Communicative Language Teaching

This study investigates Kurdish EFL teachers' and learners' perceptions of Intercultural Communicative Competence (ICC) within the Kurdistan Region of Iraq. Using a mixed-methods approach, data were collected from 120 English educators and 100 university students through questionnaires and follow-up interviews with 16 teachers. The findings reveal that while both groups recognize the importance of ICC, significant gaps exist between theoretical understanding and practical implementation. Gender differences and varying levels of engagement with intercultural competence were identified, suggesting the need for enhanced teacher training and curriculum reform to better integrate ICC into EFL instruction in the Kurdish context.

Because intercultural communicative competence has a tremendous influence on the cultural component of language teaching/ learning, this article is a concise literature review of intercultural competence. In fact, curriculum designers have put a strong emphasis on the definitions and implementations of intercultural communication to provide tasks that enhance learners' cross-cultural competences. It is worth mentioning that intercultural competence is not a new concept in the field of language teaching and learning, but it is renewed by certain studies and surveys. People nowadays must be interculturally competent to be able to deal with the 21 stcentury challenges that lead to a lot of cultural misunderstandings. However, one may suggest that learners can interact communicatively despite the language skills they may lack. As such, this article seeks to answer questions such as how Moroccan EFL classes can boost learners' intercultural competences.

This chapter examines the design, implementation, and impact of a yearlong EMI faculty professional development (PD) course developed by adapting the curriculum of a postgraduate Applied Linguistics (TESOL) programme at a university in Singapore. Designed and conducted as a funded capacity-building programme for STEM faculty members from five universities in Vietnam, the course purposefully placed equal emphasis on both the "E" and "I" in EMI, drawing on curriculum design processes and relevant principles of language instruction as its pedagogical foundation. In this chapter, I analyze the syllabus, pedagogical materials, faculty assignments, and module feedback from the course, highlighting possibilities and challenges of connecting TESOL and EMI for the design and implementation of EMI faculty PD courses. The chapter concludes with suggestions for faculty developers with backgrounds in TESOL, language teacher education, and classroom discourse who wish to design and implement similar PD courses for EMI faculty.

The article presents practical teaching techniques of using movies as an efficient teaching material that can motivate the 4th year students to practise their communication skills (both speaking and writing). Using movies can be a useful tool to help students to improve their proficiency in English as well as it can give them an opportunity to stimulate and develop their creative potential as future English teachers participating in classroom discussions, writing movie reviews and analysing them in class and also preparing communicative tasks for other students and acting as a teacher.

The aim of this study is to explore the text genres of authentic printed materials incorporated into the new headway intermediate students' book, which is widely used in teaching English as a foreign language (EFL) in educational institutions in Sudan. It also aims to figure out to what extent these authentic printed texts represent the target culture in the textbook under study. The study used a descriptive content analysis research design along with Gilmore's (2007) model of authenticity and Gebhard's (1996) criteria for analyzing the authentic printed materials. The study also used Byram's (1993) categories of cultural elements in EFL textbooks together with Cortazzi & Jin's (1999) model for analyzing and figuring out the extent to which the text genres represent the target culture of English language. The analysis results revealed that the textbook included 43 authentic printed texts, out of which 20 are classified as newspaper articles, news headlines, biographies, and magazine articles, making up 46.51% of the total. Additionally, 10 texts fall into the category of letters, emails, application forms, and advertisements representing 23.26%. There are also 7 texts that include folktales, stories, and a poem, which account for 16.28%. Lastly, 6 texts consist of signs, guides, tips, and maps, comprising 13.95%. The findings also revealed that the themes of these text genres are more representative to the culture of English-speaking countries than world cultures.

Key words: Authentic Printed Texts, EFL Material Development, Learning English as an International Language.

The solution of important issues and problems in the field of medicine in the framework of international cooperation and exchange of best practices with foreign colleagues requires medical workers to have foreign language communicative competence. This determines the relevance of research aimed at developing effective technologies for the formation of foreign language communicative competence among students of medical universities, taking into account the content of their future professional activities. One of these technologies is modular-rating technology. The article provides a complex of pedagogical conditions of foreign language communicative competence formation among the medical universities students during the process of studying "Foreign language" based on module-rating technology. On the basis of theoretical analysis and generalization of scientific and methodological literature and their own experience in teaching the discipline "Foreign language" to medical students, the authors identified a complex of pedagogical conditions, the implementation of which within the framework of the modular-rating technology will provide, according to their assumption, a significant increase in the foreign language formation effectiveness. For the practical substantiation of the implementation effectiveness of this pedagogical conditions complex in the process of teaching students the discipline "Foreign language" based on modular-rating technology, the authors organized and conducted a formative pedagogical experiment with the participation of 48 first-year students of the Medical Faculty of the I.N. Ulianov Chuvash State University. All students were divided into two groupscontrol and experimental. Control group students studied the discipline "Foreign language" within the framework of traditional approaches to teaching it in non-linguistic universities. The students of the experimental group studied this discipline based on modular-rating technology, taking into account the complex of the pedagogical conditions the authors identified. In the subjects of both groups, at the beginning and after the completion of the pedagogical experiment, the level of formation of foreign language communicative competence was determined using the diagnostic apparatus the authors developed. The indicators were measured: linguistic competence, characterizing the level of proficiency in phonetics, vocabulary and grammar of the target language; speech competence, reflecting the mastery of such types of speech activities as reading, writing, listening and speaking; sociocultural competence. The development level of each of the components of linguistic and speech competence and sociocultural competence as a whole was measured and assessed on a 100-point scale: students completed 25 test tasks, while the correct performance of each task was assessed at 4 points. Taking into account the results of the test tasks, the indicator of language and speech competence was calculated. The indicator of the foreign language communicative competence formation was determined as the arithmetic mean of the indicators of language,

