THE IMPORTANCE OF COMMUNICATIVE-PRAGMATIC COMPETENCE AT BASIC SECONDARY SCHOOL

ABSTRACT

This study examines the current state of communicative-pragmatic competence (CPC) instruction in Almaty, Kazakhstan’s basic secondary schools. It explores teachers’ views and student proficiency in understanding social cues and adapting language to context. A mixed-methods approach using surveys and a culturally adapted standardized questionnaire assesses both teachers’ perspectives on the curriculum’s emphasis on CPC and student proficiency. By identifying areas for improvement, this research aims to contribute to equipping students with the communication skills they need to thrive in a globalized world.

АННОТАЦИЯ

Данное исследование изучает текущее состояние обучения коммуникативно-прагматической компетенции (КПК) в основных средних школах Алматы, Казахстан. Исследование охватывает мнения учителей и уровень владения учащимися умением понимать социальные сигналы и адаптировать язык к контексту. В рамках смешанного метода с использованием опросов и культурно адаптированного стандартизированного вопросника оцениваются как взгляды учителей на акцент учебной программы на КПК, так и уровень владения учащимися. Путем выявления областей, требующих улучшения, данное исследование направлено на содействие в оснащении учащихся навыками общения, необходимыми для успеха в глобализированном мире.

Keywords: competency, communicative-pragmatic competence, foreign language education.

Ключевые слова: компетенция, коммуникативно-прагматическая компетенция, обучение иностранным языкам

Introduction

The ability to communicate effectively is a cornerstone of success in today’s globalized and digital world. Recognizing this, Kazakhstan’s State Programme for the Development of Education and Science emphasizes global competitiveness highlighting the need for strong communication skills in basic secondary schools [1]. However, this requires more than just grammatical knowledge and vocabulary. It demands the development of communicative-pragmatic competence (CPC) the ability to use language strategically in different contexts, understanding the social cues and cultural nuances that influence successful communication.

This aligns with the perspective of communication scholar Lebedev, who emphasizes the importance of the pragmatic component in achieving successful communication. According to Lebedev, language teaching should guide students toward using language strategically to produce desired effects on the listener (i.e. perlocutionary effect). This approach moves beyond a focus on mere grammatical structures, emphasizing the practical application of language in various contexts [2]. By prioritizing the ‘perlocutionary effect’ students become more adept at crafting communication that persuades, informs, or entertains depending on the situation. Ultimately, a communicative-pragmatic competence equips students to be versatile and effective communicators in the ever-changing tapestry of real-world interactions.

This article aims to explore strategies for enhancing the development of communicative-pragmatic competence (or CPC) in basic secondary schools in Kazakhstan. Two key areas will be examined in this study. First, how teachers perceive the emphasis placed on CPC in the current curriculum and their willingness to integrate these skills effectively into their teaching. Second, student communication skills will be assessed to identify areas for improvement and inform the development of targeted teaching approaches. By investigating these factors, this article seeks to contribute to the development of educational practices that effectively equip students with the essential communication skills they need to navigate the complexities of modern interaction and excel in a globalized world. The ability to interact in different socio-cultural contexts, mastery of linguistic means, and understanding the pragmatic aspects of communication become key competences necessary for successful adaptation to a rapidly changing world.

Methodology

The study employs a mixed-method approach, utilizing quantitative methods that emphasize Likert scales for data collection. A self-administered survey will be distributed to a sample of teachers from basic secondary schools in Almaty city to explore their perspectives on the importance of communicative-pragmatic competence (or CPC). Participants will be chosen through convenience sampling from a variety of educational institutions. The survey will be shared digitally through academic networks and social media, and participation will be optional. Special care will be taken to protect the anonymity and confidentiality of participants. Clear instructions will be provided, and the study’s purpose will be explained to ensure that participants give informed consent.

