Communicative Competence

This work concerns studies related to strategic development of products in which bio-based plastics are or will be applied, referred to as bio-based products. The studies cover (1) current and potential benefits of bio-based products in extended value chains including activities after end-of-life of products, (2) value communication between stakeholders in extended value chains, and (3) creating an integrated development approach for optimized bio-based products. Most existing models for value chains were found to be one-way single-flow models to which iterations and interactions have been added to obtain realistic representations of best practices. Interviews of thirteen professionals clarified some barriers between the current implementation of bio-based plastics and the ideal sustainable value chain fulfilment. The most noticeable barriers included trustful information sharing, information and knowledge gaps, sub-optimum application of bio-based plastics, and the need for facilitating product design. The main designers' needs are increased integrated literacy related to bio-based materials, eco-effectiveness and a more effective communication competence in value chains. Based on all findings, six approaches of design tasks integration into value chains have been proposed. These approaches encourage designers to think and act widely across value chains and particularly help implement life cycle thinking to achieve profitable sustainability.

This paper attempts to provide certain advice for Georgian teachers of English who aim to develop both the linguistic and communicative competences of their students. Hence, the paper focuses on the challenges related to the development of linguistic competence, embracing vocabulary and grammar issues. In this regard, typical errors of Georgian learners of English are analysed. Hints are provided as to what issues should be addressed with the aim of avoiding native language interference. The theoretical basis for the given research embraces scientific works by R. Lado, C. Fries, C. Prator, G. Leech and other scholars. The use of the contrastive method has enabled the author to identify the basic semantic and structural differences between the native and the target languages (in this case, Georgian and English). The empirical material has been collected and analysed during twenty years of teaching experience at the English Department of Tbilisi State University. It is widely known th...

The assessment of communication competence has become a major priority of medical educational, policy, and licensing organizations in the United States and Canada. Multiple tools are available to assess communication competence, but there are few studies that compare the tools. A consensus panel of six family medicine educators evaluated 15 instruments measuring the physician-patient interview. The primary evaluation criteria came from the Kalamazoo Consensus Statement (KCS), which derived from a multidisciplinary panel of experts that defined seven essential elements of physician-patient communication. We evaluated psychometric properties of the instruments and other assessment criteria felt to be important to family physicians (exploring family issues, interview efficiency, and usability/practicality). Instruments that received the highest ratings on KCS elements were designed for faculty raters and varied in their practicality/usability ratings and psychometric properties. Few in...

The aim of this article is to contribute to laying a theoretical foundation for visually communicating competence through PechaKucha presentations. PechaKucha is a PowerPoint presentation format consisting of 20 slides that are shown for 20 seconds each. This article argues that the PechaKucha presentation format can be aligned with Nonaka's SECI model (socialization, externalization, combination, internalization) to look at competences from a knowledge creation perspective. From a managerial perspective, the theoretical discussion in this article can be used in organizational settings to share knowledge through PechaKucha presentations between people with different backgrounds. On the other hand, from a research perspective, this article has at least two implications. First, by combining semiotics with knowledge management this article attempts to renew the call for a semiotic/ linguistic perspective to knowledge management. Second, by combining visual communication with written and oral communication, the author calls for a more holistic approach to knowledge-related research in organizational settings.

La competencia comunicativa, en una lengua extranjera, puede ser promovida si se diseña un programa de trabajo y una serie de actividades que apunten a dinamizar la clase de Inglés en estudiantes de la escuela elemental, específicamente en el grado 5°. En este sentido la dirección del docente y la selección y monitoreo de actividades deben permitir a los estudiantes avanzar en la adquisición de vocabulario, manejo de la gramática en contexto y la evaluación constante con incremento en el grado de dificultad. Los anteriores elementos muestran el avance significativo en la adquisición de la competencia comunicativa oral y escrita en 4 cohortes del Colegio Corazonista de Medellín.

The teaching of a language is linked to the development of cultural competence in that
language. Given the variety and complexity of cultures in the classroom, especially in
immigration contexts, and the cultural distance that may exist, the teacher is sometimes
overwhelmed by the difficulty of guiding and guiding the development of this competence. In this study we analyze the essential concepts of the cultural component in the Spanish as a foreign language classroom, with special attention to the perspective that the teacher should have about them to help in the decision making process.

