No abstract

The purpose of this study is twofold: first, to estimate the contribution of discipline-related knowledge and English-language proficiency to reading comprehension in English for academic purposes (EAP) and, second, to specify the levels at which the compensatory effect between the two variables takes place for successful EAP reading. The participants in the study were 380 native Spanish-speaking undergraduates who exhibited a wide range of proficiency in English as a foreign language and knowledge of the topics being tested. Scores for the 3-criterion variables (discipline-related knowledge, English proficiency level, and academic reading) were subjected to 6 multiple regression analyses. The results indicated that English proficiency accounted for a range varying between 58% and 68% of EAP reading, whereas discipline-related knowledge accounted for a range varying between 21% and 31%. The exact levels at which the compensatory effect between the two variables takes place for successful academic reading are provided, and pedagogical implications are suggested.

No abstract

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. 158 Revista Alicantina de Estudios Ingleses

No abstract