Development of Communicative Competence Analysis
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The document explores the development of communicative competence in English through interactive online programs, emphasizing the significance of oral interaction for students. It highlights the challenges faced by learners in online environments and provides insights from empirical research on the effectiveness of such programs. The study aims to understand student performance levels and propose solutions to enhance their communicative skills.
Development of Communicative Competence Analysis
- 1. Development of Communicative Competence in English in an Interactive Platform By Blanca Lilia Rosales Bremont José Francisco Zarate Ortiz Armando Lozano Rodríguez Interactive programs for language teaching are in vogue; however, research in this area is just emerging. This paper intends to provide insight into its use and scope in the development of communicative competence. Studies to understand the cognitive process that involves the acquisition and development of communicative competence, their characteristics and the factors involved, in order to identify the level of competition that a student can gain through a program for learning and practice English language online, make up the body of underlying ideas in this work.
- 2. Type of Knowledge: Empirical I conclude that this research is empirical because the researcher observed, investigated and collected information, which he described in detail and analyzed based on theories and experiences in their own. As we can see in the article intends to provide insight into the use of interactive programs for English teaching and its scope in the development of communicative competence though experimentation and the collect of data in order to reach a conclusion of what is happening in the English program based on theories. Practical Research The article is practical because we can see that the researcher seeks for information about the problem, then with the results obtained , he gives a wide-detailed description to the problem through experimentation in an English class in order to know the situation and raise a conclusion of what is happening there in a detailed way.
- 3. Descriptive research It was not only was intended to gather information and analyze the results, but give solutions to the problem through proposals that were feasible to implement in the educational environment in which was conducted the research.
- 4. Purpose The purpose of the research was to understand the importance of oral interaction with the tutor or peers in the development of communicative competence of students who took the English learning program online Tell Me More. It also seeks to know what challenges a student faces who studied English online to develop those powers are; what are your weaknesses and what are the possible solutions to overcome them. Also, find out if the self-regulated and self managed learning of English online promote or develop communicative competence. Similarly, describe how students perceived the lack of verbal interaction with a second agent and how it affected their performance to communicate verbally, and to identify what levels of communicative competence came to develop according to the standards of oral proficiency of the CEFR.
- 5. Research Questions • How to identify the level of communicative competence that students reach of the English Tell Me More program in high school? • ¿Qué retos enfrentan los alumnos de aprendizaje de inglés en línea para desarrollar su competencia comunicativa?
- 6. Data Collection Focus Groups: Students from the Inglés Program Tell Me More in Cecati 110. The selection of students who constitute the sample consisted of an interview via phone, then it was told to return them to come to campus to an oral interview. Materials: • Structured and semi-open interviews • Observations • Surveys • Statistical Data
- 7. Data Analysis Most students could express what they wanted to say with single words without being able to complete simple sentences; were able to communicate information about their family, where they live and work very simply. Mostly, they were not able to structure subject verb combining simple sentences; however, they made an effort to communicate with the limited vocabulary they have, and showed security interact in basic levels A1. Some of them made use of long pauses to allow time to build their ideas, but only few of them showed knowledge of basic structures of the language, as conjugation of verbs or auxiliary uses.
- 8. Why do you consider the researcher selected that particular design and not another? In my opinion, they wanted to gather information and analyze the results of it. They wanted to be more specific and more deeply about the problem, that is why they chose a descriptive research because what they wanted is to find the problem but at the same time give solution to the problem in the English classroom through specific proposals to improve the communicative competence in English Language through a interactive platform. Morever, they do not want just see the problem and studying it but give solutions though specific interviews, observations and surveys to reach a conclusion and from there, to plan a solution or establish a plan to solve it.
- 9. References Rosales, B.,Zarate, J.,Lozano, A. (December, 2013) Desarrollo de la competencia comunicativa en el idioma inglés en una plataforma interactiva. Sinéctica, 41. Recretrieved from http://www.sinectica.iteso.mx/?seccion=articulo&lang=es&id=607_desarrollo_de_la_co mpetencia_comunicativa_en_el_idioma_ingles_en Wikipedia. (2014, September 8). Descriptive research - Wikipedia, the free encyclopedia. Retrieved September 19, 2014, from http://en.wikipedia.org/wiki/Descriptive_research