Suchergebnisse

Language and culture relate to each other. It is important to refine teaching processes to enable language learners to use target languages effectively. This book shows that language and culture should be viewed in their interrelationship as they have a significant impact on the naturalness and appropriateness of discourse.

This study aimed to reveal the Communicative Competence category in the English textbook "Bahasa Inggris" for grade XI and the extent to which Communicative Competence has been accommodated in the textbook. Qualitative content analysis method was applied. The data were collected through reading, categorizing, and taking notes of the data into detailed information. The selected unit analysis was analyzed by referring to Celce-Murcia's (2007) theory of communicative competence. The findings showed that all the categories of communicative competence by Celce-Murcia are found in the selected textbook. The categories include Linguistic Competence (14 activities, 11.11%), Formulaic Competence (6 activities, 4.76%), Sociocultural Competence (5 activities, 3.97%), Discourse Competence (60 activities, 47.62%), Interactional Competence (26 activities, 20.63%), and Strategic Competence (15 activities, 11.90%). These are represented in the textbook in the forms of exercises, instructions or materials, dialogues, discussions, expressions, and sentences. The results of this study contribute to English teachers in determining the appropriate competencies required by students to assist students in improving their communicative abilities.

The article presents a theoretical analysis of the social and communicative competences in children in preschool age. The aim of the research is to determine the features of the social and communicative competences during preschool age. A theoretical analysis of various scientific views on the subject has been made. Communicative competences are examined through M. Lisina's concept in communication with adults and peers. As a result of the study, the following three main groups of social-communicative competences of children in preschool age, have been identified: 1) skills related to the social development of the child's personality; 2) skills related to the communication with adults on a situationalinterpersonal, situational-practical, extrasituational-cognitive and extrasituationalinterpersonal level and communication with peers on an emotional-practical and praktikal level; 3) skills related to general knowledge and ethics. In practice, these features can be rendered into account in the organisation of the educational work in kindergarten for the development of the children's social and communicative competences. These can also be useful for parents in raising and educating children.