The article reveals the problem of the functioning of verbal memory based on hermeneutical methods, that is, the problem of perception of English professional vocabulary (terminology) by cadets of higher military educational institutions in Ukraine. The training of cadets to learn professional vocabulary is based on a powerful methodological basis-a hybrid method with the application of memorization techniques. The aim is to demonstrate the main directions of teachers' work and professional disclosure of cadets in combination with motivation and hybrid learning of English professional language. External problems faced by cadets in memorizing military vocabulary are described. The paper considers didactic approaches that can facilitate or accelerate the process of learning English (communicative and action-oriented perspectives, distance work, and combined learning, consolidation, and repetition of vocabulary) in the perspective of memory theory. The results of the study showed that the method of blending text into two parts; and the search for associations between mental image and textual information improves the process of memorization, the reorganization of the material, which is necessary for mastering military terminology when using mnemonic and metacognitive strategies in English classes, contribute to the effective assimilation of the material. The conclusion is that the blending method is more effective than intensive teaching, does not cause rapid brain exhaustion and loss of motivation. The main aspects of solving the problem of perception of military terms are communication, cadet autonomy, memorization of everyday or professional vocabulary by finding the best strategies, and active approaches such as metacognitive strategy with an explicit-demonstrative approach. Using Atkinson's memory model: repetition-control-retrieval-analysis-search for associative relationships allows for control and improvement of teaching. Thus, the obvious connection between qualitative memorization and associative connections indicates that learning and teaching English to future servicemembers depends on the quantity and quality of the content outlined, as their psychosocial manifestations of professional mindset are specific.

В третьому тисячолітті в історії України відбулися великі зміни, які відбивають зміни в людському суспільстві загалом. Різноспрямовані системи громадянського суспільства, політики, економіки існують в нашій країні існують тепер в площині з постійно діючої системи військового існування. Актуальним стоїть питання сформованості іншомовної комунікації в умовах перспектив вступу України в НАТО. Зв'язок громадянської і військової систем ще чіткіше вказує на значущість готовності до професійної міжкультурної комунікації. Важливість використання інформаційно-комунікаційних технологій відбивається в реалізації мети, а саме розвитку комунікації між іншими країнами і нашою країною. Реалізація цього зв'язку ускладнюється тим, що активне і прогресивне світове партнерство передбачає наявність достатнього рівня англомовної компетенції сьогоденних і майбутніх офіцерів ЗСУ. Військова реальність змінила вектор дидактичного підходу до формування іншомовної комунікативної компетенції 1 . Дійсність мирного існування України до лютого 2022 року ставила перед вітчизняною педагогікою завдання, щодо виховання молоді в дусі миру і поваги до всіх народів, формування й розвитку у майбутніх офіцерів вмінь спілкуватися й співпрацювати з людьми різних національностей, соціальних груп, розуміти й цінувати своєрідність культур інших народів. Світова геолінгвістична ситуація змінюється зі змінами геополітичної ситуації. Геолінгвістичні зміни передбачають прискорення процесу формування іншомовної комунікативної компетенції, як однієї зі складових сформованого професійного білінгвізму. Актуальність формування професійного білінгвізму передбачається формуванням культурологічних, етноісторичних, етнопсихологічних знань, які дозволяють представникам певної галузі усвідомити різноманіття сучасного світу та специфіку культурних проявів певних соціальних

Competence-based approach to the use of practice-oriented technologies and the creation of an innovative learning environment is the current trend of Russian higher education. The task of developing graduates’ communicative competence for the implementation of effective corporate communication and labor interaction in a multicultural business environment is still relevant. Being obligatory components of modern professional activity, dialogue and polylogue in English provide information exchange, promote joint decision-making, effective interaction and creative cooperation between specialists of different nationalities as well. Mastering the correct strategy in foreign language communication in the business world makes it possible to overcome language and communication barriers. It has a positive effect on building trust in multinational teams, on which the performance of the entire company depends. The authors analyze a number of difficulties associated with the teaching of these ty...

This study explores a balanced pedagogical approach that integrates langue mastery (form-focused instruction) and parole practice (communicative use) in EFL classrooms to foster communicative competence. Using a mixed-methods design, 60 university-level EFL students were divided into experimental and control groups. Over an eight-week period, the experimental group received instruction that equally emphasized grammatical structures and contextualized language use, while the control group followed a traditional grammar-based curriculum. Data collected through pre-tests, posttests, observations, questionnaires, interviews, and journals revealed that learners exposed to the integrated model showed significant improvement in fluency, accuracy, and discourse management. These findings underscore the need for a pedagogical balance that promotes both linguistic accuracy and communicative effectiveness in English language teaching.

