During the research project several future research areas have been identified.
Previous research studies (Bardovi-Harlig & Dörnyei, 1998; Boxer & Pickering, 1995;
Faerch & Kasper, 1989) indicated a difference between the EFL and the ESL contexts in the treatment of the different components of communicative competence.
Conducting interviews with ESL teachers or administering the questionnaire to students studying in an ESL context would certainly contribute to a better understanding of the construct.
Considering specific issues arising from the current research, it was outside the scope of the current project to explore the actual communicative competence of secondary school students. It would definitely be informative to EFL teachers to gather empirical data on and analyse language production from a communicative perspective.
References
Al Alami, S. E. (2014). Promoting communicative competence within EFL contexts: A UAE case study. Journal of Language Teaching and Research, 5(6), 1245-1255.
Alibakhshi, G., & Padiz, D. (2011). The effect of teaching strategic competence on speaking performance of EFL learners. Journal of Language Teaching and Research, 2(4), 941-947.
Allwright, D., & Bailey, K. M. (1991). Focus on the language classroom: An introduction to classroom research for language teachers. Cambridge: Cambridge University Press.
Arancón, P. R., Barcena, E., & Arús, J. (2012). A novel approach for the development of communicative competence in English in a blended learning context. Journal of Language Teaching and Research, 3(2), 256-272.
Bachman, L. F. (1990). Fundamental considerations in language testing. Oxford:
Oxford University Press.
Bachman, L. F., & Palmer, A. S. (1996). Language testing in practice. Oxford: Oxford University Press.
Bardovi-Harlig, K. (2001). Evaluating the empirical evidence: Grounds for instruction in pragmatics? In K. Rose, & G. Kasper (Eds.), Pragmatics in language teaching (pp. 13-32). Cambridge: Cambridge University Press.
Bardovi-Harlig, K., & Dörnyei, Z. (1998). Do language learners recognize pragmatic violations? Pragmatic versus grammatical awareness in instructed L2 learning.
TESOL Quarterly, 32(2), 233-259.
Bardovi-Harlig, K., & Hartford, B. S. (1990). Congruence in native and non-native conversations: Status balance in the academic advising session. Language Learning, 40(4), 467-501.
Bardovi_Harlig, K. & Hartford, B. S. (1991). Saying ‘no’: Native and non-native rejections in English. In L. Bouton, & Y. Kachru (Eds.), Pragmatics and language learning (Vol. 2, pp. 41-57). Urbana: IL, University of Illinois.
Bardovi-Harlig, K., & Hartford, B. S. (1993). Learning the rules of academic talk: A longitudinal study of pragmatic development. Studies in Second Language Acquisition, 15(3), 279-304.
Bardovi-Harlig, K., Hartford, B. S., Mahan-Taylor, R., Morgan, M. J., & Reynolds, I.
W. (1996). Developing pragmatic awareness: Closing the conversation. In T. Hedge,
& N. Whitney (Eds.), Power, pedagogy, and practice (pp. 324-337). Oxford: Oxford University Press.
Beebe, L. M., & Takahashi, T. (1989). Do you have a bag? Social status and patterned variation in second language acquisition. In S. Gass, C. Madden, D. Preston, & L.
Selinker (Eds.), Variation in second language acquisition (pp. 103-125). Clevedon:
Multilingual Matters.
Beebe, L. M., Takahashi, T., & Uliss-Weltz, R. (1990). Pragmatic transfer in ESL refusals. In R. Scarcella, E. Andersen, & S. D. Krashen (Eds.), On the development of communicative competence in a second language (pp. 55-73). Cambridge, MA:
Newbury House.
Berns, M. (1990). Contexts of competence: social and cultural considerations in communicative language teaching. London: Plenum Press.
Bialystok, E. (1990). Communication strategies. Oxford: Blackwell.
Bialystok, E. (2001). Bilingualism in development: Language, literacy and cognition.
Cambridge: Cambridge University Press.
Blum-Kulka, S., House, J., & Kasper, G. (1989). Cross-cultural pragmatics: Requests and apologies. Norwood, NJ: Ablex.
Blum-Kulka, S., & Olshtain, E. (1986). Too many words: Length of utterance and pragmatic failure. Journal of Pragmatics, 8(2), 47-61.
Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe and do. Language Teaching, 36(2), 81-109.
