Approaches to language learning and teaching:
      Towards acquiring communicative competence through the four
      skills

Usó-Juan, Esther; Flor, Alicia Martínez

doi:10.1515/9783110197778.1.3

Cited by 48 publications

(42 citation statements)

References 6 publications

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“…The widely accepted view is that the primary goal of Second Language(L2) instruction is establishing and developing the communicative competence of learners and one of its most vital components, that is pragmatic competence ( Bachman, 1990;Celce-Murcia, Dörnyei and Thurrell,1995;Usó-Juan and Martínez-Flor, 2006). Pragmatic competence is recognized as the ability of learners to make use of a variety of linguistic formula appropriately when communicating in a context that is socially and culturally specific.…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Teaching Formulaic Politeness Strategies in Making Request to Undergraduates in an ESL Classroom

Tan¹,

Farashaiyan²

2012

ASS

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It is widely acknowledged that the main thrust of second language (L2) teaching and learning is establishing and developing the communicative competence of learners. Especially, in recent years, the focus has shifted more towards intercultural communicative competence (ICC). As such, it is more practical that educational endeavors should be directed both towards the grammar or lexis of the target language as well as the appropriate use of these grammatical and lexical systems in a variety of situations by considering different social and contextual factors. Therefore, this study embarks on the effect of explicit instruction of formulaic politeness strategies among Malaysian undergraduates in making request. Sixty Malaysian undergraduates participated in the study. The students included two groups of intervention and control groups. The data were cumulated through three tests, namely open ended completion test, a listening test and an acceptability judgment test. Treatment or experimental group received explicit instruction with structured and problem-solving and input tasks. The comparison was made between the performance of treatment group and that of control in terms of the pre-test and post-test. The findings show that the treatment group outperformed significantly than the control group. This matter is suggestive that in this probe, explicit form-based instruction was successful for learners to comprehend and produce the English politeness strategies effectively in making request. The findings of this study will be beneficial for material developers and teachers to make use of form-focused strategies more effectively to teach second language pragmatic features to Malaysian students.

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Section: Introductionmentioning

confidence: 99%

The Effectiveness of Teaching Formulaic Politeness Strategies in Making Request to Undergraduates in an ESL Classroom

Tan¹,

Farashaiyan²

2012

ASS

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“…These include Usó-Juan and As can be seen in the figure, the authors draw from Celce-Murcia et al (1995) in placing discourse competence as a central element necessary to achieve communicative ability. In Usó-Juan and Martínez-Flor's (2006) model, the 4 abilities that enhance discourse competence -strategic, linguistic, pragmatic and intercultural competences -hold the same importance. In particular, pragmatic competence is operationalized as knowledge of the illocutionary force of an utterance and of the contextual factors in which it is produced.…”

Section: Pragmatic Competence As An Element Of Communicative Competencementioning

confidence: 99%

Acculturation and acquisition of pragmatic routines in the study abroad context

Hernández¹

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“…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.…”

mentioning

confidence: 99%

Teaching intercultural communicative competence through the four skills

Usó-Juan

Flor

2008

RAEI

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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

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Approaches to language learning and teaching: Towards acquiring communicative competence through the four skills

Cited by 48 publications

References 6 publications

The Effectiveness of Teaching Formulaic Politeness Strategies in Making Request to Undergraduates in an ESL Classroom

The Effectiveness of Teaching Formulaic Politeness Strategies in Making Request to Undergraduates in an ESL Classroom

Acculturation and acquisition of pragmatic routines in the study abroad context

Teaching intercultural communicative competence through the four skills

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