The paper deals with actual problems of EFL communication competence under the conditions of flipped education with help of innovative teaching technologies. The optimum conditions to use IT instruments in order to teach English as EFL are regarded. The ways to improve students’ motivation are given. Real professional communicative situations are offered to simulate involving IT in order to improve communicative skills.

The teaching of English language in Nigeria is a herculean task given the fact that models and students operate in a second language environment with its many disadvantages. Many teachers do not seem to understand what is involved in teaching effectiveness as many have different conceptions of teaching. The result is that many evade the intricacies of teaching, to the detriment of students' achievement in the subject. This paper investigated students' perception on the indices of teaching effectiveness of ESL in Ibadan metropolis. The descriptive design of the ex post facto type was adopted for the study. Through multi-stage sampling procedure, a total of 500 Senior Secondary School two students was drawn from six co-educational institutions. A self-structured questionnairequestionnaire on indices of teaching effectiveness (QOITE) (r=.79) was used to collect data. Three research questions and one hypothesis were raised. Descriptive statistics of frequency counts, percentages, mean and standard deviation were used to analyse the data collected. T-test statistic was used to test the only hypothesis stated at 0.05 level of significance.Findings revealed that students perceived the indices of teaching effectiveness to include revision of previous topics, teachers' friendly disposition, use of instructional materials and take-home assignments. The study however revealed that the most commonly perceived indices of teaching effectiveness are teachers' knowledge of subject matter (65.8%) and teachers' ability to provide detailed explanation (57.8%). In addition, more female students perceived that revision of previous work was needed for effective teaching than their male counterparts.The study recommended, among other things, that teachers should make revision of previous work a regular practice and teachers of ESL should exhibit high level of friendliness in class.

Communicative Language Teaching has become one of the most influential approaches in English language teaching in the Philippines and worldwide. As learner-centered and competency-based instruction continues to be promoted by the Philippine English curriculum, CLT is increasingly emphasized to improve learner's communicative competence, critical thinking, and real-world language use. However, several studies reveal persistent challenges in its implementation particularly in public secondary schools where contextual limitations affect classroom practices, despite its widespread adoption. This systematic literature review examines existing scholarly studies on Communicative Language Teaching Within the Philippine English curriculum. The review synthesized findings from peer-reviewed journal articles, government publications, books, and educational reports published between 2015 and 2026. Databases such as Google Scholar, ERIC, Scopus, and ResearchGate were utilized in gathering relevant literature. A total of 15 studies met the inclusion criteria and were analyzed thematically. The review identified four major themes: teacher preparedness and instructional practices, learner engagement and communicative competence, curriculum alignment and policy implementation, and challenges in CLT integration. Findings reveal that while CLT positively influences student's language proficiency and classroom participation, inadequate teacher training, large class sizes, limited resources, and assessment mismatches hinder effective implementation. The review highlights the need for continuous professional development, differentiated and contextualized instructional materials, and curriculum support mechanisms. Conclusively, this study contributes to the growing discourse on improving English language education in the Philippines and offers implications for teachers, curriculum developers, and educational policymakers.

This study investigates Kurdish EFL teachers' and learners' perceptions of Intercultural Communicative Competence (ICC) within the Kurdistan Region of Iraq. Using a mixed-methods approach, data were collected from 120 English educators and 100 university students through questionnaires and follow-up interviews with 16 teachers. The findings reveal that while both groups recognize the importance of ICC, significant gaps exist between theoretical understanding and practical implementation. Gender differences and varying levels of engagement with intercultural competence were identified, suggesting the need for enhanced teacher training and curriculum reform to better integrate ICC into EFL instruction in the Kurdish context.

Language-teaching methodologies have always posed a significant challenge for teachers and learners, particularly in teaching a second language. The interdisciplinary context provided to students in academic institutions has created a methodological issue in the pedagogy of both content subjects and language subjects. In interdisciplinary contexts, stimulating the Direct/Natural Method of language teaching as an appropriate teaching methodology for language learners can be a stepping stone, because several studies in this regard have produced very fruitful results in adopting this method in the said context, identifying the reliable measures against other methods, especially the GT method, in a quantifiable way. The sociolinguistic background of learners provides a strong indicator for adopting the direct method in language classrooms, as it can serve as a research tool for their socio-demographic identity. This study employs the Direct/Natural Method as an appropriate approach to develop oral communication skills by measuring the inclination of responses from 113 students across 26 departments of study at the faculties of Aligarh Muslim University, and by comparing the key characteristic features of the Direct method with those of the GT
method. Comparing the two methods suggested a preference for the Direct method over the GT method.

