Sentence examples for communicative proficiency from inspiring English sources

Rohrbach explains that Fluent City takes a different approach to both what and how languages are taught, focusing less on true fluency and more on communicative proficiency, letting students confidently communicate with their peers.

With a look at the oral communicative proficiency, the present study seeks to probe the Iranian EFL learners' ingress to their innate system, and intends to come to an understanding of the state of their interlanguage development.

Under this backdrop, Test of Oral Proficiency in English (TOPE) is developed and administered by Renmin university of China to assess the oral communicative proficiency of college students who have undertaken compulsory English courses.

At the same time, the contents of the examinations have attracted criticism for lacking balance: the examinations focus too much on knowledge of grammar and do not test the English communicative proficiency of examinees (see e.g., Brown and Yamashita 1995; Guest 2007; Ichige 2006).

Findings revealed students thought communicative, not technical, proficiency, mattered most to academic 'success' in online environments.

On the one hand, given the large number and various backgrounds of learners in the country, it is difficult to reach consensuses on the typical communicative tasks of a particular proficiency level.

Transnationally skillful actors also develop proficiency in nonverbal-communicative behavior.

Though the VET does not simulate conversations in real-life communicative situations (which is the perceived advantage of the IELTS-style Oral Proficiency Interview, known as OPI, see Farhady, [2008]), the VET scores, which reflect test takers' facility in spoken language, seem to be able to predict their performance in generally effective speech communication.

When the construct of English language proficiency was conceived, the project team drew on the theory of communicative competence (Canale and Swain 1980; Hymes 1972) and Bachman and Palmer's model of communicative language ability (Bachman 1990; Bachman and Palmer 1996).

Section 2 focused on communication activities and consisted of six subsections: (a) Communicative modes, (b) Communicative functions – expressive, (c) Communicative functions – social, (d) Communicative functions – receptive, (e) Communicative effectiveness, and (f) Personal factors.

On the other hand, while illustrative scales are useful for describing proficiency levels, a framework can only include a limited number of typical communicative tasks.