The promotion of communicative competence in students play a key role in schools for the purpose of improving social, emotional and coexistence relationships in Secondary Education students. The development of said competence can represent a great strategy to improve conflicts in the classroom, notably bullying. We used a quasi-experimental pre-test and post-test control group design with a sample of 55 students from the city of Salamanca (Spain) to analyse the level of conflict and their perceptions about bullying during the 2017–2018 academic year. The anti-bullying programme called the Improvement of Coexistence and Communicative Competence (ICCC) programme used is. The behaviour of students based on their level of coexistence with the group of classmates was measured by the INSEBULL instrument (Bullying Assessment Instrument), which added one more dimension of own elaboration. The results showed that, even though the significant levels of conflict, they decreased substantially o...

Purpose -The purpose of this paper is to provide a conceptual framework for the study of communication during organisational change. Although there is an enduring interest in studying (internal) communication during organisational change, there is still little or no empirical research on the topic. Design/methodology/approach -In this conceptual paper a framework is presented on how to study communication during organisational change and how communication could prevent resistance to change. The framework leads to six propositions in which aspects of communication, such as information, feelings of belonging to a community, and feelings of uncertainty, have an influence on resistance to change, which will affect the effectiveness of the change effort. Findings -A distinction between the informative function of communication and communication as a means to create a community was made. In the suggested model communication has an effect not only on readiness for change, but also on uncertainty. Originality/value -This framework can be used by researchers and practitioners to study, guide, frame and model empirical research into this area in the future, and can be used to compare different change programs, within different organisations, to study the contribution of (internal) communication in the success or failure of the change.

The role of grammar instruction is inevitably important for second and/or foreign language mastery. Unfortunately, in practice, many English teachers in foreign language contexts such as in Indonesia still teach grammar deductively; that is, learners are provided the grammar rules and examples, are told to memorize them, and then are asked to apply the rules to other examples. This particular method of teaching is believed to produce learners who cannot use the language communicatively although they have considerable knowledge of grammar rules. It has also been seen as contributing to learners’ passive participation and negative feelings towards grammar learning. The aims of this paper are to give an alternative solution to that problem by offering some ideas of game-based activities and to investigate students’ perception of the implementation of communicative game-based grammar learning. Using pre- and post-study questionnaire, the research study was conducted with 30 adult EFL le...

Assessment of oral skills in language learning has traditionally been carried out by means of an oral interview. In overcrowded courses these sessions become tiresome for evaluators and for students, who are negatively influenced by a stressful environment. This article delves into new teaching and oral assessment alternatives in the context of ECTS and of the European Framework of Reference for Languages, with a strong emphasis on communicative competence and ICT academic integration. We discuss a method of oral testing through Digital Story presentations for a C1-levelled English Course; the assessment approaches therein combining teacher and peer-evaluation, which are supported by an educational online network and by online survey software. In the light of our preliminary results, we can claim that this new assessment method strengthens students'communicative competence, and also their acquisition of further social and digital skills required in the ECTS context. EL DESARROLO DE I,A COMPETENCIA COMIINICATTVA A TRAVÉS DEL REI,ATO DIGITAL Resumen En el aprendizaje de lenguas, Ias habilidades orales han sido tradicionalmente evaluadas por medio de una entrevista. En asignaturas The Groue.Worhing Papers on English Studies 18 (2011): 285-303.

