Exploring Pedagogical Strategies and Assessment Practices for Improving English Communication Competence in ESL Contexts
DOI:
https://doi.org/10.70670/sra.v3i3.897Keywords:
ESL Instruction, Communicative Competence, Second Language Acquisition,Abstract
This study explores how English is taught as a second language to foster meaningful communicative ability in ESL learners. It argues that effective communication goes beyond grammatical accuracy, encompassing sociocultural awareness, psycho-emotional growth, and the ability to navigate multilingual environments. The paper traces the conceptual evolution of communicative competence, from Hymes' foundational critique of Chomsky's grammatical model to more contemporary frameworks involving intercultural and symbolic competence. Three widely referenced theoretical frameworks are reviewed and compared: the Canale and Swain model, the Bachman and Palmer model, and the Common European Framework of Reference (CEFR). The study further examines existing tensions in assessing oral and pragmatic competence in both classroom and high-stakes testing environments. Based on this theoretical grounding, the paper proposes foundational pedagogical recommendations and assessment strategies for ESL teachers aiming to cultivate holistic communicative competence in diverse learner contexts.
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