Boxer, D. (1993). Social distance and speech behaviour: The case of indirect complaints. Journal of Pragmatics, 19(2), 103-125.
Boxer, D., & Pickering, L. (1995). Problems in the presentation of speech acts in ELT materials: The case of complaints. ELT Journal, 49(1), 44-58.
Brown, G., & Yule, G. (1983). Teaching the spoken language. Cambridge: Cambridge University Press.
Brown, H. D. (1994). Teaching by principles. An interactive approach to language pedagogy. New Jersey: Prentice Hall Regents.
Brown, P., & Levinson, S. (1987). Politeness: Some universals in language usage.
Brown, R., & Hewstone, M. (2005). An integrative theory of intergroup contact.
Advanced in Experimental Social Psychology, 37, 255-343.
Bruner, J. (1961). The act of discovery. Harvard Educational Review, 32, 21-32.
Byram, M. (1997). Teaching and assessing intercultural communicative competence.
Clevedon: Multilingual Matters.
Cai, C. (2007). IEDS method: A new approach to promote students’ communicative competence?. US-China Education Review, 4(9), 30-33.
Canale, M. (1983). From communicative competence to communicative language pedagogy. In: J. C. Richards, & R. W. Schmidt (Eds.), Language and communication (pp. 2-27). Harlow: Longman.
Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1-47.
Cazden, C. B. (2011). Dell Hymes’s construct of ‘communicative competence’.
Anthropology & Education Quarterly, 42(4), 364-369.
Celce-Murcia, M., Dörnyei, Z., & Thurrell, S. (1995). Communicative competence: A pedagogically motivated model with content specifications. Issues in Applied Linguistics, 6(2), 5-35.
Chang, Y. (2010). “I no say you say is boring”: The development of pragmatic competence in L2 apology. Language Sciences, 32(3), 408-424.
Chang, Y. (2011). Interlanguage pragmatic development: The relation between pragmalinguistic competence and sociopragmatic competence. Language Sciences, 33(5), 786-798.
Chen, Y. (2009). Learner perceptions of instruction in L2 pragmatics. English Language Teaching, 2(4), 154-161.
Chomsky, N. (1965). Aspects of the theory of syntax. Cambridge: MIT Press.
Chun, D. M. (2011). Developing intercultural communicative competence through online exchanges. CALICO Journal, 28(2), 392-419.
Corder, S. P. (1981). Error analysis and interlanguage. Oxford: Oxford University Press.
Council of Europe (2001). Common European Framework of Reference for Languages:
Language, teaching and assessment. Cambridge: Cambridge University Press.
Retrieved May 13, 2014 from
http://www.coe.int/t/dg4/linguistic/source/framework_en.pdf
Creswell, J. V. (1994). Research design: Qualitative and quantitative approaches.
Thousand Oaks: Sage Publications.
Crystal, D. (2001). Language and the internet. Cambridge: Cambridge University Press.
Csizér, K. (2003). Language learning motivation of Hungarian school children in the 1990s: An empirical investigation into language attitudes and motivated learning behaviour. Unpublished doctoral dissertation, Eötvös Loránd University, Budapest.
Csizér, K., & Dörnyei, Z. (2005a). The internal structure of language learning motivation and its relationship with language choice and learning effort. Modern Language Journal, 89(1), 19-36.
Csizér, K., & Dörnyei, Z. (2005b). Language learners' motivational profiles and their motivated learning behaviour. Language Learning, 55(4), 613-659.
Cummins, J. (2000). Language, power and pedagogy: Bilingual children in the crossfire. Clevedon: Multilingual Matters.
Dewaele, J. (2010). Multilingualism and affordances: Variation in self-perceived communicative competence and communicative anxiety in French L1, L2, L3 and L4. International Review of Applied Linguistics in Language Teaching, 48(2-3), 105-129.
Dörnyei, Z. (1995). On the teachability of communication strategies. TESOL Quarterly, 29(1), 55-85.
Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford: Oxford University Press.
Dörnyei, Z. (2009). The L2 motivational self system. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 9-42). Bristol: Multilingual Matters.
Dörnyei, Z., & Csizér, K. (2005). The effects of intercultural contact and tourism on language attitudes and language learning motivation. Journal of Language and Social Psychology, 24(4), 327-357.
Dörnyei, Z., & Thurrell, S. (1991). Strategic competence and how to teach it. ELT Journal, 45(1), 16-23.
