Developing Communicative Competence in Efl

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Language education used to be an unusual, if not eccentric, pursuit - an exercise engaged in by scholars, as monks did with Latin - and later, Greek. From the 16th through the 18th centuries, language students used to memorize grammatical rules and applied these to translate abstract sentences and decode written texts in the target language. Today, countries like Colombia (Ministerio de Educación Nacional- British Council: Programa de Bilinguismo, 2006), Canada, Japan (Kubota, 1998), and China (Kirkpatrick & Zhichang, 2002) frame their education policies to teach at least one foreign language at primary and secondary school level. Globalized and multilingual, this is what many countries are or would like to become and, they are placing enormous importance and vast resources on foreign language learning, especially learning the English language.

English as a foreign language (EFL) is widely spoken simply because it is a medium of communication in areas such as technology, science, finance, trade, media, commerce, manufacturing, tourism, and international relations, all of which impact everyday life and events for most of us. Having a good level of English unlocks borders, cultures, histories, and different points of view, which in turn, multiply educational as well as occupational opportunities thereby increasing competency and competitiveness, leading to higher living standards, and enhancing both multiculturalism as well as globalization in our communities. Some of the most commonly cited challenges of learning to communicate proficiently in a foreign language are associated to the degree of difficulty the learner encounters in relating to the target culture, or linked with syntactic and semantics differences between the second and the first language, or connected with the level of intricacy needed to decode or derive meaning from foreign concepts and ideas - whether written or spoken.

Discourse analysis, concerned as it is with language in...
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