in English language teaching. Oxford: Oxford University Press.

Wilkins, D. A. (1973). The Linguistic and Situational Content of the Common Core in a Unit/Credit System. Systems development in adult language learning. Strasbourg: Council of Europe. PDF

What is communicative competence? Communicative competence is one of those terms which is so familiar that we no longer consider what it really means.

[massivelyperfectheart-blog]

Hospitality Organizational Behaviors

51Due英国论文代写网精选assignment代写范文:“Hospitality Organizational Behaviors”， 这篇论文主要描述的是在经济高速发展的今天，人们积累了大量的经济财富，对于物质上的追求也在逐渐的提升，人们开始的追求高品质、诚信对待、相互理解的生 活，想要达到这么人际关系需要有一定的人际关系处理技巧，来增加人与人之间的沟通与交流，在沟通的过程中犯错，只要认真的去改错，就能转化为我们的前进道 路上的经验。

The main purpose of this essay is to introduce the introducer of interpersonal communication skills from examples of errors. At first, the report will quote three mistakes in details which were made during working and studying, and analyze the cause and the reasons of these errors. In the second part, it will talk about three communication models (Shannon-Weaver, Berlo, Ivey), and introduce examples to show the problems identified in Part A could be avoided. Finally, it will introduce the importance of personal communication skills in working and studying and other aspects, and how to improve the skills for the individual.

2.0 Introduction

In modern society, people are pursuing high quantity life, the good faith, understanding and harmony is very important (RDG, 2009). The pursuit of happiness needs the help from the unity and mutual aid and the progress of interpersonal relationships increasing. So the importance of the interpersonal skills becomes more and more obvious during the increasing communication between people in close (Croucher, 2008). But in daily lives, people are also committed a lot of errors in the communication progress, what is more important for the young is how to minimize the mistakes or even do not make mistakes and what will be the experience gained in the wrong.

3.0 Situation Analysis

3.1 Section A

In this section, identify and describe three examples where I have failed to communicate effectively in my daily life.

A. I do part-time work in Esquires coffee near my university, as a service, it is frequently to communicate with the customers; however, there is one thing deeply impressed me. One evening, a tall man walked into the coffee house, I walked over to him and when I asked him what would he need, his mobile phone rang, he answered the call at the same time his finger was pointing to cappuccino on the menu, when I was bout to leave to get the coffee, he did a V-gesture to me with the smile on his face. I guess he should need two cups of cappuccino; his friend whom he was talking to on the phone was coming, so I left quietly. When I put the two cups of cappuccino on the table in front of him, he looked at me with full of puzzled expression on his excited face. I felt there should be something wrong with my understanding of his gesture. I went forward and tell him my understanding of gestures, he laughed, and some dumbfounding. He told me at last that the V-gesture and the smile on his face was for his wedding, because his fiancee agreed to his proposal, his V-gesture was for his proposal, and the smile was for the agreement. After said “I would like to congratulate you and wish you a happy future”, I left silently with a cup of cappuccino. In this matter, I learnt that I failed to seize the object of people concern. This is the cause of the misunderstanding.http://www.51due.net/writing/more/sample3513.html

B. At the self-introduction party after we just entered the Auckland University of Technology, a few students who had common language with each other sat in a circle and: I am also much honored to a member of them. When it was my turn to introduce myself, I talked from my name to my family, from my hobby to my country, I talked too much, when I mentioned the Chinese food, most of the audience are very interested. The atmosphere is rather intimate and harmony, but when I continued to say that most Chinese people loved to eat pork, some of my classmates walked away quietly with despondently. Later I was informed that they are Israelite and their ancestors were Jewish, they continued the habit of eating no pork and even taboo the “pig” word. Though we become good friends now, I learnt that I failed to seize the personality and characteristics of the individual in this matter. This is the cause of the misunderstanding.

C. Last summer, when I was going window-shopping far away from my school, I found a T-shirt which was my favorite type, but when I was about to pay for it, I found the cash in my wallet is not enough for the payment, I left crestfallen. The next week, I heard a fellow student was going there; I was very exciting to call him and requested him to buy it back for me. I told him that in the Wild Pair, there was a t-shirt which I liked very much, the obvious feature of it was there was a sun in the chest of the T-shirt, he promised to bought it back for me. When the phone was hanged off, I was very glad to waiting for Jason and brought the T-shirt back for me. But when he got back and showed me the T-shirt, I am very surprised to see a different style T-shirt with a sun logo in the chest. It is not the one which I wanted to own, the one with the spells S. U. N. was right. In this matter, I learnt that I used the wrong contact style and did not express exactly. This is the cause of the misunderstanding.

3.2 Section B

3.2.1 The Shannon-Weaver mathematical model

(Shkaminski, 2009)

This model is the most commonly used modes in the low-level communication. So it is widely used in the daily life, and it is similar with the human community. And it is also able to provide an influential definition communication which is counter-intuitive, in the first errors in section A, it is very similar with the counter-intuitive, the body language of the customer was not to express the same as what was seen. So if pay more attention to what the information sender really wants to express, this kind of error can be avoided.

3.2.2 The Berlo’s model of communication

(Shkaminski, 2009)

In this model of communication, flexible is the biggest advantage and the content of the message is the central part as well as the receiver is the central part of the communication progress (Shkaminski, 2009). In the third error of part A, the man who will buy the T-shirt for me is the central part, and the S. U. N is the central part of the message, so if expressing the central part clearly, this kind of errors can be avoided easily.

