language must be studied as a social behavior and the aim of language instruction must be to facilitate learners’ acquisition of communicative competence; the ability to speak both accurately and appropriately. rules of speaking must be included into second language classroom teaching. we should teach linguistic rules along with social rules. in this study a number of social functions in persia...

this paper reports on an exploratory study that explores the instructional patterns within english as a foreign language (efl) secondary school classrooms in syria. recently, the syrian ministry of education (moe) has introduced a new national curriculum which recommends a shift in efl teachers’ instructional practices. despite this costly innovation, there has been no attempt to check whether ...

Although language is an effective vehicle for communication, it is unclear how linguistic and communicative abilities relate to each other. Some researchers have argued that communicative message generation involves perspective taking (mentalizing), and-crucially-that mentalizing depends on language. We employed a verbal communication paradigm to directly test whether the generation of a commun...

Children start to communicate and use language in social interactions from a very young age. This allows them experiment with their developing linguistic knowledge receive valuable feedback – often more knowledgeable interlocutors. While research acquisition has focused great deal on children's ability learn the input or cues, little work, comparison, investigated nature role of Communicative F...

This paper examines the effect of social presence on learner-centered communicative language learning. Social presence is the “the ability of participants in a community of inquiry to project them solve socially and emotionally, as ’real’ people”, as defined by Garrison et al, (2004). We compared videoconferencing software which supports target expressions in English communication and face-to-f...

During the course of an ethnographic study of a bilingual special education classroom, three profile types of students emerged, ranging from students with severe language learning disabilities to students with normal abilities. The study points out the inadequacy of a medical model view of student abilities and disabilities--a view that underestimates the communicative and academic competence o...