Dörnyei, Z., & Thurrell, S. (1992). Conversation and dialogues in action. Hemel Hempstead: Prentice Hall.
Edwards, M., & Csizér, K. (2001). Opening and closing the conversation: How coursebook dialogues can be eimplemented in the classroom. NovELTy, 8(2), 55-66.
Edwards, M., & Csizér, K. (2004). Developing pragmatic competence in the EFL classroom. English Teaching Forum, 42(4), 16-21.
Ellis, R. (1992). Learning to communicate in the classroom: A study of two language learners’ requests. Studies in Second Language Acquisition, 14(1), 1-23.
Elshirbini Abdel-fattah Al-Ashrii, I. I. (2011). The effectiveness of a suggested program based on combining the direct and the indirect strategies on developing the EFL Al-Azhr secondary school students' strategic competence skills. ERIC Document Reproducition Service No. ED542279.
Faerch, C. & Kasper, G. (1983). Plans and strategies in foreign language communication. In C. Faerch & G. Kasper (Eds.), Strategies in interlanguage communication (pp. 20-60). Harlow: Longman.
Faerch, C., & Kasper, G. (1989). Internal and external modification in interlanguage request realization. In S. Blum-Kulka, J. House, & G. Kasper (Eds.), Cross-cultural pragmatics (pp. 221-247). Norwood, NJ: Ablex.
Falla, T., & Davies, P. A. (2008a). Solutions Intermediate Student’s Book. Oxford:
Oxford University Press.
Falla, T., & Davies, P. A. (2008b). Solutions Intermediate Teacher’s Book. Oxford:
Oxford University Press.
Fang, F. (2010). A discussion on developing students’ communicative competence in college English teaching in China. Journal of Language Teaching and Research, 1(2), 111-116.
Fang, Z. (1996). A review of research on teacher beliefs and practices. Education Research, 38(1), 47-64.
Farahian, M., Rezaee, M., & Gholami, A. (2012). Does direct instruction develop pragmatic competence? Teaching refusals to EFL learners of English. Journal of Language Teaching and Research, 3(4), 814-821.
Fishman, J. A. (1989). Language and ethnicity in minority sociolinguistic perspective.
Clevedon: Multilingual Matters.
Fraenkel, J. R., & Wallen, N. E. (1993). How to design and evaluate research in education (2nd ed.). New York: McGraw-Hill Inc.
Gilmore, A. (2011). “I prefer no text”: Developing Japanese learners’ communicative competence with authentic materials. Language Learning, 61(3), 786-819.
Glaser, B. B., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago, IL: Aldine.
Gómez-Rodriguez, L. F. (2010). English textbooks for teaching and learning English as a foreign language: Do they really help to develop communicative competence?
Educación y Educadores, 13(3), 327-346.
Gorsuch, G. (2000). EFL educational policies and education cultures: Influences on teachers’ approval of communicative activities. TESOL Quarterly, 34(4), 675-710.
Gorsuch, G. (2001). Japanese EFL teachers’ perceptions of communicative, audiolingual and yakudoku activities: The plan versus the reality. Education Policy Analysis Archives, 9(10), 1-27.
Hadfield, J. (1996). Intermediate communication games. Harlow: Pearson Longman.
Haggan, M. (2010). Text messaging, pragmatic competence, and affective facilitation in the EFL context: A pilot study. Canadian Journal of Applied Linguistics, 13(2), 150-164.
Halliday, M. (1973). Explorations in the functions of language. London: Edward Arnold.
Hartford, B. S., & Bardovi-Harlig, K. (1992). Closing the conversation: Evidence from the academic advising session. Discourse Processes, 15(1), 93-116.
Hedge, T. (2000). Teaching and learning in the language classroom. Oxford: Oxford University Press.
Holtgraves, T., & Yang, J. (1990). Politeness as universal: Cross-cultural perceptions of request strategies and inferences based on their use. Journal of Personality and Social Psychology, 59(4), 719-729.
Hornberger, N. H. (1989). Tramites and transportes: The acquisition of second language communicative competence for one speech event in Puno, Peru. Applied Linguistics, 10(2), 214-230.
House, J., & Kasper, G. (1987). Interlanguage pragmatics: Requesting in a foreign language. In W. Lörscher & R. Schulze (Eds.), Perspectives on language in performance: Festschrift for Werner Hüllen (pp. 1250-1288). Tübingen: Narr.