The Center for English as a Lingua Franca (CELF), an initiative of a private university in Tokyo, was founded with serious consideration given to the pedagogical implications of the widespread use of English as a lingua franca (ELF). Such deliberation is not yet prevalent among academics and practitioners who should be most affected by ELF (Seidlhofer, 2011). Most ELF users have different first languages and do not usually interact with speakers of English as a first language, but rather with other ELF users. The transformation occurring in English as it is being used as a lingua franca need not be viewed as unusual but can be seen as part of the process of language evolution (Seidlhofer, 2011). In this paper we consider the implications of this process for teaching and learning in Japan, report on research in progress, and discuss how an ELF perspective may influence current pedagogical practices.

Жылына 4 рет шығады № 3 (63) -2016 ВЕСТНИК ЗКГУ Выходит 4 раза в год Орал-Уральск М.ӨТЕМІСОВ АТЫНДАҒЫ БАТЫС ҚАЗАҚСТАН МЕМЛЕКЕТТІК УНИВЕРСИТЕТІ ЗАПАДНО-КАЗАХСТАНСКИЙ ГОСУДАРСТВЕННЫЙ УНИВЕРСИТЕТ им. М. УТЕМИСОВА Выпуск 3 (63) шығарылым Шілде -Июль, Тамыз -Август, Қыркуйек -Сентябрь Педагогика, филология,тарих Педагогика, филология, история Бас редактор -Главный редактор: ИМАНҒАЛИЕВ А.С. педагогика ғылымдарының докторы, профессор/ доктор педагогических наук, професор Бас редақторының орынбасары -Заместитель главного редактора Ғ.И.ИМАШЕВ п.ғ.д., М.Өтемісов атындағы БҚМУ ҒЖ және ХБ жөніндегі проректоры д.п.н., проректор по НР и МС ЗКГУ им. М.Утемисова

Social media is becoming a more active and accessible medium for learners all around the world to acquire the English language. A growing body of study is examining how people learn and use language in the digital age, and one such area of study is social mediabased English language learning. This systematic review of the literature aims to provide an overview of social media, specifically WhatsApp, as a tool for learning English writing skills in existing literature. This review maps the experiences of learners with learning outcomes related to writing skills as they relate to WhatsApp. To examine the literature that was accessible for the study, a systematic review was conducted. This systematic review complies with the statement of Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) standards. The review procedure included a thorough search of electronic databases like Web of Science, Google Scholar, Science Direct, and Scopus. The research articles, which were published between 2013 and 2022 were included in the search. The purpose of this systematic research is to investigate WhatsApp Messenger's potential to help undergraduate EFL learners improve their writing skills. The review gives a summary of the body of research on the use of WhatsApp for writing instruction, including studies examining the app's possible benefits for undergraduate EFL learners' writing skills. Out of n = 90 research studies n = 20 research studies met the inclusion criteria for this systematic review. Among all those 20 studies, researchers adopted (n = 13; 65%) quantitative research methodology. According to the results of this systematic review, WhatsApp gained popularity among researchers in 2019 and 2021, and at that time, there were more studies conducted. The country-wise context of the research studies revealed that Saudi Arabia (n = 4; 20%) has made a significant contribution to the body of studies in which it was discovered that WhatsApp is a highly useful learning tool for improving the writing abilities of undergraduate EFL learners. Future research should explore WhatsApp's impact on enhancing English writing skills among undergraduate EFL learners, considering diverse contexts and instructional strategies. Educators are encouraged to integrate WhatsApp for group projects, create engaging online environments, and continuously assess teaching methods. Additionally, research could investigate educators' perspectives on WhatsApp-based approaches and explore the role of other social media tools, like Instagram, YouTube, and Facebook, in enhancing various English language skills.

This study aims to investigate how training students on using rubrics (i.e., assessment criteria which they helped create) in self-assessment activities influences the Dunning-Kruger effect. The proposition was that getting students involved in rubric creation and training in rubric use for self-assessment would improve their awareness of their actual performance and reduce the Dunning-Kruger effect. This study was conducted with 98 senior business English students and revealed that high-performing rubric-based-trained students were more aware of their actual performance than their peers, and that the Dunning-Kruger effect was reduced in this group. In contrast, the Dunning-Kruger effect appeared with different magnitudes across other student groups, being very clear among low-performing trained and untrained students and somewhat clear among high-performing untrained students. Therefore, these results recommend that rubric-based training improves metacognitive calibration and reinforces more accurate self-evaluation in academic assessment contexts, and it also sheds light on the pedagogical value of rubric-based training in higher education.

This instructional material presents fundamental Spanish vocabulary intended for beginner learners with English as their native language. The guide has been organized as a compact educational resource appropriate for independent study, introductory language programs, and academic learning platforms. The content emphasizes practical vocabulary categories commonly applied in everyday communication, including greetings, numbers, family relationships, colors, and frequently used classroom expressions.

Lesson planning is one of the most crucial ingredients of a successful lesson. It is a process through which the teacher meticulously orchestrates the activities, sequences, and tools that would lead learners to achieve the defined objectives by the end of the lesson. Considering the importance of this intricate process, many frameworks have approached language lesson planning using different theories and visions of what a language lesson should include in order to be successful. Among the most widely used language lesson planning frameworks are the PPP model, OHE, and ESA. The latter is the model this article aims to elaborate on in the coming lines. The ESA model was introduced by the ELT pioneer Jeremy Harmer in his book How to Teach English. According to Harmer, any language lesson should include elements or characteristics that make learning engaging and, most importantly, meaningful. These characteristics are: Engage, Study, and Activate.

