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ОСОБЕННОСТИ ОРГАНИЗАЦИИ РЕАЛЬНОГО ОБЩEНИЯ НА УРОКE ИНОСТРАННОГО ЯЗЫКА ... : FEATURES OF ORGANIZATION OF REAL COMMUNICATION IN FOREIGN LANGUAGE CLASS ...
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ПУТИ ПОВЫШЕНИЯ КОММУНИКАТИВНО-РЕЧЕВОЙ КОМПЕТЕНЦИИ СТУДЕНТОВ ВУЗА В ПРОЦЕССЕ ИЗУЧЕНИЯ ИНОСТРАННОГО ЯЗЫКА ... : WAYS OF IMPROVING COMMUNICATIVE AND SPEECH COMPETENCE IN LEARNING A FOREIGN LANGUAGE ...
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FORMATION OF PROFESSIONAL COMMUNICATIVE COMPETENCE OF STUDENTS OF ECONOMIC SPECIALTIES (IN THE PROCESS OF LEARNING ENGLISH) ...
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FORMATION OF PROFESSIONAL COMMUNICATIVE COMPETENCE OF STUDENTS OF ECONOMIC SPECIALTIES (IN THE PROCESS OF LEARNING ENGLISH) ...
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Learners' communicative competence in English as a foreign language (EFL) ...
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Learners' communicative competence in English as a foreign language (EFL) ...
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Critical Analysis of the Evolution in English Language Teaching Approach: CLT to Context Approach ...
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Critical Analysis of the Evolution in English Language Teaching Approach: CLT to Context Approach ...
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Les pratiques d’évaluation des professeurs de « Langue et communication » dans les filières scientifiques et techniques Cas de l’Université Cadi Ayyad de Marrakech./ Maroc ...
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MOUTIA, Anas. - : Revue Linguistique et Référentiels Interculturels, 2021
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Communication Strategies by Indonesian EFL Learners in English Conversation Class
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In: JURNAL ARBITRER; Vol 8, No 1 (2021); 72-81 ; 2550-1011 ; 2339-1162 (2021)
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TEACHING FOREIGN LANGUAGES TO STUDENTS WITH DIFFERENT LEVELS OF PROFICIENCY ...
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Cross-Cultural Pragmatic Competence in an EFL Context for a Sustainable Learning Environment: A Case of Northern Cyprus
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In: Sustainability ; Volume 13 ; Issue 18 (2021)
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Abstract:
A review of literature on pragmatic competence reveals that less attention is given to the enrichment of cross-cultural pragmatic awareness in the classroom. The study focuses on the need to survey and discuss communicative dynamics in classroom situations and the importance of enhancing cross-cultural pragmatic competence in the English as a foreign language (EFL) context. We believe that enhancing students’ cross-cultural pragmatic competence will provide students with a sustainable learning environment, which is crucial for the quality of education. The investigation involves a mixed approach of quantitative and qualitative methods by using a questionnaire for EFL students and interview guide questions for both EFL students and teachers. For quantitative analysis, the participants involved in this research include 200 EFL students of different nationalities, and for the qualitative analysis, the participants include 10 teachers and 20 EFL students in a university in North Cyprus. The study’s findings indicate that students lack cross-cultural pragmatic knowledge and must be provided with classroom activities for social interaction and to develop explicit and implicit communicative competencies in EFL as a target language. Findings further reveal that EFL students are not endowed with cross-cultural pragmatic competence by the EFL teachers who provide little attention to pragmatic knowledge and classroom activities in the EFL context.
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Keyword:
communicative dynamics in classroom situations; cross-cultural pragmatic competence; EFL context; social context
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URL: https://doi.org/10.3390/su131810346
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Sustainable Development of EFL/ESL Learners’ Willingness to Communicate: The Effects of Teachers and Teaching Styles
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In: Sustainability; Volume 14; Issue 1; Pages: 396 (2021)
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Contextual Communicative Competence in Multinational Infrastructure Projects
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In: Buildings; Volume 11; Issue 9; Pages: 403 (2021)
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La enseñanza del español coloquial en clase de ELE: sobre rasgos y niveles
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In: Tonos Digital; NÚMERO 41- JULIO 2021 (2021)
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РЕЧЕВАЯ КУЛЬТУРА И КОММУНИКАТИВНАЯ КОМПЕТЕНЦИЯ БИЛИНГВА ... : СӨЙЛЕУ МӘДЕНИЕТІ ЖӘНЕ БИЛИНГВТІҢ КОММУНИКАТИВТІК БІЛІКТІЛІГІ ...
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World Ethnocultural Specificity of Verbal Communication: Good Wishes in the Russian and Kazakh Languages
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In: Media Watch ; 11 ; 3 ; 502-514 (2021)
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Una anàlisi comparativa del domini del català i del castellà orals a la fi de l'Educació Secundària Obligatòria a Catalunya
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Projeto “Tu cá, tu lá”: contributos do tandem virtual para a aprendizagem de uma língua estrangeira
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