Hu, Z. (2014). Study on developing Chinese college EFL learners’ pragmatic competence in relation to language proficiency and overseas experience. Journal of Language Teaching and Research, 5(2), 391-398.
Hymes, D. H. (1971). Competence and performance in linguistic theory. In R. Huxley,
& E. Ingram (Eds.), Language acquisition: Models and methods (pp. 3-28). London:
Academic Press.
Hymes, D. H. (1972). On communicative competence. Philadelphia: University of Pennsylvania Press.
Jalilifar, A. (2010). Thematization in EFL students’ composition writing and its relation to academic experience. RELC Journal, 41(1), 31-45.
Kagan, D. M. (1992). Implications of research on teacher belief. Educational Psychologist, 27(1), 65-90.
Kamiya, M. (2006). The role of communicative competence in L2 learning. Sophia Junior College Faculty Bulletin, 26, 63-88.
Kasper, G. (1989). Variation in interlanguage speech act realization. In S. Gass, C.
Madden, D. Preston, & L. Selinker (Eds.), Variation in second language acquisition (pp. 37-58). Clevedon: Multilingual Matters.
Kasper, G. (2001). Classroom research on interlanguage pragmatics. In K. R. Rose &
G. Kasper (Eds.), Pragmatics in language teaching (pp. 33-60). Cambridge:
Cambridge University Press.
Kasper, G., & Rose, K. R. (2002). Pragmatic development in a second language.
Oxford: Blackwell.
Kasper, G., & Schmidt, R. (1996). Developmental issues in interlanguage pragmatics.
Studies in Second Language Acquisition, 18(2), 149-169.
Kathpalia, S. S., & Carmel, H. L. H. (2011). Metaphorical competence in ESL student writing. RELC Journal, 42(3), 273-290.
Kellerman, E. (1991). Compensatory strategies in second language research: A critique, a revision and some (non-)implications for the classroom. In R. Philipson, E.
Kellerman, E. Selinker, M. Sharwood Smith, & M. Swain (Eds.), Foreign/second language pedagogy research: A commemorative volume for Klaus Faerch (pp. 142-161). Clevedon: Multilingual Matters.
Kellerman, E., Ammerlaan, T., Bongaerts, T., & Poulisse, N. (1990). System and hierarchy in L2 compensatory strategies. In R. C. Scarcella, E. S. Andersen, & S. D.
Kraschen (Eds.), Developing communicative competence in a second language (pp.
163-178). New York: Newbury House.
Kim, D., & Hall, J. K. (2002). The role of an interactive book reading program in the development of second language pragmatic competence. Modern Language Journal, 86(3), 332-348.
Koike, D. A., & Pearson, L. (2005). The effect of instruction and feedback in the development of pragmatic competence. System, 33(3), 481-501.
Koran, E. (2015). Practical value of EFL textbooks for teaching main aspects of communicative competence (sociolinguistic and pragmatic competences).
International Journal on New Trends in Education and Their Implications, 6(1), 28-37.
Kormos, J., & Csizér, K. (2008). Age-related differences in the motivation of learning English as a foreign language: attitudes, selves, and motivated learning behaviour.
Language Learning, 58(2), 327-355.
Kramsch, C. (2006). From communicative competence to symbolic competence.
Modern Language Journal, 90(2), 249-252.
Le Pichon, E., De Swart, H., Vorstman, J. A., & Van Den Bergh, H. (2013). Emergence of patterns of strategic competence in young plurilingual children involved in French international schools. International Journal of Bilingual Education and Bilingualism, 16(1), 42-63.
Lee, K. (2003). Issues in adolescent EFL conversation textbook development:
Communicative competence through cultural awareness. Journal of Pan-Pacific Association of Applied Linguistics, 7(1), 125-133.
Lee, Y. (2006). Towards respecification of communicative competence: Condition of L2 instruction or its objective?. Applied Linguistics, 27(3), 349-376.
Lee, J. S., & McChesney, B. (2000). Discourse rating tasks: A teaching tool for developing sociocultural competence. ELT Journal, 54(2), 161-168.
Lenchuk, I., & Ahmed, A. (2013). Teaching pragmatic competence: A journey from teaching cultural facts to teaching cultural awareness. TESL Canada Journal, 30(7), 82-97.