This article examines discourse markers from a functional perspective, emphasizing their role in constructing meaning and ensuring coherence in spoken and written communication. Drawing on insights from discourse analysis and constructivist-oriented pedagogy, it argues that discourse markers function as organizational tools guiding interpretation rather than merely linking sentences. The paper also outlines teaching strategies—including analysis of authentic texts, discourse-based tasks, interactive practice, and reflective comparison—to raise learners’ awareness and enhance discourse competence in EFL contexts..

Online language learning has emerged as a prominent approach in modern education, driven by rapid technological advancements and increasing global demand for multilingual competence. This study investigates the advantages and disadvantages of online language learning using a mixed-methods research design. Data were collected from 120 language learners and 40 instructors through questionnaires and semi-structured interviews. Quantitative data were analyzed using descriptive statistics, while qualitative responses were examined through thematic analysis. The findings reveal that online language learning offers significant benefits, including flexibility, accessibility, and exposure to authentic learning materials. Learners reported that the ability to study at their own pace and access diverse multimedia resources positively influenced their learning experience. Additionally, online platforms were found to support personalized learning and learner autonomy. However, several challenges were identified. Participants reported difficulties in developing speaking skills due to limited real-time interaction and reduced opportunities for communicative practice. Other concerns included lack of social engagement, technological barriers, and issues related to self-motivation and time management. The study concludes that while online language learning is an effective and flexible alternative to traditional instruction, its success depends on interactive design, technological infrastructure, and learner readiness.

The integration of digital learning technologies into medical education has expanded significantly with the rise of blended learning environments that combine face-to-face instruction with online platforms. Rain Classroom is one such educational tool that supports real-time interaction, content sharing, and learning analytics, making it valuable for enhancing teaching and learning processes. However, medical students' adoption of the platform remains inconsistent, indicating the influence of multiple underlying factors. This study examines the key factors influencing medical students' adoption of Rain Classroom in blended learning environments. It is guided by the Technology Acceptance Model (TAM) and the Unified Theory of Acceptance and Use of Technology (UTAUT), focusing on variables such as perceived usefulness, perceived ease of use, social influence, facilitating conditions, and technological accessibility. A quantitative research design will be employed using a structured questionnaire administered to medical students engaged in blended learning. Data will be analyzed using descriptive statistics and regression analysis to determine the relationship between these factors and students' intention to use Rain Classroom. Findings are expected to show that perceived usefulness and ease of use are the strongest predictors of adoption, while social influence and institutional support also play important roles. The study provides insights into improving the integration of digital tools in medical education and supports strategies for enhancing student engagement and learning effectiveness.

This study aims to design activities to address the implicature-based communication problems experienced by learners of Turkish as a foreign language. In recent years, communicative and action-oriented approaches have come to the forefront in language teaching. Within this framework, it is emphasized that language should not be reduced merely to grammar or vocabulary knowledge, but rather taught as a tool for meaningful and functional interaction. Especially in public communication contexts, learners often encounter expressions whose literal meaning differs from the speaker’s intended meaning. Therefore, functionality and context awareness become crucial in language teaching. The study adopts a design-based research model and document analysis method. As the main data source, Yeni İstanbul Türkçe Öğretim Seti was examined in detail. Expressions that include implicit meaning, indirect speech acts, and pragmatic functions were identified across language proficiency levels (A2-C1). These expressions were analyzed in terms of their themes, communicative purposes, and contextual features. Based on the findings, sample activities were designed to enhance learners’ pragmatic and communicative competence in Turkish. The results reveal that implicature-based expressions in the teaching materials are limited in number and do not sufficiently support learners’ pragmatic awareness. The study suggests that systematically integrating such expressions into Turkish teaching materials would contribute significantly to learners’ ability to interpret implied meanings and to participate effectively in real-life communication. Accordingly, the activities developed within this study offer a functional and communicative perspective to the teaching of Turkish as a foreign language.

Communicative Language Teaching is highly advocated by many applied linguists and English language teachers as an effective language teaching approach. But, the implementation of CLT in English as Foreign Language (EFL) context has encountered a huge number of difficulties. These difficulties vary widely from country to country. Bangladeshi English teachers also mention some problems that

Several studies of the differences in teacher and learner perceptions of the usefulness of certain teaching techniques and activities reveal clear mismatches between learners' and teachers' views of language learning. The differences seem to be due to the sociocultural background and previous learning experiences of the learners and the influence on teachers of recent theory in communicative language learning and teaching, and they are likely to influence the effectiveness of teaching strategies. It is the responsibility of the teacher to teach not only the language but also how to be a languLge learner, which includes convincing learners of the value of communicative classroom activities such as role playing and problem solving, through explanation, discussion, and demonstration. It is only through sensitivity to the learners and their perception of the learning process, along with a willingness to consult and negotiate, that curriculum innovations are likely to be effective. (MSE)

Previous research indicates that ESL learners use irregular past tense verbs more accurately than regular past tense verbs in English, particularly in their oral production. The study reported here examined the level of accuracy in the use of English regular past tense verbs and irregular past tense verbs of two groups of learners of English whose L1 was Mandarin and Tamil respectively. The results reveal that irregular verbs were sometimes used more accurately than regular verbs although this accuracy was influenced by type of task and participants ’ L1. There was no difference in the accuracy of regular or irregular verb use for either group on a task which was designed to elicit explicit, declarative knowledge of the simple past tense. However, the Mandarin L1 group was more accurate with irregular verb use than with regular verb use on both oral tasks while the Tamil L1 group was more accurate with irregular verbs than regular verbs on only one of the oral tasks.

