From Communicative Competence to Language Development

Mart, Çağrı Tuğrul

doi:10.5539/ijel.v8n2p163

Cited by 18 publications

(16 citation statements)

References 10 publications

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“…The curriculum is organized according to the communicative choices of students in listening, reading, speaking and writing areas (Berard, 1991). This method makes it clear that effective communication relies on the use of language skills competently (Mart, 2018). This approach can be applied only if the appropriate environment is available.…”

Section: Communicative Methodsmentioning

confidence: 99%

Method Selection, Basic Methods and Different Orientations in Foreign Language Teaching

Çelik¹

2019

IJSSES

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The greatest feature that distinguishes a person living on Earth from other living things is undoubtedly the ability to communicate in very different ways. Human beings recognize and introduce themselves through language. According to (Aksan 2003) "language is a multi-faceted developed symbolic group that allows thoughts, feelings and aspirations to be transmitted to others by making use of items and rules common to voice and meaning in a society" (p. 11). People communicate in their own societies through their languages. When people living in different societies and when different settlements come together to communicate with each other, each community has become familiar and ordinary with a different language for another society. Thus, the need for people to learn a foreign language has emerged. The subject of this study is different orientations in foreign language teaching. The aim of the study is to explore the different language learning methods and method selection that need to be used in the target foreign language teaching of people who show differences even in their own common culture as well as the basic approaches used in foreign language education since the foreign language learning has become a necessity nowadays in the ever.

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Section: Communicative Methodsmentioning

confidence: 99%

Method Selection, Basic Methods and Different Orientations in Foreign Language Teaching

Çelik¹

2019

IJSSES

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“…Engaging learners in activities that involve real communication is the core of language learning (Mart, 2012;Mart, 2017;Mart, 2018a;Mart, 2019a). Also, activities which enable learners to use the target language to conduct meaningful tasks imply learning and lead to meaningful communication (Mart, 2018b). Tasks are potential building blocks in language development to support the learning process.…”

Section: Characteristics Of Task-based Teachingmentioning

confidence: 99%

Task-Based Language Teaching: An Approach in the Spotlight to Propel Language Learning Forward

2020

IJSSES

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Although some concerns have been raised about its efficiency in teaching language forms, Task-Based Language Teaching has been effectively applied in the language classroom to propel language learning forward. The implementation of tasks is conducive to communication and language learning. Tasks are potential building blocks in language development to support the learning process. As emphasis on meaning comes to the fore in this approach, immersing learners in tasks provides them opportunities to negotiate meaning and communicate effectively. This article aims to point out the characteristics of the approach and its effectiveness on the development of communication

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“…The effectiveness of corporate communication, and, therefore, social interaction, is determined both by the features of this activity itself, which takes place in certain specific conditions in the context of various situations, and by the socio-psychological background of communication partners (Palmieri & Mazzali-Lurati, 2017). Of no lesser importance is the level of communicative competence (Mart, 2018) that allows an individual or company to achieve communicative goals. Corporate communication is critical to brand image and organizational value, as well as maintaining corporate identity (Silberer, 2005).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

British and Australian Corporate Communication: A Socio-Linguistic Perspective

Malyuga¹,

Ivanova²,

Feigina³

2020

IJEL

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In this study, the corpora of British and Australian corporate communications were compared with the aim of specifying their sociolinguistic features in the context of five lexical and stylistic markers: professional jargon, as well as expressive, colloquial, uncodified and evaluative lexis. Lexical and stylistic characteristics of corporate communication from the point of view of a sociolinguistic approach were analyzed using transcripts of British and Australian communicative corporate interactions. The methods of continuous sampling, comparative, lexical-stylistic and sociolinguistic analysis were implemented to process an assembled corpus of 158 authentic transcripts. Based on the results of the analysis, quantitative data were compared, reflecting the volume of use of the indicated lexical-stylistic markers in the two samples. Quantitative data were subsequently analyzed to determine sociolinguistic characteristics that can be assessed as specific features of the communicative behavior of British and Australian superiors in dealing with subordinates. For each of the markers of lexical-stylistic differentiation under consideration, the two samples analyzed in the work showed differing results of a varied and at the same time exponential degree of discrepancy.

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From Communicative Competence to Language Development

Cited by 18 publications

References 10 publications

Method Selection, Basic Methods and Different Orientations in Foreign Language Teaching

Method Selection, Basic Methods and Different Orientations in Foreign Language Teaching

Task-Based Language Teaching: An Approach in the Spotlight to Propel Language Learning Forward

British and Australian Corporate Communication: A Socio-Linguistic Perspective

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