Leung, C. & Lewkowicz, J. (2013). Language communication and communicative competence: A view from contemporary classrooms. Language and Education, 27(5), 398-413.
Levinson, S. C. (1983). Pragmatics. Cambridge: Cambridge University Press.
Lin, G. H. C. (2013, May). Revealing the effectiveness of communication strategies.
Paper presented at the 8th Annual ELT Conference of Applied Foreign Languages, Taichung City, Taiwan.
Littlemore, J., & Low, G. (2006). Metaphoric competence, second language learning
Llurda, E. (2000). On competence, proficiency and communicative language ability.
International Journal of Applied Linguistics, 10(1), 85-94.
LoCastro, V. (1997). Politeness and pragmatic competence in foreign language education. Language Teaching Research, 1(3), 239-267.
Maykut, P., & Morehouse, R. (2001). Beginning qualitative research: A philosophic and practical guide. London: The Falmer Press.
Mikolic, V. (2010). The relationship between communicative competence and language use in a multicultural environment: The case of Slovene Istria. Journal of Multilingual and Multicultural Development, 31(1), 37-53.
Miles, M. B., & Huberman, L. M. (1994). Qualitative data analysis (2nd ed.).
Thousand Oaks: Sage Publications.
Ministry of Human Capacities (2012). 2012/2013 Catalogue of coursebooks in public education. Retrieved 30 October, 2012 from http://2010-2014.kormany.hu/download/b/55/90000/tank%25C3%25B6nyvjegyz%25C3%25A9 k.pdf
Ministry of Human Capacities (2014). 2014/15 Catalogue of coursebooks in public
education. Retrieved 15 September, 2014 from
http://www.oktatas.hu/pub_bin/dload/kozoktatas/tankonyvjegyzek/kirtkv2014_kozlo ny_141106.pdf
Moore, D. (2006). Plurilingualism and strategic competence in context. International Journal of Multilingalism, 3(2), 125-138.
Murray, N. (2012). English as a Lingua Franca and the development of pragmatic competence. ELT Journal, 66(3), 318-326.
Nazari, A. (2007). EFL teachers’ perception of the concept of communicative competence. ELT Journal, 61(3), 202-210.
Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19(4), 317-328.
Nguyen, M. T. T. (2011). Learning to communicate in a globalized world: To what extent do school textbooks facilitate the development of intercultural pragmatic competence?. RELC Journal, 42(1), 17-30.
Nishino, T. (2008). Japanese secondary school teachers’ beliefs and practices regarding communicative language teaching: An exploratory survey. JALT Journal, 30(1), 27-50.
Nunan, D. (1985). Content familiarity and the perception of textual relationships in second language reading. RELC Journal, 16(1), 43-51.
Olshtain, E., & Blum-Kulka, S. (1985). Degree of approximation: non-native reactions to native speech act behaviour. In S. M. Gass, & C. Madden (Eds.), Input in second language acquisition (pp. 303-325). Rowley: Newbury House.
Oxenden, C., & Latham-Koenig, C. (2006a). New English File Intermediate Student’s Book. Oxford: Oxford University Press.
Oxenden, C., & Latham-Koenig, C. (with contributions by Brennan, B.). (2006b). New English File Intermediate Teacher’s Book. Oxford: Oxford University Press.
Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332.
Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks, CA: Sage.
Pawley, A. (1992). Formulaic speech. In W. Bright (Ed.), International encyclopedia of linguistics. (Vol. 2). New York: Oxford University Press.
Preston, D. R. (1989). Sociolinguistics and second language acquisition. Oxford:
Blackwell.
Richards, J. C. (2005). Communicative language teaching today. Cambridge:
Cambridge University Press.
Richards, J. C., & Lockhart, C. (1996). Reflective teaching in second language classrooms. Cambridge: Cambridge University Press.
Richards, J. C., Platt, J., & Platt, H. (1992). Longman dictionary of language teaching and applied linguistics (2nd ed.). Harlow: Longman.
Richardson, V. (1994). Conducting research on practice. Educational Researcher, 23(5), 5-10.
Ronald, J., Rinnert, C., Fordyce, K., & Knight, T. (Eds.) (2012). Pragtivities: Bringing pragmatics to second language classrooms. Tokyo: JALT Pragmatics SIG.
Salemi, A., Rabiee, M., & Ketabi, S. (2012). The effects of explicit/implicit instruction and feedback on the development of Persian EFL learners’ pragmatic competence in suggestion structures. Journal of Language Teaching and Research, 3(1), 188-199.