Additionally, a standardized questionnaire will be administered to a sample of students in a mainstream secondary school to assess their proficiency in CPC. This questionnaire will also employ a modified Likert scale with answer choices ranging from ‘Strongly Disagree’ to ‘Strongly Agree’ and the ‘OTHER’ option. This allows students to express nuances in their understanding of social cues, ability to adapt language to different contexts, and use of appropriate formality levels. Furthermore, the questionnaire includes scenario-based questions to evaluate students’ ability to apply CPC skills in practical situations.

Studies have indicated that the utilization of Likert scales in Asian countries varies from that in other regions due to cultural distinctions. Asians tend to exhibit a higher propensity for extreme responses compared to individuals from other cultural backgrounds [3].  In recognition of this, the Likert scales in both the teacher and student questionnaires have been modified to include the ‘OTHER’ option. This allows participants who might favor midpoint responses or have additional insights to express themselves more fully. For example, in the study of Wang, a 5-point Likert scale was adjusted to a 4-point scale for Japanese participants to accommodate their distinct cultural background [4]. According to Lee’s research indicates that both Chinese and Japanese participants tend to favor midpoint responses more than extreme ones, a trend that differs from the preferences observed in U.S. students. Considering Kazakhstan’s geographical location in Asia, it was decided to exclude responses that fall within the middle range on the Likert scale. This adjustment is aimed at achieving more accurate and culturally relevant research results. The data obtained from the questionnaire will undergo analysis using suitable statistical techniques tailored for closed-ended questions, ensuring a comprehensive examination of the gathered information.

Results

The integration of communicative-pragmatic competence (or CPC) by teachers and student experiences with the language are examined in this study as crucial aspects of English language learning (or ELL). Communicative-pragmatic competence goes beyond grammatical accuracy and vocabulary knowledge. It encompasses the ability to adapt language for different audiences, interpret nonverbal cues, and understand the role of context in shaping communication strategies.

The survey focused on a specific group of English teachers, i.e. those in their first years of teaching, aged 21-30 (Appendix 1). This demographic was chosen under the assumption that they likely received the most recent pedagogical training, potentially reflecting an emphasis on CPC development. A survey was conducted to assess these teachers’ confidence in fostering skills beyond the traditional focus on grammar, vocabulary, and reading comprehension. The survey specifically explored their confidence in areas like tailoring language for different audiences, recognizing and interpreting nonverbal communication cues, and understanding the role of context in communication strategies.

Apparently, eight out of ten teachers expressed confidence in their ability to aid students’ development of CPC, according to the encouraging survey results (Appendix 2). This initial finding highlights the potential for this generation of teachers to integrate this crucial aspect of language learning into their classrooms. However, the study acknowledges the limitations of a small-scale survey. A larger-scale investigation is recommended to comprehensively assess teachers’ actual CPC and their ability to translate that knowledge into effective classroom practices.

To account for the varying developmental stages and learning needs, the study was a diverse group of students from different grade levels. The students reported varying experience levels with English language learning, ranging from 3 to 8 years (Appendix 3). Interestingly, the survey revealed a trend in how students use English. They reported feeling most comfortable using English when interacting with teachers, but expressed a lack of confidence using it in informal pragmatical contexts, particularly when disagreeing with friends. This finding suggests a gap in student development, i.e. while they can navigate teacher-led interactions, they struggle to apply their English skills in peer-to-peer communication. This highlights the need for strategies that build student confidence in using English for communicative-pragmatic competence.

Furthermore, many students expressed a desire for more practice activities (Appendix 4). This suggests that a hands-on approach to learning might be most effective for this group. Traditional methods that focus on rote memorization and grammar drills might not be as engaging or effective as activities that allow students to actively use their developing English skills in a practical and social setting.

In conclusion, the study offers valuable insights into two key aspects of English language learning. It highlights the potential of new teachers to integrate CPC instruction, but emphasizes the need for further assessment of their practical capabilities. The study also reveals the diverse needs of students and the importance of fostering confidence in using English for social communication. Finally, it suggests that a focus on hands-on practice activities might be the most effective way to engage students and enhance their learning experience. By addressing these findings, educators can develop a more holistic approach to English language learning, one that equips students with not only the grammatical foundation but also the social and communicative skills they need to thrive in a globalized world.

