Strategies and Resources for the Acquisition and Learning of Communicative Competence in the Foreign Language

Abstract

The European Recommendation on Key Competences for Lifelong Learning (2006) advocates communication in both the mother tongue and the foreign language as an essential learning strategy for citizens in a knowledge-based society. In Spanish education, linguistic competence has been widely developed and researched. However, the Common European Framework of Reference divides communicative competence into linguistic, sociolinguistic and pragmatic subcompetences. Considering this, the aim of the present paper is to provide strategies and resources to develop these three subcompetences in the foreign language and content and language integrated learning (CLIL) classrooms. The results will allow both teachers and learners to know which aspects speakers of foreign languages must master if they want to become communicatively competent.

The Effectiveness and Impact of Action Learning on Business Graduates’ Professional Practice

“…In translating raw data to first-order concepts, the researchers strove to be as faithful as possible to the alumni’s answers—informant terms were adhered to faithfully and little attempt was made to cluster the data into broad categories. Next, the researchers used competence definitions offered by Sánchez and Ruiz (2008) to seek similarities and differences among the first-order concepts. This analytical process resulted in the creation of second-order concepts.…”