نوع مقاله : مقاله پژوهشی
موضوعات
عنوان مقاله English
نویسندگان English
The present study aimed to represent primary school teachers’ perceptions of communicative competence within the teaching-learning process. A qualitative approach based on descriptive phenomenology was employed. The research field included all primary school teachers working in Pakdasht County, Tehran Province. The sampling strategy combined convenience and snowball sampling. Data were collected through semi-structured interviews, with a total of fifteen primary school teachers interviewed. The findings revealed five main components: (1) specialized communicative skills in the teaching-learning process, (2) fostering self-confidence, (3) instilling a sense of value, (4) impactfulness, and (5) emotional skills in the teaching-learning process. These findings suggest that teachers' communicative competence, as a dynamic and multidimensional construct, consists of an integrated and interwoven set of components that gain meaning within specific cultural and social educational contexts. The results underscore the importance of localization and the need to pay particular attention to the cultural-social dimension in developing communicative competence models.
کلیدواژهها English
