Teaching Strategic Competence
2.3.4. Strategic Competence in the Foreign Language Classroom
Foreign language students may develop competence in each of those three areas: Grammar, Sociolinguistic and Discourse competence at different rates, but all are important in developing communicative competence. Communicative classroom materials and exercises should address both the student 's overall skill in successfully conveying information and his/her ability to use communication strategies when the process of conveying information encounters a problem.
Most materials address only overall skills. Different researches (Nakatani (2005)) have yielded some information about communication strategies that can be applied in foreign language teaching. Teachers can encourage students
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2.3.5. The Importance of Teaching Strategic Competence in the English Communicative Lessons
As Strategic Competence is one of the major components of communicative competence, the development of this component, largely determines the fluency and conversational skills of the learner (Dornyei and Thurrell, 1991). They also state that teachers are usually unaware of the importance of this component and the activities that lead to training this strategy have hardly been developed. This results in a lack of fluency and conversational skills, which students usually complain about.
Training this type of competence, in particular, helps in developing the learner 's confidence when getting into a conversation. Dornyei and Thurrell (1991) believe strategy training facilitates spontaneous improvisation skills and linguistic creativity. So the major point is that the significance of these strategies lies in its effect on improving the learners ' performance skills, which is the ultimate aim of teaching a foreign
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However, in guiding students to become competent speakers of English, EFL teachers may need to explore further influence of other learner variables on the use of SCs by students. According to Huang (2010) there are five effects: gender, language proficiency, self-perceived oral proficiency, the frequency of speaking English outside the classroom, and motivation in speaking English, on students’ OCS(oral/spoken communication strategies) use. Hence, are these factors clearly happening in English Language and Literature department students? was also the focus of
Leadership Competencies Analysis
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