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CHAPTER 1 INTERPERSONAL TEXT (Ages Jayanti, Ph.D.) (DRA. Site Zurich Miami, M. Hum.)1.1. IntroductionHalliday (1985) asserts that language as a social phenomenon has different functions such as textual,
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01
Start by studying the specific requirements for university professors' communicative competence at your institution.
02
Familiarize yourself with the different components of communicative competence such as linguistic, pragmatic, sociolinguistic, and strategic competences.
03
Enhance your linguistic competence by improving your vocabulary, grammar, and pronunciation skills.
04
Develop your pragmatic competence by understanding and applying appropriate language use in different contexts and situations.
05
Enhance your sociolinguistic competence by gaining knowledge about social and cultural norms related to language use in academic settings.
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Strengthen your strategic competence by learning effective communication strategies and techniques to engage with students and colleagues.
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Attend workshops, seminars, or training programs related to communicative competence to further enhance your skills and knowledge.
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Seek feedback from students, colleagues, or mentors to continuously improve your communicative competence.
09
Reflect on your own communication practices and identify areas for improvement.
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Stay updated with the latest research and literature on communicative competence to stay informed about new developments and best practices.

Who needs university professors communicative competence?

01
University professors or faculty members who need to effectively communicate with students in the classroom.
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Researchers or scholars who need to present their findings and research at academic conferences or seminars.
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Advisors or mentors who provide guidance and support to students and need to communicate effectively.
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Department heads or administrators involved in university administration and decision-making who need to communicate with faculty and staff.
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Professors who engage in collaborative research or teaching projects with colleagues from different institutions.
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Professors who publish academic articles or textbooks and need to communicate their ideas effectively to readers.
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Distance learning instructors who need to communicate with students through online platforms or virtual classrooms.
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Professors who participate in international academic collaborations and need to communicate with colleagues from different countries.
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Professors who work with diverse student populations and need to cater to their specific communication needs.
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Any university professor who wants to enhance their overall communication skills and effectively engage with their students and colleagues.

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University professors' communicative competence refers to their ability to effectively communicate both orally and in writing, engaging students and colleagues in meaningful ways while conveying complex ideas clearly.
University professors who are involved in teaching, mentoring, or administrative responsibilities are typically required to file their communicative competence assessments as part of their professional evaluations.
To fill out the university professors' communicative competence form, professors should provide examples of their communication methods, curriculum development, student feedback mechanisms, and any relevant training or professional development they have undergone.
The purpose of university professors' communicative competence is to ensure effective teaching and learning environments, enhancing educational outcomes through proficient communication skills.
The report should include details about teaching methods, communication strategies employed in the classroom, student interactions, and feedback received from students and peers.
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