COMMUNICATIVE COMPETENCIES: THE ROLE OF STRATEGIC SILENCE IN QUELLING EMOTIONAL RED FLAGS

Beatrice N. Manyasi

Abstract


This study investigates the strategies and practices employed in schools to enhance the acquisition of Communicative Competencies in English language learning. It focuses on three key research areas: the activities learners engaged in to develop Communicative Competencies, the specific competencies applied, and the role of Strategic Silence in managing emotional challenges during lessons. A qualitative approach was utilized, with data collected through classroom observation, lesson recordings, and interviews with teachers of English Language. The findings revealed that learners participated in a range of interactive activities, including group discussions, role-plays, and problem-solving tasks among others, fostering their ability to express ideas effectively and adapt to diverse communication contexts. Teachers emphasized linguistic, pragmatic, and sociolinguistic competencies. The study has notably supported the proposition that Strategic Silence emerges as an effective tool in addressing emotional red flags, promoting reflection, and maintaining harmony. These insights contribute to the understanding of best practices for enhancing communication skills and emotional resilience among learners.

 

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intercultural competence, English language teaching, innovative pedagogies, communicative competence and strategic silence

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DOI: http://dx.doi.org/10.46827/ejals.v8i1.579

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