The phrase "achieving communicative" is not correct as it is incomplete and lacks context.
It could be used in contexts discussing communication goals or objectives, but it needs additional information to be meaningful.
Example: "The team is focused on achieving communicative clarity in their presentations."
Alternatives: "attaining communicative effectiveness" or "reaching communicative goals".
Thirty-five audio-recorded interactiofs of bargaining exchanges were analyzed, informed by a theoretical view of genre as culturally conventionalized discursive ways of achieving communicative ends within a community.
Writing instruction needs to be anchored on a larger context, approaching writing as complex cognitive activity involving cognitive resources and utilizing processes relevant to achieving communicative goals (Deane et al., 2008Second, writing assessment needs to develop frameworks or models informed by a thorough review of cognitive and instructional literature.
Critical Pragmatics develops three ideas: language is a way of doing things with words; meanings of phrases and contents of utterances derive ultimately from human intentions; and language combines with other factors to allow humans to achieve communicative goals.
Cryptographic protocols are sequences of encrypted messages that are exchanged to achieve communicative goals, such as authentication or fair exchange.
In contrast, the Interface Hypothesis would suggest that both pairings are likely to occur in the narratives of neurologically healthy speakers as alternative ways to achieve a communicative intention; but for speakers with aphasia it will be more likely (due to linguistic difficulties) that the communicative intention would be accomplished with the second pairing.
Situated at the nexus of variationist, interactional, and cognitive sociolinguistics, the present article discusses the phenomenon of 'Speaker Design', or the strategic use of linguistic varieties in interaction to achieve certain communicative effects (e.g. identity projections).
As stated earlier, the national English curriculum is planned to achieve comprehensive communicative competencies.
Each stage in the schematic structure of a text is instrumental in constructing a genre as the stages enable the genre to achieve its communicative purpose (Eggins 2004).
The difference is attributed to the definition that Bachman and Palmer (1996) provided that strategic competence is considered as metacognitive strategies in which each individual use the available online resources to regulate emerging cognitive process to achieve their communicative goals.
The findings for both a reflective and a compensatory role are important both clinically and theoretically, and they support the Interface Hypothesis over the Lexical Hypothesis, allowing as it does for an online interaction between language and conceptualisation to achieve a communicative intention.
The fact that encryption is critical to achieving higher level communicative goals is well known, but there has been little attempt to specify the precise semantic impact of encryption.