The objective of this paper is to foster reflections on the similarities and differences between the Communicative Approach, one of the best-known methods for teaching English as a Foreign Language (EFL) around the world, and Critical Literacy, a relatively recent trend in the Brazilian EFL scenario, as suggested by the National Guidelines for High School Teaching (BRASIL, 2006). First, we will address the theoretical traditions that give rise to the two teaching approaches, explaining their main concepts. We will then discuss the similarities between the two approaches, as well as their main differences. We claim that the two teaching approaches, however different in their epistemological underpinnings, are not incompatible, but rather complementary. Finally, we suggest an example of an integrated activity that aims to reconcile the objectives of the two approaches.

Este artículo tiene como objetivo suscitar reflexiones sobre los puntos de contacto y las diferencias entre la enseñanza comunicativa, ampliamente difundida en Brasil, y la Literacidad Crítica recientemente propuesta por las Nuevas Orientaciones Curriculares para la Enseñaza Secundaria en este país. En primer lugar, se realiza una lectura crítica de las tradiciones teóricas que dan origen a las dos modalidades de enseñanza, abordando sus conceptos principales. Luego, se discuten algunos aspectos que aproximan a los dos enfoques, como también, otros que los separan. Queremos enfatizar que las dos concepciones de enseñanza, aunque diferentes en muchas de sus propuestas, no son incompatibles sino complementarias. Finalmente, se expone un ejemplo de actividad integrada que tiene como objetivo conciliar los deseos de ambas.

This study challenges the assumption that ‘in fact’ and ‘actually’ are synonymous by
analyzing the metalinguistic difference - the distinctive invariant value - that underpins them through
the prism of metaoperational grammar analytical tools. The corpus is mainly composed of extracts from
the British National Corpus (BNC). Previous studies have examined the two units; yet, their findings
remain unsatisfactory because they generally confine themselves to pinpointing the different functions - contextual uses - such as unexpectedness, contrast or emphasis. Thus, they do not reach the invariant
value underlying the speech effects. This analysis shows that ‘in fact’ operates as a phase 2 operator
insofar as it allows the speaker to return to information already introduced in order to elaborate on it.
On the other hand, the operator ‘actually’ allows the speaker to introduce new information in his
communication intent. As such, it is a phase 1 operator. The different functions expressed in previous
studies can therefore be explained through these findings.

Explicit communication planning is an increasing necessity for agent systems. Furthermore, there has also been a renewed interest in using classical planning to perform this planning in addition to physical actions in a goal-directed way. Existing approaches, however, are not applicable to a broad spectrum of domains. We present several generic pre-processing strategies and adaptations of the Fast-Forward (FF) planner that we compare in two different domains in terms of time complexity.

Bu kitabda 2024 -cü ilin dekabr ayında Bakı şəhərində Xəzər Universiteti Dillər və Ədəbiyyatlar departamentinin təşkilatçılığı ilə keçirilmiş "Türk Dünyasında Azərbaycan Dili və Ədəbiyyatı Araşdırmaları" mövzusunda I beynəlxalq elmi simpoziumunda məruzə edilmiş elmi məqalələrin xülasə materialları yer almışdır. Simpoziumda Azərbaycan tədqiqatçıları ilə yanaşı, Türkiyə, Qazaxıstan, Özbəkistan, Qırğızıstan, Şimali Kipr Türk Respublikası və İran İslam Respublikasının alim və tədqiqatçıları Azərbaycan dilçiliyi və Ədəbiyyatının müasir və aktual problemlərinə həsr olunmuş elmi çıxışlarla iştirak etmişlər. Bu materiallar geniş tədqiqatçı auditoriyası üçün nəzərdə tutulmuşdur. This book contains abstracts of scientific articles presented at the 1st International Scientific Symposium on "Research on Azerbaijani Language and Literature in the Turkic World" organized by the Department of Languages and Literatures of Khazar University in Baku in December 2024. In addition to Azerbaijani researchers, scientists and researchers from Turkey, Kazakhstan, Uzbekistan, Kyrgyzstan, the Turkish Republic of Northern Cyprus, and the Islamic Republic of Iran participated in the symposium with scientific presentations dedicated to the contemporary and topical problems of Azerbaijani linguistics and literature. These materials are intended for a wide audience of researchers.