การวิจัยครั้งนี้ มีวัตถุประสงค์เพื่อศึกษาความสามารถทางการสื่อสารภาษาอังกฤษ กลวิธีการเรียน และแรงจูงใจในการเรียนภาษาอังกฤษ และศึกษาความสัมพันธ์ระหว่างความสามารถทางการสื่อสารภาษาอังกฤษของนิสิต กับกลวิธีการเรียน และแรงจูงใจในการเรียนภาษาอังกฤษ ของนิสิตสาขาภาษาอังกฤษ คณะศิลปศาสตร์ มหาวิทยาลัยพะเยา ประชากรที่ใช้ในการวิจัยครั้งนี้คือ นิสิตที่กำลังศึกษาอยู่ชั้นปีที่ 1 – 3 จำนวน 400 คน ตัวอย่างคือ นิสิตชั้นปีที่ 1-3 จำนวน 144 คน โดยการเลือกกลุ่มตัวอย่างแบบบังเอิญ (accidental sampling) เครื่องมือที่ใช้ในการวิจัย ได้แก่ แบบทดสอบความสามารถทางการสื่อสารภาษาอังกฤษ แบบสอบถามกลวิธีการเรียน และแบบสอบถามแรงจูงใจ แบบประมาณค่า 5 ระดับ ค่าความเชื่อมั่นที่ .95 และ .91 ตามลำดับ ทำการวิเคราะห์ข้อมูลด้วย ร้อยละ ค่าเฉลี่ย ส่วนเบี่ยงเบนมาตรฐาน ทดสอบค่า t แบบ independent และหาค่าสัมประสิทธิ์สหสัมพันธ์แบบเพียร์สัน (r)
ผลการวิจัยพบว่า
1. นิสิตส่วนใหญ่มีความสามารถทางการสื่อสารภาษาอังกฤษอยู่ในระดับต่ำ โดยนิสิตมีการใช้กลวิธีการเรียนภาษาอังกฤษภาพรวมอยู่ในระดับปานกลาง เมื่อพิจารณาตามกลุ่มระดับความสามารถพบว่ากลุ่มปานกลางมีการใช้กลวิธีการเรียนมาก และกลุ่มต่ำมีการใช้กลวิธีการเรียนน้อย นอกจากนี้ยังพบว่านิสิตมีแรงจูงใจในการเรียนภาษาอังกฤษโดยภาพรวมอยู่ในระดับมาก
2. ความสามารถทางการสื่อสารของนิสิตมีความสัมพันธ์กับกลวิธีการเรียนอย่างมีนัยสำคัญทางสถิติที่ระดับ .01

This study investigated the similarities and differences between Egyptian Arabic and US English communication style by focusing on the speech act of making refusals. A modified version of the 12-item discourse completion test (DCT) developed by Beebe, Takahashi, and Uliss-Weltz (in: R. Scarcella, E. Anderson, S. Krashen (Eds.), Developing Communicative Competence in a Second Language, Newbury House, New York, 1990, p. 55) was used to elicit data. The DCT consisted of three requests, three invitations, three offers, and three suggestions. Each situation type included one refusal to a person of higher status, one to a person of equal status, and one to a person of lower status. To more closely simulate real-life communication and because Arabic is a diglossic language, an interviewer read the situation aloud and the participants responded verbally on audiotape, Egyptians in Arabic and Americans in English. Audiotapes were transcribed, the Egyptian tapes into Arabic and the American tapes into English. Thirty US interviews resulted in 358 refusals and 25 Egyptian interviews resulted in 300 refusals. The refusals were divided into strategies. Using a modified version of the coding categories developed by Beebe et al., two trained coders categorized the strategies. Intercoder reliability was 89% for the US data and 85% for the Arabic data. Data were analyzed according to frequency types of strategies, the direct/indirect dimension of communication style, gender, and status. Results suggest that both groups use similar strategies with similar frequency in making refusals. They differ, however, in the frequency of indirect strategies with Egyptian males using less indirection than Americans. r

Enhancing the development of intercultural communicative competence in business and study environments explores the development of intercultural communicative competence in English language teacher training and management. The author asks how establishing effective and appropriate behaviour within intercultural communication can promote effective communication in teacher training programmes and in management training. To answer this question, the article explores how the concept of intercultural sensitivity is integrated into intercultural communicative competence in training programmes and how it can facilitate the development of overall sensitivity. In doing so, it identifies some of the enabling and hindering features that shape the development of intercultural communicative competences in English language and culture in training courses in management or university.

This paper seeks to address omissions in previous research by identifying a future competency profile for design engineers. A three-phase methodology using both quantitative and qualitative methods was employed. A competency profile for the future design engineer, 10 years hence, was generated. The profile consisted of 42 competencies divided into the following six competency groups (in descending order of criticality): personal attributes, project management, cognitive strategies, cognitive abilities, technical ability, and communication. Furthermore, non-technical competencies were forecast to become increasingly important in the future. Results were discussed with reference to their implications for the design engineering industry.

