Strategic and Social Competences in the Foreign Language Class

Negoescu, Alina Gabriela; Boștină-Bratu, Simona; Morar, Lucia-Larissa

doi:10.2478/bsaft-2019-0007

Cited by 4 publications

(3 citation statements)

References 11 publications

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“…The teachers are of the view that students need to master the ability to communicate in English in accordance with their environment. This perception is in line with the explanation of Negoescu et al (2019) in which communicative competence includes the linguistics system used by students in understanding and using the appropriate target language in an authentic environment. The teachers at Permata School expect students to be able to communicate according to their needs in their respective fields, especially in academics, such as academic writing and presentations and communicate with professors.…”

Section: "I Prefer Native English Speaker's Model"supporting

confidence: 82%

“I Have to Teach The ‘English’ English”: Native-speakerism Ideology among the English Teachers

Harsanti

Manara

2021

Indonesian J. Appl. Linguist.

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Native-speakerism is a crucial issue to discuss in ELT, especially related to the different ideological views on World Englishes and ‘standard’ English. Differences in ideology about English and its variations have an impact on the English teaching implementation. Many studies have examined discrimination practices driven by native-speakerism ideology in educational contexts such as in the preference of English teacher recruitment which prefers teachers who are considered as native speakers. Although studies have discussed native-speakerism ideology, not many studies have discussed native-speakerism ideology from the perspective of English teachers in Indonesia. This study, therefore, aims to find out how widespread this ideology is among English teachers of a private school in metropolitan Jakarta. It seeks to explore the dimensions of native-speakerism in the various aspects of the English teaching profession. This study is interview-based research with seven participants. Data collection was done by conducting individual interviews for 30-40 minutes which then were analyzed descriptively to identify the recurring themes. The results showed that there were traces of native speakerism ideology among the English teachers in Permata schools that views English from a purist perspective towards the language and its culture. This purist perspective is reflected from how they defined native-speakers of English and depicted the ownership of English, language learning and teaching beliefs, and their teaching practices.

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Section: "I Prefer Native English Speaker's Model"supporting

confidence: 82%

“I Have to Teach The ‘English’ English”: Native-speakerism Ideology among the English Teachers

Harsanti

Manara

2021

Indonesian J. Appl. Linguist.

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“…1, pp. 6 -26 , eneromarzo 2022 foreign language; nevertheless, they cannot interact effectively with others (Negoescu et al, 2019). Eventually, strategic competence has a close relation to the ability to maintain an active conversation.…”

Section: Strategic Competencementioning

confidence: 99%

Communicative activities to enhance oral production in the EFL classroom

Velarde

Lema

Guala³

et al. 2022

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Introduction. Speaking is considered one of the most difficult skills to be developed in class when teaching a foreign language. Therefore, teachers need to look for alternatives to enhance learners’ oral production. In this regard, Communicative activities (CA) play a fundamental role in language teaching due to the fact they provide them with opportunities to use language as in real situations. Objective. The main goal of this research is to provide a general overview of Communicative activities to enhance oral production in the EFL classroom. Methodology. This article was based on the qualitative approach. A descriptive - documentary research was carried out through an extensive bibliographic literature review about the main principles of the Communicative Approach, communicative activities, types of CA, and speaking. Results. Results from the reviewed research investigations show that they are quite useful for teachers and learners since CA facilitate learners’ oral production employing the interaction among classmates and teachers. Conclusion. Besides, Communicative activities encourage learners to develop their language competencies due to the dynamic in which these activities are carried out in the EFL classroom.

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“…Since society is governed by rules and conventions, certain rules define how we use language in different contexts with different people. In other words, what is appropriate to say to whom, when and where (Negoescu, Boştină-Bratu, & Morar, 2019).…”

Section: Introductionmentioning

confidence: 99%

The Impact of a Developed Instructional Program Based on Sociolinguistic Principles on Improving the Speaking Skills of Tenth Grade EFL Female Students in Jordan

Saleh,

Al-Omari

2023

Hum

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Objectives: This study aimed at investigating the impact of a developed instructional program based on sociolinguistic principles on improving the speaking skills of tenth grade EFL female students in Jordan. Methods: The study used the quasi-experimental approach. The sample of the study consisted of (50) tenth-grade students in two sections; one of these was randomly selected to be the control group (25 students) and the other was the experimental group (25 students). A speaking test was developed by the researchers to test students orally based on a rubric that covered eight sub-skills of speaking. Data were analyzed using (SPSS) package to find means and standard deviations, ANCOVA and MANCOVA. Results: The results showed that there are differences between the mean score of the experimental group and that of the control group on the post-test of speaking skills, which was statistically significant. This difference was in favour of the students of the experimental group since the adjusted mean score was (30.261), which was significantly higher than the adjusted mean score of the students of the control group (20.339). Conclusions: The developed instructional program based on sociolinguistic principles was significantly better than the conventional method in developing students’ speaking skills. The study recommends that sociolinguistic principles be incorporated into developing EFL curricula to enhance students’ speaking skills.

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Strategic and Social Competences in the Foreign Language Class

Cited by 4 publications

References 11 publications

“I Have to Teach The ‘English’ English”: Native-speakerism Ideology among the English Teachers

“I Have to Teach The ‘English’ English”: Native-speakerism Ideology among the English Teachers

Communicative activities to enhance oral production in the EFL classroom

The Impact of a Developed Instructional Program Based on Sociolinguistic Principles on Improving the Speaking Skills of Tenth Grade EFL Female Students in Jordan

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