This research used GeoGebra program and organized learning management activities in accordance with Polya's problem-solving process to develop mathematical learning achievement by solving problems in quadratic function graphs. With the help of GeoGebra program and step-by-step practice of problem-solving techniques using Polya's problem-solving process, the aforementioned learning management system increases students' enthusiasm and interest in learning about graphs. Consequently, it encourages students to comprehend the knowledge of quadratic function graphs in mathematics efficiently, gain a more thorough comprehension of them, and develop their skills in solving problems. The target group used in the research is 14 Mathayom 3 students studying in the first semester of the academic year 2023 at Chumchonyodkaengsongkhro School, Namon District, Kalasin Province, which obtained purposive random sampling. The tools used in the research were lesson plans using GeoGebra with Polya's problem-solving process, learning achievement tests, and a satisfaction questionnaire. The statistics used in the data analysis include mean ( x ), standard deviation (SD), percentage, and t-test statistics. The results of the research found that: 1) the results of the efficiency of the lesson plans using GeoGebra program with Polya's problem solving process are equal to 73.75/74.64, which is higher than with the specified criteria, 2) The post-test scores' learning achievement using GeoGebra with Polya's problem-solving process was higher than the pre-test scores using GeoGebra with Polya's problem-solving process, with statistical significance at the .05 level, and 3) the satisfaction of students with learning management using GeoGebra program with Polya's problem-solving process is at a high level with an average of 4.31 and a standard deviation of 0.81.

Communicative Language Teaching (CLT) is widely regarded as one of the most effective approaches to foreign language instruction, emphasizing interaction, meaningful communication, and student-centered learning. However, in many educational contexts, including Uzbekistan, its implementation presents significant challenges. This paper examines the difficulties encountered in applying CLT in primary school settings and explores the underlying reasons behind these challenges.

This master's dissertation proposes a didactic unit that examines the role of music as a communicative instrument in the English classroom. Music provides a different approach to English learning since it promotes students' motivation and the development of self-esteem through communication. First of all, this dissertation offers a theoretical review that highlights the most important aspects related to the introduction of music in the English classroom. Moreover, it focuses on the attitudes of adolescents towards the use of songs in the classroom and explains the different steps followed by teachers to enhance learning. The theoretical review is followed by an illustrative practice proposal consisting in a didactic unit designed for the fourth year of ESO. This didactic unit integrates different examples of how music and songs can be used to enhance English learning. Finally, different conclusions are drawn in order to summarize the most important contributions of this thesis.

Dilarang keras memperbanyak, memfotokopi dan mendistribusikan, sebagian atau seluruh isi buku tanpa izin tertulis dari penerbit. Puji beserta syukur kami sampaikan ke hadirat Allah swt. atas rahmat dan karunia-Nya, buku berjudul Dasar-dasar Pengajaran Bahasa Inggris: Teori dan Praktik ini dapat disusun dan diselesaikan dengan baik. Buku ini disusun sebagai upaya untuk memberikan landasan konseptual sekaligus panduan praktis bagi mahasiswa, pendidik, dan pemerhati pendidikan dalam memahami serta menerapkan pengajaran Bahasa Inggris secara efektif. Pengajaran Bahasa Inggris tidak hanya menuntut penguasaan bahasa, tetapi juga pemahaman yang mendalam terhadap teori pembelajaran, karakteristik peserta didik, serta strategi dan metode pengajaran yang sesuai dengan konteks pembelajaran. Sebab itu, buku ini mengintegrasikan berbagai teori dasar pengajaran Bahasa Inggris beserta contoh-contoh praktik yang aplikatif. Materi yang disajikan dalam buku ini mencakup pendekatan dan metode pengajaran bahasa, pengembangan keterampilan berbahasa (listening, speaking, reading, dan writing), hingga manajemen pembelajaran di kelas. Penyusunan materi dilakukan secara sistematis dan komunikatif agar mudah dipahami serta relevan dengan kebutuhan pembelajaran Bahasa Inggris di berbagai jenjang pendidikan. Penulis mengucapkan terima kasih kepada semua pihak yang telah memberikan dukungan dan kontribusi dalam penyusunan buku ini. Semoga buku ini dapat dimanfaatkan secara optimal dan memberikan inspirasi bagi para pendidik dalam meningkatkan mutu pembelajaran Bahasa Inggris.

Critical intercultural awareness (CIA), as a core element of intercultural communication competence (ICC), enables teachers to critically evaluate cultural perspectives, practices, and products, allowing them to communicate effectively with colleagues and students from diverse linguistic and cultural backgrounds. However, many teachers either overlook the significance of CIA or lack its sufficient development, which hinders the integration of intercultural dimensions into English language teaching. This project investigated the in-progress development of Indonesian university teachers' CIA over a ten-week intercultural teaching programme. It deployed a qualitative case study involving four teachers. They used ten culturally appropriate video clips following four teaching procedures: authentic input, noticing, reflection, and verbal output. Data was collected through interviews, teachers' reflections, and field notes, coded and analysed using NVivo. The findings revealed that intercultural teaching contributed to the ongoing development of teachers' CIA. This subsequently transformed their facilitation skills, created a dynamic and productive in-class learning environment, and better engaged students in understanding the socio-cultural issues embedded in the clips. Pedagogically, the findings suggest that the video clips functioned as culturally laden teaching tools, and the complementary communication-based intercultural learning activities enabled the teachers and students to experience meaningful intercultural communication, primarily via the scaffolded in-class discussions.