Savignon, S. J. (1991). Communiative language teaching: State of the art. TESOL
Schmidt, R. (1983). Interaction, acculturation and the acquisition of communicative competence: A case study of an adult. In N. Wolfson & E. Judd (Eds.), Sociolinguistics and language acquisition (pp. 137-174). Rowley: Newbury House.
Scovel, T. (2006). Learning communicative competence: Insights from psycholinguistics and SLA. Review of Applied Linguistics in China, 2, 7-29.
Skutnabb-Kangas, T. (1981). Bilingualism or not. Clevedon: Multilingual Matters.
Smith, G. T. (2005). On construct validity: Issues of method and measurement.
Psychological Assessment, 17(4), 396-408.
Soars, L., & Soars, J. (2003a). New Headway Intermediate Student’s Book (3rd ed.).
Oxford: Oxford University Press.
Soars, L., & Soars, J. (with contributions by Sayer, M.). (2003b). New Headway Intermediate Teacher’s Book (3rd ed.). Oxford: Oxford University Press.
Spencer-Oatey, H. (1993). Conceptions of social relations and pragmatics research.
Journal of Pragmatics, 20(7), 27-47.
Sun, D. (2014). From communicative competence to interactional competence: A new outlook to the teaching of spoken English. Journal of Language Teaching and Research, 5(5), 1062-1070.
Szenes, E. (2006). A kommunikáció tanítása az angol nyelvi órákon. Új Pedagógiai Szemle, 57(11), 30-49.
Taguchi, N. (2002). Implementing oral communication classes in upper secondary schools: A case study. The Language Teacher Online. Retrieved September 30, 2014, from http://jalt-publications.org/old_tlt/articles/2002/12/taguchi
Taguchi, N. (2005). The communicative approach in Japanese secondary schools:
Teachers’ perceptions and practice. The Language Teacher, 29(3), 3-12.
Takahashi, T., & Beebe, L. (1987). The development of pragmatic competence by Japanese learners of English. JALT Journal, 8(2), 131-155.
Takimoto, M. (2006). The effects of explicit feedback on the development of pragmatic proficiency. Language Teaching Research, 10(4), 393-417.
Takimoto, M. (2008). The effects of deductive and inductive instruction on the development of language learners’ pragmatic competence. Modern Language Journal, 92(3), 369-386.
Tarone, E. (1981). Some thoughts on the notion of ‘communication strategy’. TESOL Quarterly, 15(3), 285-295.
Tarone, E. (1984). Teaching strategic competence in the foreign language classroom. In J. S. Savignon & M. S. Berns (Eds.), Initiatives in communicative language teaching (pp. 127-136). Reading, MA: Addison-Wesley.
Taylor, B. (1975). The use of over generalization and transfer learning strategies by elementary and intermediate students in ESL. Language Learning, 25(1), 73-107.
Thompson, G. (1996). Some misconceptions about communicative language teaching.
ELT Journal, 50(1), 9-14.
Tsui, A. B. M. (2003). Understanding expertise in teaching: Case studies of ESL teachers. Cambridge: Cambridge University Press.
van Dick, R., Wagner, U., Pettigrew, T. F., Christ, O., Wolf, C., Petzel, T., Castro, V.
S., & Jackson, J. S. (2004). Role of perceived importance in intergroup contact.
Journal of Personality and Social Psychology, 87(2), 211-227.
van Ek, J. A. (with contributions by Alexander, L. G.). (1977). The threshold level for modern language learning in schools. London: Longman.
Watcyn-Jones, P. (2000). Fun class activities. Harlow: Pearson Longman.
Waugh, E. (2013). Teaching pragmatics and intercultural communication online. TESL Canada Journal, 30(7), 98-107.
Widdowson, H. G. (1989). Knowledge of language and ability for use. Applied Linguistics, 10(2), 128-137.
Wilkins, D. (1976). Notional syllabuses. Oxford: Oxford University Press.
Willems, G. (1987). Communication strategies and their significance in language teaching. System, 15(3), 351-364.
Xu, W., Case, R. E., & Wang, Y. (2009). Pragmatic and grammatical competence, length of residence, and overall L2 proficiency. System, 37(2), 205-216.