3.2.3 Ivey model of communication

In this model, the coverage of communication styles is broad and it consistently exceed the need of the requirements (Tanke, 2000). It is easy to get information from the print, the speeches, the media, if the cultural backgrounds and customs of the audiences could be known in advance, this kind of errors can be avoided as the second error in section A.

3.2.4 The six examples

1. Seize the opportunity to speak; accurate attention to the concerns of information issued by the object of communication errors can be avoided, this can avoid the first error in the section A;

2. Correctly understanding the information of the Sender, such as the Cultural background, the habits and hobbies. This can avoid the second error in the section A;

3. Choosing the right is conducive to the communication. If the method was chosen properly, the third error can be avoided;

4. Do not believe the rumors can avoid unclear dispute;

5. Communication in writing can avoid the oral errors and uncertainties;

6. Singing is better able to express the meaning of welcome.

3.3 Section C

Communication is the necessary means of the message exchanging between people, no one is inseparable from social communication. If one is a sales staff, he need to sell his product, it is necessary to communicate effectively with customers (Smith, 2009). If one is a middle-level manager, in order to completed task, it is essential to use good communication. If one is the customer service staff in a company, good communication is the key to dealing with customer relationship with company. In the daily life (Wheeler, 2005), parents and children also need to communicate effectively; husband and wife also need good communication in order to enhance feelings of each other (Hayes, 2002).

With the development of the society and the diversification of forms of communication, the number of communication styles in daily life is increased with the communication diversity. So the communication skills also need to follow the communication development. That is a challenge especially for the young.

4.0 Conclusion

Of course, communication is a science and an art, good communication skills with each other allows people to have a good empathy so that people get the information they want, enhance mutual understanding, so that the two sides reached a consensus in the ease of mind. However, in the communication, if the two sides did not resonate, they said that they are always right, as the results the intended purpose will certainly be not to achieve. People also need to advance with the times to learn new ways to communicate and learn the new skills of communication.

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[comunisfera]

Hoy podríamos decir que la estructura profunda de un texto ha de ser formulada pragmáticamente, no semánticamente; es decir, ha de contemplarse al texto en su funcionamiento contextual, en su uso, y no limitarse a hacer un estudio lingüístico abstractivo del mismo. Paralelamente, el estudio de la composición y de la recepción ha tener una base a nivel textual: se tratará de lo que antes hemos denominado las macroestructuras que se activan en la actuación comunicativa. Nuestra segunda acepción de discurso, que es la que queremos resaltar aquí, será la de texto instrumentalizado en una situación comunicativa determinada. Serán competencia de una lingüística del discurso no sólo las estructuras de signos lingüísticos, sino también las modalidades de enunciación y las situaciones discursivas (cf. Lozano, Peña-Marín y Abril 35). La división entre langue y parole hace más que descuidar la sintagmática lingüística: relega muchas reglas de uso del sistema al campo de lo individual, lo no sistematizable. Esto equivale a ignorar lo que hoy entendemos por pragmática o a identificarlo a la semántica. Los gramáticos generativistas partidarios de lo que Gerald Gazdar llama la “hipótesis performativa” optan explícitamente por esta última solución, al pretender incluir el significado pragmático en la descripción semántica de las oraciones. Esta teoría ha sido enérgicamente refutada. Otra postura opuesta (y que resultaría en la imposibilidad de un estudio sistemático de la semántica) es la adoptada por los partidarios del contextualismo estricto para el estudio del significado, como Bloomfield. Bühler propone una cierta integración de ambos enfoques: el análisis de la significación necesita proponer una base intersubjetiva que sin embargo puede ser modificada en el acto concreto. La palabra usada en contexto adquiere un sentido específico que debe ser deducido por los oyentes con un “procedimiento detectivesco” —usando la inferencia y la inducción. Movida por un espíritu semejante, la semiótica norteamericana de Morris señala tres tipos de estudios semióticos. Los dos primeros han sido el objeto de estudio preferente de los lingüistas: son los sintácticos, referentes a la forma de los enunciados, a las relaciones de unos signos con otros, y los semánticos, que atienden a la significación de los enunciados, a las relaciones entre signos y objetos. El tercer tipo de estudios semióticos son los pragmáticos, relativos al uso que se hace de los sistemas de signo en la comunicación, a la relación entre los signos y sus usuarios (Lyons, Semantics 114 ss). La pragmática no se confunde con un estudio de la actuación individual tal como es definida por Chomsky (Aspects I.1). Podemos hablar de un estudio ideal de estructuras pragmáticas y de una competencia pragmática o competencia comunicativa. Los elementos de la comunicación lingüística que son objeto específico de los estudios pragmáticos son todos aquellos relacionados con el uso efectivo del lenguaje en una situación dada, todos aquellos necesarios para el estudio del lenguaje como texto o discurso: el enunciador, el receptor, la enunciación, los modelos de enunciado, los modelos de contexto. La pragmática debe llevar a cabo, por tanto, el estudio de los modelos de referencia efectiva del lenguaje a la realidad, una referencia que sólo se da en el uso efectivo del lenguaje en una situación comunicativa dada (Schmidt, Teoría 84).

José Ángel Garcfía Landa 1988-1998 Acción, Relato, Discurso: Estructura de la ficción narrativa http://www.unizar.es/departamentos/filologia_inglesa/garciala/publicaciones/ard/index.html (editado en red 2009)

3. Discurso