З аң ғылымдарының докторы профессор, Қазақстанның еңбек сіңірген қайраткері, Ресей криминологтар ассоциациясының, Санкт-Петербург, Мәскеу криминологтар клубтарының мүшесі, Халықаралық Қазақстан криминологтар клубының президенті, Қазақстан Жазушылар және Журналистер Одағының мүшесі, «Қазақстанның ғылымы мен өмірі» атты халықаралық журналдың Бас редакторы Есберген Алаухановтың «Ф.Н. Плеваконың сот мәжілісіндегі таңдамалы сөздері» атты жаңа кітабы жарық көрді. Кітап Қазақстан Республикасының Бас прокуратурасы институты Ғылыми кеңесінің және Халықаралық Қазақстан криминологтар клубуның шешімімен баспаға ұсынылды. Сонымен бірге Қазақстан Республикасы Бас прокуроының аса маңызды істер бойынша аға көмекшісі, заң ғылымдарының кандидаты, Хабылсаят Әбішевтың пікір жазуының өзі кітап құндылығын аша түседі. Кітаптың ерекшелігі сол -Ф.Н. Плевконың бұл еңбегі тұңғыш рет түпнұсқадан қазақ тіліне аударылып отыр. Кітаптың тілі жатық, стилі түсінікті. Ф.Н. Плевако -ХІХ-ХХ ғасырда өмір сүрген, әлемге танымал, атақты Ресей адвокаты, қазақтың жиені. Мұндай талантты қайраткердің тағылымды ғақлия сөздері сот саласындағы азаматтарға аса қажет-ақ. Кітап заң саласы бойынша оқитын студенттерге, магистранттарға, докторанттар мен олардың ұстаздарына және жалпы оқырман қауымға аранлады. Құрылтайшы: ХАЛЫҚАРАЛЫҚ ҚАЗАҚСТАН КРИМИНОЛОГИЯЛЫҚ КЛУБЫ Учредитель: МЕЖДУНАРОДНЫЙ КАЗАХСТАНСКИЙ КРИМИНОЛОГИЧЕСКИЙ КЛУБ Founder: INTERNATIONAL KAZAKHSTAN CRIMINOLOGY CLUB Бас редактор -Алауханов Е.О. «Қазақстанның еңбек сіңірген қайраткері», заң ғылымдарының докторы, профессор Главный редактор -Алауханов Е.О. «Заслуженный деятель Казахстана», доктор юридических наук, профессор Editor-in-chief -Аlaukhanov Yе.O. «Honored Worker of the Republic of Kazakhstan», doctor of Law Sciences, рrofessor

Many of the obstacles currently in the way of effective language learning and teaching may be circumvented through application of an educational model structured around the Communicative Method. Interaction leads to spontaneous expression and can heighten the value of the foreign language in learners' eyes. Group literary analysis, informed by the introduction of CEFR standards, expands and deepens learner vocabulary in the target language.

The research evaluates Task-Based Learning (TBL) effectiveness for enhancing listening skills of first-semester students who study English as a Foreign Language (EFL). Despite the importance of listening comprehension in second language acquisition, many EFL learners struggle to understand spoken English due to limited vocabulary knowledge, fast speech rate, and insufficient exposure to authentic listening activities. The research study investigates task-based listening activities which help students develop active listening skills through their participation in practical communication exercises. The study used a pre-experimental one-group pretest-posttest design which tested fourteen students who studied English Education at an Indonesian university. The researchers collected data using listening comprehension tests which were given to students at two different times along with classroom observations and a student perception questionnaire. The instructional treatment included eight sessions of task-based listening training. The results demonstrated a major improvement in student listening abilities. The mean listening score rose from 57.14 in the pre-test to 78.57 in the post-test. A paired-sample t-test confirmed that the improvement showed statistical significance with a t-value of 10.82 and a p-value of less than 0.001 and the result achieved a large effect size according to Cohen's d value of 3.05. The research findings demonstrate that task-based listening instruction improves student participation while it helps students build their listening comprehension abilities. The researchers recommend conducting additional research with larger participant groups and experimental study methods.

This paper analyzes two of the most important skills in foreign language learning: listening and speaking, which directly influence the development of communicative competence as the main objective of the teaching and learning process in a foreign language. Listening and speaking skills, known as macro-skills, alongside reading and writing, are developed through specific didactic activities centered on the two key actors of the learning process: the student on the one hand and the teacher on the other. Listening constitutes the foundation of language acquisition, as through it students are exposed to linguistic structures, intonation, rhythm, and communicative context. On the other hand, speaking requires not only linguistic knowledge but also the ability to organize thoughts, respond in real time, and interact effectively. The integration of these two skills creates a dynamic and challenging process that leads to the achievement of comprehensive communicative competencelinguistic, emotional, interpretative, critical, and constructive.