Yang, L. H. & Fleming, M. (2013). How Chinese college students make sense of foreign films and tv series: Implications for the development of intercultural communicative competence in ELT. Language Learning Journal, 41(3), 297-310.
Youn, S. J. (2014). Measuring syntactic complexity in L2 pragmatic production:
Investigating relationships among pragmatics, grammar, and proficiency. System, 4(2), 270-287.
Yule, G. (1996). Pragmatics. Oxford: Oxford University Press.
Zha, S., Kelly, P., Park, M. K., & Fitzgerald, G. (2006). An investigation of communicative competence of ESL students using electronic discussion boards.
Journal of Research on Technology in Education, 38(3), 349-367.
Zhu, W. (2012). Polite requestive strategies in emails: An investigation of pragmatic competence of Chinese EFL learners. RELC Journal, 43(2), 217-238.
Appendix A: Initial interview schedule (Hungarian)
HÁTTÉRINFORMÁCIÓK
SZEMÉLYES HÁTTÉR
saját nyelvtanulási tapasztalatok (környezet, tanár, csoport, tananyag, stb.)
célnyelvi területen töltött idő
SZAKMAI HÁTTÉR
végzettség (mikor, hol, stb.)
tanárképzés (módszertani képzés, továbbképzések)
munkahely (korábbi és jelenlegi állások)
tanításon kívüli egyéb munka (fordítás, tolmácsolás, idegenvezetés, stb.) Miért választottad a nyelvtanári hivatást?
Hogyan jellemeznéd saját nyelvtanítási gyakorlatodat? Vannak-e esetleg nyelvtanítási módszerek, amiket követsz?
A nyelvoktatásban manapság nagyon gyakran halljuk azt, hogy ’fejlesszük a diákok kommunikatív kompetenciáját’. Számodra mit jelent ez a kifejezés?
Hogyan fejleszted a négy nyelvi készséget?
szóbeli kommunikáció
íráskészség
hallott szöveg értése
olvasott szöveg értése Hogyan tanítod a nyelvtant?
Hogyan bővítesz szókincset?
Az órákon használod-e a magyar nyelvet?
Mik számodra a legfontosabb szempontok a tankönyvválasztásnál?
Mi a véleményed az általad jelenleg használt tankönyvekről?
pozitív tulajdonságok
negatív tulajdonságok
Milyen egyéb segédanyagokat használsz?
Van még valami, amit fontosnak tartasz elmondani saját nyelvtanári gyakorlatodhoz kapcsolódóan és nem kérdeztem rá?
Appendix B: Initial interview schedule (English)
BACKGROUND INFORMATION
PERSONAL BACKGROUND
language learning experience (context, course book, etc.)
time spent in target language community
PROFESSIONAL BACKGROUND
qualifications (when, where, etc.)
in-service trainings
work (present and previous jobs)
any jobs other than teaching (translating, interpreting, tourist guiding, etc.) Why did you choose this profession?
How would you describe your teaching practice? Are there any methods or approaches that you follow?
In language teaching, ‘developing learners’ communicative competence’ is considered to be one of the main goals. How do you personally interpret this phrase?
How do you develop the four skills?
speaking
writing
listening
reading
How do you teach grammar?
How do you build vocabulary?
Do you use Hungarian as a mediating language in the classroom?
What are the most important aspects when choosing a course book?
What do you think about the course books that you use?
positive features
negative features
What type of additional materials do you use?
Is there anything else that you would like to add and I haven’t asked about in connection with your teaching?
Appendix C: Final interview schedule (Hungarian)
HÁTTÉRINFORMÁCIÓK
SZAKMAI HÁTTÉR
- végzettség (mikor, hol)
- szakmai továbbképzések
- tanítási tapasztalat
Hogyan jellemeznéd saját nyelvtanítási gyakorlatodat? (Vannak-e esetleg nyelvtanítási módszerek, amiket követsz?) Miért így csinálod? Hol tanultad? Hol láttad? Miért jó ez így? Hogy lehetne jobb?
Mondd el, hogy általában milyen egy órád. Mitől függ ez? Miért így csinálod? Vannak trükkjeid? Mik ezek? Hol tanultad? Te találtad ki?
A nyelvoktatásban manapság nagyon gyakran halljuk azt, hogy ’fejlesszük a diákok kommunikatív kompetenciáját’. Te hogy értelmezed ezt?