The ability to comprehend and use metaphors in L2 which is referred to as metaphorical competence is an important issue in second language acquisition. Metaphors are so pervasive in our life that we might not realize their presence and simply neglect them even in our first language. Different models of communicative competence have been suggested in the literature; however, the model of Bachman and Palmer (1996) is the one considered in the present study. It includes two major nodes of organizational and pragmatic competences. Under the organizational competence are grammatical and textual competences, and pragmatic competence includes illocutionary and sociolinguistic competences. In this paper it is argued that among the many competences required to be considered proficient in a language, metaphorical competence is also central. As such, after illuminating the concept of metaphor and metaphorical competence, some models of communicative competence (CC) are presented. Moreover, in line with Littlemore and Low (2006), it is emphasized that metaphorical competence which is present in most of the components of CC should receive more attention in L2 classrooms. In fact, it is concluded that having an acceptable metaphorical competence contributes to the learners' overall communicative competence.

This book is the product of four years of intensive collaboration among a small group of people, some of whom had not met each other before the project began. We are friends now, which we count as the project's most important achievement. If the group has ...

This study investigates characteristics of test-taker performance on IELTS Speaking Part 2 at Levels 5, 6 and 7 focusing on test-takers' strategies for producing comprehensible, high-quality speech with various devices. The features of performance identified in the study were co-referenced with the IELTS Speaking Band Descriptors. The study investigated the features of discourse competence observed in IELTS Speaking Part 2 performance and how the distinctive features of performance correlate to the IELTS Speaking Band Descriptors. Scholars attempted to elaborate the notion of discourse competence as a part of their pursuit for further understanding of communicative competence (eg, Bachman & Palmer 1996; Chalhoub-Deville 2003; Purpura 2008). While there seems to be consensus on the importance of greater understanding of discourse competence as a means of further understanding communicative language ability and L2 proficiency in general, a detailed study of discourse competence appears to have been somewhat neglected (Kormos 2011; Purpura 2008), particularly into speaking performance. Discourse competence is one of the four categories identified in the IELTS Speaking Band Descriptor. In order to fill this gap, the current study undertook detailed examination of test-taker oral discourse at three proficiency levels. The transcribed 58 speech samples (18-20 examples at each level) of IELTS Speaking Part 2 were analysed both quantitatively and qualitatively. The features of discourse competence analysed in the current study included both cohesive devices (use of reference, ellipsis and substitution, lexical cohesion, conjunctions) and coherence devices (ie, text generic structure and theme-rheme development). The in-depth analysis revealed that some features of discourse (eg, use of a wider range of conjunctions, more accurate use of referential expressions) were more distinctively observed in the higher-level test-taker performance than the lower level test-takers, but other features (eg, ellipsis and substitution, use of reference) were not clearly distinguished across the levels. These findings contribute to further understanding of the nature of oral proficiency; they also supplement IELTS Speaking Band Descriptors with features of test-taker discourse empirically identified in the test-taker performances. Furthermore, the results will inform language teachers of characteristics of oral proficiency to be targeted in L2 instruction. Full text available at: https://www.ielts.org/teaching-and-research/research-reports/online-series-2015-5

El libro Competencia en comunicación lingüística forma parte de la colección "Competencias Básicas en Educación", una iniciativa de Alianza Editorial, dirigida por Álvaro Marchesi, cuyo objetivo fundamental es proporcionar a los docentes orientaciones que faciliten, por un lado, la comprensión de los nuevos conceptos propuestos en la Ley Orgánica de Educación (LOE) y, por otro, la aplicación del nuevo currículumentendido como el conjunto de objetivos, competencias básicas, contenidos, métodos pedagógicos y criterios de evaluación-en el aula. Esta colección constituye un valioso aporte para llevar a cabo un cambio impostergable: la transición desde una educación centrada en la adquisición de conocimientos a una educación centrada en la adquisición de competencias que habiliten a los estudiantes para participar y formar parte de la vida privada, social, cultural, pública, académica y profesional. Son once los títulos que la integran y, en conjunto, abordan el tema de las competencias en los currículos de las diferentes áreas de educación.

