Search results for "Communicative competence"
showing 10 items of 51 documents
How do presenters engage with their audience? Speakers multimodal interpersonal behaviour in research dissemination talks
2020
Abstract Speakers in research dissemination talks are challenged with the need to connect with an audience that does not necessarily share their knowledge and expertise. This communicative situation can be particularly challenging for speakers using English both as a foreign language and for academic purposes. This study combines multimodal and ethnographic methods to explore how speakers of dissemination talks engage with their public. It focuses on four presenters’ use and combination of language, paralanguage, kinesics, proxemics and gaze during intensive moments of engagement. The results show that these interpersonal rich points consist of dense multimodal ensembles that serve to short…
Openness to experience as a predictor of L2 WTC
2018
Abstract This paper aims to provide empirical evidence for the relationship between openness to experience and L2 willingness to communicate (WTC). The study posits that openness as a personality dimension may have a dual effect—both direct and indirect—on one's L2 WTC levels. First, openness directly influences L2 WTC through its stable character, shaping one's cognition, affect and behaviour. Also, it has a possible dual indirect impact by mediating perceived communicative competence and language anxiety. According to the results of step-wise multiple regression, openness can be regarded a significant predictor of L2 WTC, explaining 21% of its variability. It may be concluded that student…
Secondary school students’ collaboration during dyadic debates face-to-face and through computer chat
2009
Communicative competence needed in today's constructive learning environments both in virtual and physical classrooms requires most of all critical and argumentative thinking skills as well as abilities to use reciprocal and collaborative language. This study clarifies the quality of secondary school students' collaboration in dyadic face-to-face and computer chat debates during argumentative discussions. The speech acts produced in 24 debates were first classified into either on-task or off-task categories. The on-task speech acts were then further classified into six collaborative and two non-collaborative categories. The students commonly presented questions and made requests for clarifi…
Taller de Escritura Creativa para el desarrollo de la Competencia Literaria en Brasil
2015
RESUMEN Este artículo describe una propuesta de innovación docente basada en la corriente educativa de la Educación para el Desarrollo, así como la mejora de Competencia Comunicativa en L2 y de las Competencias Literarias e Interculturales por medio de un taller diseñado para tal fin. El propósito de este artículo es doble: por un lado mostrar las posibilidades que ofrece el Taller de Escritura e Ilustración Creativa para el desarrollo de las Competencias Literaria, Intercultural y Comunicativa en L2. Se muestra cómo el taller cumple con las directrices marcadas por la Educación para el Desarrollo que se describe en el marco teórico. El segundo objetivo es narrar cómo se han organizado, coo…
Oppilaiden kaikupuheen tehtävät kielellisesti epäsymmetrisissä luokkahuonekeskusteluissa
2017
Repeating the words of the conversational partners gives the persons with restricted communicative abilities a possibility for taking an active part in and exerting some control in the conversational interaction. Earlier research has approached the repeats with two different viewpoints: they have been considered either as problematic and meaningless echolalia, or as motivated communication meaningful for speakers themselves. This paper examines the functions for which students with special needs use repetition in their interaction with teachers and the ways in which teachers treat these echolalic responses in classroom talk. The research data consists of the video-recordings of lessons in o…
Qualitative Evaluation of Emotional Intelligence During Conversation Classes
2014
For centuries the main emphasis in education has been placed upon cognitive abilities. Emotional aspects have long been neglected and on occasion not even considered at all. Nevertheless, it is not only parents at present who have to assume responsibility for shaping emotions of their children. The introduction of emotional intelligence in the school curriculum is seemingly inevitable and promises to bring about a radical change in educating the whole human being. This study examines the impact of emotional intelligence on the first year students’ communicative competence. The author of this article created a training program entitled ‘Activities for Developing Emotional Intelligence in SLA…
Blending Literature and Foreign Language Learning: Current Approaches
2013
The aim of this chapter is to discuss the place of literature in foreign language learning and teaching contexts, and to show reasons of using literary texts for the development of communicative competence, intercultural communicative competence, and for individual as well as social human growth. Although literature and language teaching had been following separate paths, currently a strong tendency emerges of integrating language and literature teaching across proficiency levels. This tendency results from the recognition of the roles that literacy, multiliteracies and multimodality play in the life of humans in the 21st century. Respected bodies such as the Council of Europe or Modern Lan…
Effective Teacher Training: Teacher Lectures in Comparison with Student Power Point Presentations
2013
National (dispositions of the Ministry of Education in Poland 2004, 2006) and international (Common European Framework of Reference for Languages 2001) documents provide many guidelines and suggestions about the competencies that foreign language teachers of today should develop to meet the desired standards and obtain the necessary qualifications. These qualifications comprise knowledge and a wide range of skills. The focus of this chapter is on knowledge since it is the foundation for the development of teaching skills and of a reflective approach to one’s teaching practices. In Polish tertiary education institutions the so-called “theoretical knowledge” has been imparted by means of lect…
Sensitizing Foreign Language Learners to Cultural Diversity Through Developing Intercultural Communicative Competence
2011
Language and culture are intricately interwoven thus teaching and learning a language inevitabely involves teaching and learning culture of its users. However, this always raises a question about which culture is involved, how the concept is understood and what it means for foreign language learners as well as for native speakers of the language involved. Culture is not monolithic, it comprises a variety of cultural practices that people engage in across a range of social configurations they participate in. The present chapter addresses current concepts of culture in the context of foreign/second language learning, discusses how they relate to foreign language teaching practices (as illustr…