Te kommunikatív tanárnak tartod magad? Ha igen, ez miben nyilvánul meg? Kérlek mondjál példát a gyakorlatodból?
A kommunikatív kompetencia különböző komponenseit látod itt felsorolva. Kérlek állíts fel egy sorrendet a szerint, hogy számodra melyik komponens fejlesztése kapja a legtöbb hangsúlyt a nyelvóráidon.
nyelvtani kompetencia (nyelvtan és szókincs)
szövegalkotói kompetencia (szövegkohézió, különböző retorikai elemek)
funkcionális kompetencia (különböző beszédfunkciók megfelelő kifejezése, pl.
kérés, visszautasítás, üdvözlés, stb.)
szociolingvisztikai kompetencia (kulturális referenciák, dialektusok, regiszterek, pl. szleng, hivatalos, stb.)
stratégiai kompetencia (különböző kommunikációs stratégiák, pl. körülírás, gesztikuláció, stb.)
Az órákon használod-e a magyar nyelvet? Ha igen, milyen szituációkban, feladatoknál?
Hogyan fejleszted a négy nyelvi készséget? Kérlek mondjál feladotot, amiket használni szoktál. Kérlek mondj példát, hogyan csinálod ezt az órán.
szóbeli kommunikáció
íráskészség
hallott szöveg értése
olvasott szöveg értése
Hogyan tanítod a nyelvtant? Meséld el kérlek, hogy legutóbb mit tanítottál. Miért ezt?
Miért így? Így szoktad mindig? Miért tértél el a szokásos gyakorlattól?
Hogyan bővítesz szókincset?
Hogyan értékelsz?
szóban
írásban
Mi a véleményed az általad jelenleg használt tankönyvekről? Melyik könyvet használod? Miért ezt? Ki választotta ki? Miért? Mi jó benne? Mi rossz?
Milyen segédanyagokat használsz? Mit milyen szituációban? Miben segítenek ezek a segédanyagok?
Van még valami, amit fontosnak tartanál elmondani saját nyelvtanári gyakorlatodhoz kapcsolódóan, és nem kérdeztem rá?
Appendix D: Final interview schedule (English)
BACKGROUND INFORMATION
PROFESSIONAL BACKGROUND
- qualifications (date, institution, etc.)
- in-service trainings
- teaching experience
How would you describe your teaching practice? Are there any methods or approaches that you follow?) Why do you follow these approaches? Where did you learn them?
Why are these methods useful? Could they be better?
Please describe a typical lesson of yours. What does the structure of the lesson depend on? Why do you do it like this? Do you have any tricks? If yes, what are they?
Where did you learn them? Did you invent them?
One of the buzz words in language teaching nowadays is ‘to develop learners’
communicative competence’. How do you personally interpret this phrase?
Do you think you are a communicative teacher? If yes, in what way? Give some examples of your teaching experience, please.
The major components of communicative competence are listed below. Please rank order these components according to their importance in your teaching. Start with the most important one.
discourse competence (cohesion and coherence)
linguistic competence (grammar and vocabulary)
actional competence (different linguistic functions, such as requests, offers, etc.)
sociocultural competence (cultural references, dialects, registers)
strategic competence (verbal and non-verbal communication strategies)
Do you use Hungarian as a mediating language in the classroom? In what kind of situations or activities?
How do you develop the four skills? Describe sample activities that you use. Give examples on how you do skills development during the lessons.
speaking
writing
listening
reading
How do you teach grammar? Tell me about the last grammatical structure you taught.
Why this? Why did you do it the way you did? Do you normally do it like this? Why did you do it differently this time?
How do you build vocabulary?
How do you do error correction and feedback?
in speaking
in writing
What do you think about the course books that you use? Which coursebook do you use?
Why this one? Who has chosen is? Why? What are the positive features? What are the negative ones?
What type of additional materials do you use? In what kind of situations? How do these supplementary materials help you?
Is there anything else that you would like to add and I haven’t asked about in connection with your teaching?
Appendix E: Classroom observation sheet
DATE:
PLACE:
GROUP:
level of proficiency:
number of students:
COURSEBOOK:
1. SECTION. TEACHER
proficiency language use
use of L2
use of L1
teacher talking time (TTT) pronunciation and intonation
2. SECTION. GROUP
willingness to participate willingness to communicate language use
use of L2
use of L1
student talking time (STT)
3. SECTION: LESSON
aims material
structure of the lesson activities