This dissertation aimed at exploring the field of nonverbal communication (NVC), highlighting and identifying some of the main contributions to the scientific research in the field. Furthermore, the concluding chapter was devoted to the application of the research on NVC to the sphere of politics, in order to underline its connections to the perception of leadership.
The way theories and facts are presented is meant to be chronological, although the aim of this work is to merge together different approaches to the subject, with the linguistics approach serving as overarching framework.
The second chapter is entirely focused on one of the most common applications of the theoretical studies on NVC: politics.
Since the positive implications of a powerful non-verbal communicative behaviour have been foregrounded, many experts identified its potential when applied to fields where persuasion plays a crucial role, such as teaching, marketing, sales, negotiation and political campaigns.
I chose this topic after I developed a strong interest in the verbal counterpart of communication, which was one of the core courses in the final year of my undergraduate studies. My aim was to delve into the different aspects of communicative behaviour displays and to develop a broader picture of the recent studies on human communication.

Speech is an important language skill used for communicating. It is the creative oral language skill that allows one to produce a logical spoken statement in order to express oneself meaningfully. For an effective communication, teaching of speaking skill at schools is of great importance. It is found that in Pakistan, speaking skill is not effectively taught at Government Secondary Schools. The objective of this study was to investigate the perceptions of Government Secondary School English teachers about the challenges they face in teaching English speaking skill to their students. Communicative competence presented by Dell Hymes in the 1960s, provided the theoretical framework for this study. The participants of this study were 100 Government Secondary School English teachers of Quetta city, out of whom 50 were male and 50 females. Data was collected using five items Likert scale questionnaire. Data was analyzed using SPSS. The findings revealed that the majority of English teach...

La investigación doctoral que aquí se presenta tiene por objeto investigar en qué medida la falta de competencia comunicativa oral en la lengua B es una realidad en el aula de interpretación del Grado de Traducción e Interpretación en España y cómo afecta al rendimiento en la formación en esta disciplina. Generar evidencias y datos concretos acerca del impacto de la competencia comunicativa oral en la lengua B sobre el rendimiento en las asignaturas de interpretación es clave para construir un argumentario sólido que sirva para impulsar cambios orientados hacia un mayor desarrollo de la competencia comunicativa oral en el primer ciclo del Grado en Traducción e Interpretación. A nuestro entender, esto será fundamental para garantizar la excelencia académica y profesional de traductores e intérpretes formados en universidades españolas.
A raíz de los estudios llevados a cabo en el marco de esta tesis doctoral pudimos constatar empíricamente que el nivel de competencia comunicativa oral en la lengua B de una parte importante de la muestra estudiada (estudiantes del cuarto curso del Grado de Traducción e Interpretación de la Universidad de Granada con la lengua B alemán) efectivamente es significativamente menor del ideal para el aprendizaje de la interpretación. A su vez, logramos evidenciar que el nivel de desarrollo de dicha competencia se relaciona claramente con el rendimiento en las asignaturas de interpretación.
Observamos además indicios claros sobre el efecto beneficioso en el rendimiento del alumno de un feedback detallado y personalizado acerca de su competencia comunicativa oral en la lengua B al inicio de una asignatura de interpretación. Sobre la base de estos datos empíricos y la teoría desarrollada en el trabajo acerca de la competencia comunicativa, la motivación y la enseñanza de lenguas en el contexto de los estudios de Traducción e Interpretación, formulamos una serie de propuestas concretas orientadas hacia un mayor fomento de las destrezas orales en el marco de estos estudios universitarios.

The MLJ reviews books, monographs, computer software, and materials that (a) present results of research in-and methods of-foreign and second language teaching and learning; (b) are devoted to matters of general interest to members of the profession; (c) are intended primarily for use as textbooks or instructional aids in classrooms where foreign and second languages, literatures, and cultures are taught; and (d) convey information from other disciplines that relates directly to foreign and second language teaching and learning. Reviews not solicited by the MLJ can neither be accepted nor returned. Books and materials that are not reviewed in the MLJ cannot be returned to the publisher. Responses should be typed with double spacing and submitted electronically online at our Scholar One Manuscripts address