Discussion

Communicative-pragmatic competence (or CPC) is essential for using English effectively in everyday social situations. A new study conducted in Almaty, Kazakhstan, highlights a significant gap between teachers’ perceptions of the importance of CPC and the actual proficiency levels of students in this area. This disparity highlights the need for a more practical approach to teaching CPC skills. By emphasizing experiential learning activities, educators can bridge the gap between teacher perception and student proficiency in CPC.

Effective CPC allows learners to use language not only grammatically correctly but also appropriately for the context and to achieve their desired communicative goals. By advocating for real-life communication experiences and active practice, the study highlights how a hands-on approach empowers students to confidently and effectively use English for social interaction. While there is some alignment between this study’s call for practical teaching methods and O.E. Lebedev’s perspective on achieving successful communication through strategic language use, there’s a key difference. Lebedev’s focus is broader, emphasizing the ‘perlocutionary effect’ which refers to the intended impact on the listener achieved through strategic language use. This study, however, specifically emphasizes bridging the gap between teachers’ perceptions and students’ CPC proficiency. This focus sets the study’s findings apart from Lebedev’s broader emphasis on effective communication strategies in general [2].

This study underscores the importance of addressing the disconnect between teachers’ perceptions and students’ actual CPC proficiency. By focusing on practical teaching strategies, the study aims to empower students for successful social interaction in English.

Conclusion

In conclusion, this study delves into the importance of communicative-pragmatic competence (or CPC) in English language education in basic secondary schools in Almaty, Kazakhstan. The findings highlight a significant gap between teachers’ perceptions of CPC and students’ actual proficiency levels in this area. While teachers recognize the significance of CPC, students lack the confidence and skills needed for effective social communication in English. This disconnect underscores the need for a more comprehensive approach to integrating CPC into the curriculum and classroom activities.

The study emphasizes the necessity for teachers to receive additional training and support to effectively incorporate CPC into their teaching practices. Moreover, students would benefit from more hands-on practice and real-life communication experiences to enhance their confidence and proficiency in using English for social communication. By addressing this gap and prioritizing the development of CPC skills, educators can create a more supportive and effective learning environment that fosters students’ confidence and competence in using English for communication.

Moving forward, it is crucial for schools in Almaty to implement a communicative approach to language learning that focuses on the practical application of CPC skills. By providing students with opportunities to engage in meaningful interactions and activities that promote the use of CPC in authentic social contexts, schools can better prepare students for successful communication in English both inside and outside the classroom. Ultimately, by integrating CPC into teaching practices and promoting hands-on practice activities, educators can empower students to become proficient and confident communicators in English.

References:

1. Kazakhstany Respublikasynyń Prezidenti [President of the Republic of Kazakhstan]. (2020, September 1). Memleket basshysy – Qasymyr-Jomart Toqaevtyń Qazaqstan halqyına joldeu [Address of the President of the Republic of Kazakhstan - Kassym-Jomart Tokayev to the People of Kazakhstan]. Akorda.kz:https://www.akorda.kz/kz/addresses/addresses_of_president/memleket-basshysy-kasym-zhomart-tokaevtyn-kazakstan-halkyna-zholdauy-2020-zhylgy-1-kyrkuiek [In Kazakh].
2. Lebedev, A. V. (2021). Developing the communicative-pragmatic competence in the training of the Russian linguistics bachelor students. Amazonia Investiga, 10(37), 135.
3. Lee, J.W., P.S. Jones, Y. Mineyama, and X.E. Zhang. 2002. ‘Cultural Differences in Responses to a Likert Scale.’ Research in Nursing & Health 25 (4): 295–96.
4. Wang, R., Hempton, B., Dugan, J. P., & Komives, S. R. (2008). Cultural differences: Why do Asians avoid extreme responses? Survey Practice, 1(3), 1-6. https://doi.org/10.29115/SP-2008-0011.

Appendix 1(Answers of teacher) 

Appendix 2(Answers of teacher)

Appendix 3(Answers of students)

Appendix 4(Answers of students)