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descriptors was published and some additional descriptors were added particularly to this
competence in question. It says theta the person can effectively employ, both orally and
in writing, a wide variety of sophisticated language to command, argue, persuade,
dissuade, negotiate and counsel. [5]
In Kazakhstan we can refer to Kunanbayeva S.S.
Whereas CEFR calls the
competence ‘communicative’, Kunanbayeva suggests naming it ‘intercultural-
communicative competence’. Instead of one sociolinguistic competence Kunanbayeva
give a range of competences such as sociocultural sub-competence,
social sub-
competence, linguacultural sub-competence. [6]
1.3 Reasons for neglecting this competence
In Kazakhstan like in other countries where English is not native the sociolinguistic
competence is not paid enough attention to. This could be explained by a number of
reasons: 1) most teachers are not native English speakers who have never been to English-
speaking countries and their personal level of sociolinguistic
competence is not high
enough so they do not understand the importance of developing this competence in
students 2) Most schools and universities are aimed to prepare students to the national or
international exams where students do the tests the content of which is either academic
(informational texts on different subjects) or grammar/lexical (the sentences are not
contextualized). 3) Difficulties in teaching the competence: not being able to be exposed
to English speakers of different ages, different social groups, different accents etc makes
it hard to practice this competence and moreover to see the importance of it.
Достарыңызбен бөлісу: