COMMUNICATIVE LANGUAGE TEACHING APPROACH IN PROMOTING THE LINGUISTIC COMPETENCE OF EFL LEARNERS

Authors

DOI:

https://doi.org/10.20535/2410-8286.224016

Keywords:

foreign language education, linguistic competence, grammatical competence, communicative language teaching

Abstract

The article is devoted to the problems of foreign language education in linguistic universities, namely to promoting the students’ linguistic competence, which has been the most urgent in mastering the language as a means of communication. The research prompts the standards to progress the grammatical competence. In the current study, we make a hypothesis that, in contrast to traditional teaching approach, the communicative approach is supposed to be more effective in teaching grammar and helps students to master the language and upgrade their linguistic competence in comprehending and processing spoken and written texts and become professionals after graduating the University. In the experiment two groups of students were involved: one using traditional approach to learning grammar at the classes and the other practising communicative language teaching approach. In total 79 bachelor’s degree students of Kyiv National Linguistic University (Ukraine) took a tentative course in grammar. The current study testifies the effectiveness of the communicative approach to studying grammar structures as a way to develop the linguistic competence of students and to help them to acquire proficiency level for achieving success in real communication.

Author Biographies

Victoriia Berezenko, Kjiv national linguistic university

Chair of Germanic and finno-ugrian philology

Associate professor

Olesya Cherkhava, Kyiv National Linguistic University

Professor, Doctor of Philology

Yulia Musiienko, Kyiv National Linguistic University

Associate Professor

References

Bazylyak, N. O., Cherkhava, O. O. (2017). Communicative competence formation of future English Language teacher. Man in India, 97(3). 341–352. http://miar.ub.edu/issn/0025-1569

Berezenko, V. (2019). Developing the pragmatic competence of foreign learners: guidelines to using constatives in modern English discourse. Advanced Education, 13, 81-88. https://doi.org/10.20535/2410-8286.156658

Bhandari, L. P. (2020). Task-based language teaching: a current EFL approach. Advances in Language and Literary Studies, 11(1), 1-5. https://dx.doi.org/10.7575/aiac.alls.v.11n.1p.1

Boyne, M. (2011). One language, two grammars? Differences between British and American English. Language and Literature: Intrenational Journal of Stylistics, 20 (3), 259-265. https:// doi.org/ 10.1177/09639470110200030602

Brooks, L. (2009). Interacting in pairs in a test of oral proficiency: Co-constructing a better performance. Language testing, 26(3), 341-366. https://doi.org/10.1177/0265532209104666

Brownlee, J. (2019). Statistical methods for machine learning: Discover how to Transform Data into Knowledge with Python. Machine Learning Mastery Pty. Ltd. Retrieved from https://dokumen.pub/statistical-methods-for-machine-learning.html

Cavalheiro, L. (2016). Developing intercultural awareness and communication in teacher education programs. In L. Lopriore and E. Grazzi (Eds.), Intercultural Communication: New Perspectives from ELF (pp. 149–167). Roma: TrE-Press.

Chernenko, О.V. (2019). Pragmatic peculiarities of the final phase of conflict interaction in fiction discourse. Lege artis. Language yesterday, today, tomorrow, IV (2), 2-48 https://lartis.sk/wp-content/uploads/2019/11/Chernenko_Issue-2_2019.pdf

Christiansen, M., & Chater, N. (2010). Language acquisition meets language evolution. Cognitive Science, 34, 1131–1157. https://doi.org/10.1111/j.1551-6709.2009.01049.x

Dale, R. (2010). Specifying globalization effects on national policy: A focus on the mechanisms. Journal of Education Policy, 14 (1), 1–17. https://doi.org/10.1080/026809399286468

Dobrowolska, D. & Balslev, K. (2017). Discursive mentoring strategies and interactional dynamics in teacher education. Linguistics and Education, 42, 10-20. https://doi.org/10.1016/j.linged.2017.09.001

Ganuza, N. & Hedman, Ch. (2019). The Impact of mother tongue Instruction on the development of biliteracy: Evidence from Somali–Swedish bilinguals. Applied Linguistics, 40 (1), 108–131. https://doi.org/10.1093/applin/amx010

Gass, S. M. (1997). Input, interaction and the second language learner. Mahwah, New Jersey: Lawrence Erlbaum Associates.

Glaesser, J. (2019). Competence in educational theory and practice: a critical discussion. Oxford Review of Education, 45 (1), 70-85. https://doi.org/10.1080/03054985.2018.1493987

Hengevald, K. & Mackenzie, L. (2008). Functional Discourse Grammar. A typologically based theory of language structure. Oxford: Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199278107.001.0001

Jenkins, J. (2015). Repositioning English and multilingualism in English as a Lingua Franca. Englishes in Practice, 2(3), 49-85. https://doi.org/10.1515/eip-2015-0003

Kasper, G. & Omori, M. (2010). Language and culture. In Hornberger N. H. and McKay S. L. (Eds.), Sociolinguistics and language education. New perspectives on language and education (pp. 455-492). Bristol.Buffalo.Toronto: Multilingual matters.

Kaur, J. (2017). Ambiguity related misunderstanding and clarity enhancing practices in ELF communication. Intercultural Pragmatics, 14 (1), 25-47. https://doi.org/10.1515/ip-2017-0002

Klein, D., & Manning, C. (2005). Natural language grammar induction with a generative constituent‐context model. Pattern Recognition, 38, 1407–1409. https://doi.org/10.1016/j.patcog.2004.03.023

Kubots, R. (2010). Cross-cultural perspectives on writing: contrastive rhetoric. In Hornberger N. H. and McKay S. L. (Eds.), Sociolinguistics and language education. New perspectives on language and education (pp.265-290). Bristol.Buffalo.Toronto: Multilingual matters.

Li, W. (2016). New Chinglish and the post-multilingualism challenge: Translanguaging ELF in China Article. Journal of English as a Lingua Franca, 5(1), 1-25. https://doi.org/10.1515/jelf-2016-0001

Lopriore, L. (2016). ELF in teacher education: a way and ways. In L. Lopriore and E. Grazzi (Eds.), Intercultural Communication: New Perspectives from ELF (pp. 167–189). Roma: TrE-Press.

Lubart, T. (2018). Creativity across the seven Cs. In Robert J. Sternberg and James C. Kaufman (Eds.), The nature of human creativity, (pp.134-146). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108185936.012

McLeod, S. (2019). What a p-value tells you about statistical significance. Simply Psychology. Retrieved from https://www.simplypsychology.org/p-value.html

Musiienko Yu. (2017). Linguo-cognitive and pragmatic features of the prosodic organization of English parables. Lege artis. Language yesterday, today, tomorrow, II (1), 210–261. https://doi.org/10.1515/lart-2017-0006

Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge: Cambridge University Press.

Owen, Ch. (1993). Corpus-based grammar and the Heineken effect: lexico-grammatical description for language learners. Applied Linguistics, 14 (2), 167–187. https://doi.org/10.1093/applin/14.2.167

Pring, R. (2012). Putting persons back into education. Oxford Review of Education, 38 (6), 747–760. https://doi.org/10.1080/03054985.2012.744193

Richards, J. C., & Renandya, W. A. (2002). Methodology in language teaching. Cambridge: Cambridge university press. http://doi.org/10.1017/CBO9780511667190

Richards, J., & Rodgers, T. (2001). Approaches and methods in language teaching (2nd ed.). Cambridge: Cambridge University Press.

Roberts, L., Liszka S.A. (2019). Grammatical aspect and L2 learners’ online processing of temporarily ambiguous sentences in English: A self-paced reading study with German, Dutch and French L2 learners. Second Language Research, 37(4), 619-647. https://doi.org/10.1177/0267658319895551

Schleef, E. (2017). Social meanings across listener groups: when do social factors matter? Journal of English Linguistics, 45(1), 28-59. https:// doi.org/ 10.1177/0075424216686149

Sharpe, N.R., De Veaux, R.D., & Velleman, P.F. (2010). Business Statistics. Boston: Addison Wesley.

Shohamy, E. (2011). Assessing multilingual competencies: adopting construct valid assessment policies. Modern Language Journal, 95(3), 418 – 429. https://doi.org/10.1111/j.1540-4781.2011.01210.x

Sifakis, N. S. (2019) ELF Awareness in English language teaching: principles and processes. Applied Linguistics, 40(2), 288–306. https://doi.org/10.1093/applin/amx034

Tsuchiya, K. (2020). Conclusion: ELF research as a pedagogic device. In Konakahara, M. and Tsuchiya, K. (Eds.), English as a Lingua Franca in Japan. Towards multilingual practices (pp. 335-354). https://doi.org/10.1007/978-3-030-33288-4_17

Turnbull, B. (2017). Towards new standards in foreign language assessment: learning from bilingual education. International Journal of Bilingual Education and Bilingualism, 23(4), 488-498. https://doi.org/10.1080/13670050.2017.1375891

Vettorel, P. (2016). WE-And ELF-informed classroom practices: Proposals from a pre-service teacher education programme in Italy. Journal of English as a Lingua Franca, 5(1), 107-133. https://doi.org/10.1515/jelf-2016-0005

Wierzbicka, A. (1985). Different cultures, different languages, different speech acts: Polish vs. English. Journal of Pragmatics, 9 (2/3), 145–178. https://doi.org/10.1016/0378-2166(85)90023-2

Zhu, R. (2019). English compliments by Chinese and German female EFL speakers. International Journal of English Linguistics, 9 (6), 64-76. https:// doi.org/10.5539/ijel.v9n6p64

Downloads

Published

2022-08-01

How to Cite

Berezenko, V., Cherkhava, O. ., & Musiienko, Y. (2022). COMMUNICATIVE LANGUAGE TEACHING APPROACH IN PROMOTING THE LINGUISTIC COMPETENCE OF EFL LEARNERS. Advanced Education, 9(20), 88–96. https://doi.org/10.20535/2410-8286.224016

Issue

2022: Issue 20

Section

ARTICLES

License

Copyright (c) 2022 Victoriia Berezenko, Olesya Cherkhava, Yuliia Musiienko

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish with this journal agree to the following terms:

    1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

    1. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

  1. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).