Previous literature has suggested that game-based learning could improve students' engagement and involvement in their learning processes, which in turn would improve their performance. Due to the expansion of the internet, massively multiplayer online role-playing games (MMORPG) has become a popular game genre and serves as a valuable tool for second language learning. This study investigated players' perceptions towards the usefulness of MMORPG as an interactive environment for second language learning. A questionnaire was developed and administered to 121 randomly selected experienced players of the game Ragnarok Online in international servers. Results showed that the participants have an overall positive perception towards the usefulness of MMORPG as an interactive environment for second language learning. From the analysis, the participants generally agreed that playing MMORPG is helpful in developing communicative competence in the target language through interactions with other players. The anonymity of the game design serves to lower language anxiety among players and boosts their confidence in using the target language in communication. The participants also agreed that MMORPG is useful in providing realistic situation for using English in communication and increasing learning motivation, as well as providing a vast repertoire of vocabulary through the gameplay. In addition, the participants have an overall positive perception towards the idea of integrating MMORPG to supplement the teaching and learning of English. The issues and suggestions of how playing MMORPG can potentially inform or transform second language pedagogy were discussed.

Communities have the potential to function effectively and adapt successfully in the aftermath of disasters. Drawing upon literatures in several disciplines, we present a theory of resilience that encompasses contemporary understandings of stress, adaptation, wellness, and resource dynamics. Community resilience is a process linking a network of adaptive capacities (resources with dynamic attributes) to adaptation after a disturbance or adversity. Community adaptation is manifest in population wellness, defined as high and non-disparate levels of mental and behavioral health, functioning, and quality of life. Community resilience emerges from four primary sets of adaptive capacities-Economic Development, Social Capital, Information and Communication, and Community Competence-that together provide a strategy for disaster readiness. To build collective resilience, communities must reduce risk and resource inequities, engage local people in mitigation, create organizational linkages, boost and protect social supports, and plan for not having a plan, which requires flexibility, decision-making skills, and trusted sources of information that function in the face of unknowns.

Bilingualism and multilingualism are the speaker’s ability to speak two or more languages. This capability is achieved by the individual speakers, where besides the mother tongue (L1) learners different languages on a parallel basis or gradually, indifferent times and places, creating different language competence, which memorializes in his cognitive and uses the self-actualization in the process of instruction in the language required in compliance with contextual communication situation.
Linguistic diversity reflected in multicultural social community enables all individuals to develop bilingualism and multilingualism skills ranging from family environment with mixed marriages and social environment with formal education systems, formal and informal education for the achievement of personal and collective in ward-processing versatile in every aspect of life.
Achievements of the Individual in ward-processing to multilingual speakers reflected on the enrichment cognitive with different competitive languages, in developing affective achieving empathic on respecting the principle of multicultural democratic society toward psychomotor skills development of oral and written expression in every language, communication towards the provision and acceptance of different messaging and social terms with the facilitation of providing vital existential unemployment challenge in the XXI century.
This project aims to clarify scientific theoretical concepts about bilingualism and multilingualism and with empirical research to illuminate the current state of bilingualism and multilingualism which is used by the speakers to provide vital existentiality in everyday life in the city of Gostivar, Republic of Macedonia. In this research shall use combined questionnaires prepared in advance according to Likert scale and with alternative questions for three groups of bilingual speakers. The survey will held with employed citizens of three ethnic groups in Gostivar with Albanians, Macedonians and Turks.

In this article we will analyze some of the keys in order to get the communication process of blended learning to be effective in the development of communicative competence of students, taking into account that this is an academic and formal context that requires, therefore, a high degree of linguistics correction and adequacy.
The elements of communication and interpersonal communication styles, passive, aggressive and assertive, are presented. The sense of communication and their characteristics in virtual learning environments is analyzed, and what should be the basic communication skills of an online teacher.
We also submit the communication characteristics of the main tools of the Virtual Classroom:  forums, mail and videoconferencing, and the type of academic writing is discussed in the first two. Finally, it offers a number of practical suggestions of communicative action in the Virtual Classroom.

Acquisition of speaking skills is among the most essential language skills for students currently, especially among Turkish students since language competency is measured through speaking. Every language learner desires to acquire correct communicative skills and fluency in speaking, while teachers aim to give the necessary education in speaking, as well. This study reveals the essence of acquiring speaking competency for learners, and how important it is to teach speaking skills with correct methods and methodology. With the questionnaire analysis on Turkish students and teachers at a Turkish university, the theoretical knowledge on " essence " is blended with the questionnaire results provided from students and teachers in order to emphasize the necessity and reach more practical solutions for the current need of learning and teaching speaking.

