THEORETICAL FOUNDATIONS OF THE COMMUNICATIVE APPROACH IN HIGHER EDUCATION
Keywords:
Communicative Approach; academic discourse; higher education; C2 proficiency; communicative competence; multimodal literacy; argumentative resilience; pragmatic strategies; discourse management; interactive learning; simulation tasks; academic debate; task-based learning; sociolinguistic competence; autonomous learning; metacognitive awareness; academic communication skills; intercultural communication; advanced ESL pedagogy.Abstract
This article provides an in-depth analysis of the effectiveness of the Communicative Approach (CA) in teaching English within higher education, aligning with the linguistic, cognitive, and pragmatic demands of the C2 proficiency level. The study explores CA’s role in developing advanced communicative competence, multimodal literacy, argumentative resilience, discourse management, metacognitive regulation, and academic interaction strategies.
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