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CNAA / Theses / 2021 / May /

Developing Communicative Competence in EFL through Literary Texts

Author: Petriciuc Lilia
Degree:doctor of pedagogics
Speciality: 13.00.01 - General Pedagogics
Scientific adviser: Galina Grădinari
doctor, associate professor (docent)
Institution: Chisinau Pedagogical State University "Ion Creanga"


The thesis was presented on the 17 May, 2021
Approved by NCAA on the 4 October, 2021


Adobe PDF document1.33 Mb / in romanian


CZU 378.016:[811.111+821.111.09](043.3)

Adobe PDF document 3.21 Mb / in romanian
225 pages


competence, communicative competence(CC) development, critical thinking(CT), eclectic methodology, literary text (LT) methodology of teaching English as a Foreign Language, optimization, pedagogical framework.


Thesis structure: introduction, three chapters, general conclusions and recommendations, bibliography of 265 sources, 147 pages of basic text, 14 figures, 27 tables, 27 annexes. Thesis related publications: 20 scientific works.

Field of study: Teaching English as a Foreign Language (TEFL).

The aim of research: clarify theoretical and methodological underpinnings to develop a teaching framework of exploring LT through eclectic methodology aiming at fostering CC and CT skills in EFL and designing a university curriculum for the university course EFL and communication.

Research objectives: Investigate the evolution of the CC construct and its reverberations on language education; Establish the parameters of pedagogical intervention in capitalizing on educational benefits of LT in foreign language education; Determine pedagogical conditions and methodological principles for efficient CC development in EFL throrugh LT; Present methodological approaches in regard to enhancing CC development through LT; Develop CC indicators and descriptors; Design, implement and experimentally validate a teaching framework of exploiting LT to develop CC; Analyze results, draw general conclusions.

Scientific novelty and originality of the research consist in: Clarifying the concept of CC and providing its upgraded definition; investigating the educational potential of LT from the perspective of holistic CC development in EFL in interdependence with critical thinking skills through the integration of communicative competencies, linguistic abilities (reading, istening, writing, speaking) and the 5Cs (cognition, contents, culture, communication, community); the identification of principles, concepts, ideas aiming at improving CC in EFL and CT skills in formal settings, contained in a teaching framework aiming at the holistic CC development through LT; capitalizing on eclectic methodology in exploring LT. Though widely theoretized in teaching EFL, eclectic methodology is insufficiently explored and there is significant shortage of empirical studies to confirm/infirm its efficiency in holistic CC development and almost no studies involving LT as a teaching resource in EFL, where the parameters of accessibility, possibility and practicity are observed.

The scientific problem solved through research: designing, implementing and validating a CC teaching framework to enhance the process of holistic CC development by emphasizing the interplay between CC and CT and capitalizing on the formative potential of LT in formal settings in keeping with the parameters of pedagogical intervention, methodological principles and the system of didactic activities through a LT.

The theoretical significance of the researchis justified by the complexity of CC and the need for its optimal operationalization in formal settings by determining the theoretical and methodological underpinnings to ensure its holistic development in EFL through a balanced integration of its components, CT skills and the 5Cs (culture, communication, contents, cognition, community) and a wide range of interactions.

The practical value of the research consists in developing and implementing a Teaching Framework of improving CC and CT skills through LT and principle-based methodology which can be capitalized upon both at high school and tertiary level as well as in teachers’ continous professional development; -the methodological suggestions for teachers of EFL; -designing an integrated curriculum for the university course English and communication;-establishing the criteria, indicators and descritptors necessary for competence evaluation.

Implementation of scientific results was carried out by the researcher as an EFL teacher at State Pedagogical University „Ion Creangă”, presentations at symposia, national and international conferences, scientific articles and workshops for continuous professional development.