The appropriate use of pragmatic markers – non-propositional well, you know, of course, etc. – is necessary for
successful business communication (which is, for the most part, cross-cultural communication), however,
pragmatic markers take a back seat in TEFL, TESL, and most notably, in TESP contexts. In our paper we will,
first of all, discuss the major issues related to the concept of communicative competence as well as the role of
PMs in shaping EFL and ESL speakers’ communicative competence. Next, some remarks will be made about the
possible sources of the difficulties that may hinder the acquisition and/or learning of PMs, finally, the results of a
case study will be presented, which aimed at mapping the functional spectrum of PMs as they are used in
selected General Business English textbooks.

La didactique des langues a fait appel au concept de compétence de communication. Même si cet emprunt prête à des classements interprétatifs divers, il paraît intéressant d'examiner, à l'aide d'un tel instrument de description, les problèmes d'analyse et d'enseignement-apprentissage que pose la lecture en langue étrangère

The focus of this study is to examine the communication strategies employed by Radfan College EFL students in their classroom interactions. In its theoretical part, the study shows the significance of CSs as a component of EFL learner's communicative competence and its significance in foreign language learning and communication.
For the full article, click this link:
https://www.researchgate.net/publication/326534502_A_Study_of_Communication_Strategies_Employed_by_Radfan_College_EFL_Students_in_their_Classroom_Interactions

Linguistic competence, communicative competence, and interactional competence have had profound impact on second language teaching, learning, and testing. Although a significant number of studies have been conducted on these three competences, they have not been conflated for discussion in a single study. Adding this piece to the jigsaw, the current paper explores all the three competences in more depth. This paper had a twin purpose of 1) providing a historical account of the linguistic, communicative and interactional competences, and 2) reviewing of the literature on them in order to identify gaps, if any, with the intention to propose new research ideas pertinent to the three types of competence. In order to achieve the study aims, intensive literature survey was conducted.  Based on the review of the related studies on linguistic, communicative and interactional competences, this article provides recommendations for effective classroom practice and future research.  

New School focuses on issues of communication related to team-building and relations dynamics in the school unit. In the New School context, the school headmaster’s communicative role is emphasized towards creating a positive emotional climate through the foundation and caring of human relations. In this light, in order to achieve the best learning and pedagogical outcomes, the activation of the round participation of all school unit members is considered to be a major goal by forming the proper context. In the present paper, there is an attempt to define the communicative role of the school headmaster by laying emphasis on the communication which forms harmonious relations, attitudes, perceptions and behaviours among all the school members.

This paper is an attempt to explore the term communicative competence in a foreign language. It goes through the various definitions and some models of the communicative competence especially those most common models of Hymes 1972 and Canale and Swain 1980 and Alcon 2000. It shows how the term 'communicative competence' has come into existence during the 1970s and how it has become a major aim for teaching and learning of English as a foreign or second language in many countries. The study recommends some activities, based on researcher's personal experience in the field of teaching English as a foreign language and his reading of some previous studies in this field, which may help in developing the communicative competence of English as foreign language learners in Yemen particularly and the whole world generally. These suggested activities are usually communication-based activities that help in making classroom situation more interactive and provide as much opportunities for exposure to English as possible.

Literature, while perceived as beneficial, is not widely used in the ESL arena. This study set out to investigate proven benefits of using literature in ESL through a review of the current research, at the same time establishing a link between literature and narrative based on 'story grammar' which biological determinism claims the human brain is hardwired to use as a language learning tool. Hypothesizing that there would be no correlation between theory regarding the presence and application of literature in ESL as presented in the current research and the practice as found in the prominent ESL course, New Headway, the study set out to identify narrative input in New Headway's Elementary, Intermediate and Advanced Levels and analyzing the way in which narrative is used to teach language skills and communicative competence. Contrary to expectations a surprisingly high level of narrative was found and the narrative was exploited in full accordance with suggestions made in the current research. The findings indicate that the incorporation of narrative in New Headway is a pedagogically informed decision by the authors to exploit the benefits of literature while at the same time catering to a very heterogeneous audience of international ESL learners.