Linguistic competence, Communicative Competence and Interactional Competence

Abdulrahman, Nishad Chathamkulam; Abu-Ayyash, Emad A. S.

doi:10.24297/jal.v10i0.8530

Cited by 20 publications

(20 citation statements)

References 40 publications

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“…The instructors can benefit from them in being effective pedagogical tools that combine learning outcomes with teaching objectives (Luptakova & Selesova, 2016). Accordingly, communicative competence covers three key competencies namely: linguistic competence (grammar, vocabulary, and pronunciation), sociolinguistic competence (community values, rules, and culture), and pragmatic competence (application of the above components) (Abdulrahman & Ayyash, 2019). In the current study, the essence of communicative competence is interpreted as an integrated account of linguistic, sociolinguistic, and pragmatic knowledge, skills, and personal traits that are applied in the context of the students' professional field.…”

Section: Literature Reviewmentioning

confidence: 99%

Promoting Learning-Purpose Communication Cases in Development of FL Specialism Communicative Competencies in EL Teacher Students

Komar

Yasinska

et al. 2021

IJLTER

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The purpose of the study was to identify how promoting learning-purpose communication cases impacts students’ communication competencies, and how this instructional model is perceived by the sampled students. 163 (119 students and 44 lecturers) from the Borys Grinchenko Kyiv University and Drahomanov National Pedagogical University were the participants used in this study. The study integrated quantitative and qualitative methods for data collection. The instruments for the study were: the ESP test, the originally designed baseline study questionnaire, teacher and student-peer observation checklists, the Mental Speed Test, the originally designed self-reflection scale, and focussed group interview. The latter was administered to identify the perception of this instructional model by both students and teachers. The study found that the instructional model positively influences students’ specialism purpose foreign language communicative competencies mainly in spoken production and spoken interaction, information processing speed, and self-reflection abilities. The results of the baseline study survey indicated that both teachers and students associated the concept of communicative competence and focused their efforts on teaching/learning grammar, vocabulary, and pronunciation in the ESP course. The results also revealed the feasibility of the instructional model used in the study. The interviewed students’ judgments of the course delivery model were also complimentary, wherein the majority of the respondents appreciated the ESP classes based on promoting learning-purpose communication cases.

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Section: Literature Reviewmentioning

confidence: 99%

Promoting Learning-Purpose Communication Cases in Development of FL Specialism Communicative Competencies in EL Teacher Students

Komar

Yasinska

et al. 2021

IJLTER

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“…Another role of sociolinguistic is its contribution to the development of various approaches and methods of language learning. This contribution was initiated by Hymes' concept of communicative competence (Abdulrahman & Ayyash, 2019). This concept emphasizes competence to communicate.…”

Section: Sociolinguistic Competence and Efl Studentsmentioning

confidence: 99%

The Effectiveness of E-Learning-Based Sociolinguistic Instruction on EFL University Students’ Sociolinguistic Competence

Mujiono¹,

Herawati²

2021

INT J INSTRUCTION

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This study examined E-Learning-based sociolinguistic instruction's effectiveness of EFL university students' sociolinguistic competence. This study applied a quasiexperimental method with the Non-Equivalent Control Group Design. The participants of this study were 76 students purposefully recruited from a University in Malang, Indonesia. They were English Education majors and took the sociolinguistics course. The data were collected by a sociolinguistics test to measure the participants' sociolinguistic competence and analyzed using the independent sample t-test and Normalize Gain. The findings showed that the sociolinguistics competence from groups of students who had learned through elearning based on sociolinguistics instruction differs significantly from groups of students who had learned through face to face. The findings also showed that the experimental group was better in their post-test scores than the control group. The use of e-learning-based Sociolinguistic instruction contributed to developing EFL University Students' Sociolinguistic competence.

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“…In literature, the notion of linguistic competence is associated with two domains such as language -in some sources, it is the knowledge of grammar, written language along with their sociocultural contexts -and ability to use it adequately for oral and written discussions (Tarango & Machin-Mastromatteo, 2017). The term 'linguistic competence' is also used as a synonym to the communicative competence that is seen as language rule-governed behaviour determined by the use of those rules in certain contexts (Abdulrahman & Abu-Ayyash, 2019). According to the concept of '21 st Century Skills and Competences', linguistic competence is defined within the context of three dimensions such as information, communication, and social-related (Ananiadou & Claro, 2009).…”

Section: Linguistic Competencementioning

confidence: 99%

“…According to the concept of '21 st Century Skills and Competences', linguistic competence is defined within the context of three dimensions such as information, communication, and social-related (Ananiadou & Claro, 2009). In language teaching, linguistic competence is associated with three components such as cohesion and coherence, vocabulary (lexical resource), accompanied by grammar, and accuracy (Abdulrahman & Abu-Ayyash, 2019;Varpe, 2013).…”

Section: Linguistic Competencementioning

confidence: 99%

Use of Moodle LMS-Based Tests for Enhancing Linguistic Competence of Students Majoring in Foreign Language Philology

Kharchenko

Semashko

Dolynskiy

et al. 2021

JCT

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The purpose of the study is to identify how the speech production component of the linguistic competence, which seems to be a deficiency of using the Moodle LMS in the language training, can be enhanced through the use of the voice-administered language tests. Ten Moodle-based voice-administered language tests were designed, piloted, and employed to influence the stages of speech production component and English language proficiency level both seen as an approach to enhancing the linguistic competence of students majoring in foreign language Philology. The tests assessed the components of linguistic competence such as cohesion and coherence, vocabulary (lexical resource), along with grammar, and accuracy. The course satisfaction survey was used to study the experimental group students’ perceptions towards the use of voice-administered language tests to develop linguistic competence. It was found that the designed Moodle-based voice-administered language tests could be considered a feasible and reliable option to enhance the linguistic competence in the students majoring in Foreign Language Philology. The tests had influenced the stages of the speech production component and English language proficiency level, in general. They also improve students’ cohesion and coherence, vocabulary (lexical resource), grammar, and accuracy that are seen as components of linguistic competence. Due to the intervention, there was a considerable shift in the EG students’ English vocabulary profile. There was a movement to higher levels of proficiency in the use of vocabulary compared to the CG students whose growth was marginal, mostly in the B1 level. It was also found that the EG students were generally satisfied with the intervention, the design and content of the tests, and the effectiveness of the tests in developing linguistic competence.

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Linguistic competence, Communicative Competence and Interactional Competence

Cited by 20 publications

References 40 publications

Promoting Learning-Purpose Communication Cases in Development of FL Specialism Communicative Competencies in EL Teacher Students

Promoting Learning-Purpose Communication Cases in Development of FL Specialism Communicative Competencies in EL Teacher Students

The Effectiveness of E-Learning-Based Sociolinguistic Instruction on EFL University Students’ Sociolinguistic Competence

Use of Moodle LMS-Based Tests for Enhancing Linguistic Competence of Students Majoring in Foreign Language Philology

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