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Development of Learners’ Communicative Skills through Case Study


Author: Galina Grădinari
Degree:doctor of pedagogics
Speciality: 13.00.02 - Theory and Methodology of Instruction (on disciplines)
Year:2007
Scientific adviser: Nicolae Silistraru
doctor habilitat, professor, Institute of Education Sciences
Institution:
Scientific council:

Status

The thesis was presented on the 15 December, 2006
Approved by NCAA on the 1 March, 2007

Abstract

Adobe PDF document0.37 Mb / in romanian

Thesis

CZU 37.016 : 811.111 (043.3)

Adobe PDF document 2.21 Mb / in romanian
153 pages


Keywords

communication, communicative competence, sociolinguistic competence, pragmatic competence, communicative situation, literary text, non-literary text, contextual significance, motivation, verbal message, guided dialogue, speech pattern, case study, communicative performance

Summary

The present research meets the pedagogical needs in the English language teaching, it is concerned with the problems aimed at forming and developing students’ communicative skills through Case Study.

The theoretical part of the research deals with the description of the epistemological preconditions for forming communicative skills and states the students’ motivation factors in learning the English Language.

The notion of communicative skills has been given sound theoretical grounds and their principal features have been outlined.

Case Study as an important motivation factor for language learning has been presented and given reasoned arguments.

The pedagogical model designed by the author is characterized by both theoretical and practical nature and can be applied as the crucial basis for forming communicative skills.

The experimental part of the thesis reflects the practical application of the model in the teaching-learning process.

The practical value of the given model has been proved by the considerable progress demonstrated by the students using English for communicative purposes.

It has been stated and proved that Case Study has significantly contributed to the development of students’ communicative skills, which allow them freely to express their opinions and make their own conclusions as well as to become more responsible and cooperative in the process of communication.

Both the theoretical and practical aspects of the problem have been thoroughly examined, being based on the communicative principles approved by Common European Framework of Reference for Languages: Learning, Teaching, Assessment.

The present thesis is not supposed to be conclusive as far as the problem of forming communicative skills is concerned, it provides the basis for further research in the field of communicative methodology.