Beyond Grammar: How Individual and Group Learning Build Confident Speakers
https://doi.org/10.56225/jmsc.v4i1.449
Keywords:
Oral Communication Skills, Individualized Learning, Collaborative Learning, Pedagogical Integration, Communicative CompetenceAbstract
This study investigates contemporary pedagogical frameworks for developing oral communicative competence in foreign language education, addressing the critical gap between structural accuracy and real-world interactive fluency. Grounded in the theories of Gee (discourse), Schiffrin (interaction), Halliday (cohesion), and Searle (speech acts), the research emphasizes the integration of discursive and pragmatic competencies. To address the identified gap, a lack of comparative guidance on individual versus group-based strategies was identified, so a systematic literature review and thematic analysis were conducted. The results demonstrate a clear complementarity: individual approaches excel in building metalinguistic awareness, grammatical accuracy, and precision through targeted drills and self-reflection, aligning with Halliday's model of cohesion. Conversely, group-oriented strategies are superior for fostering sociolinguistic competence, pragmatic flexibility, and turn-taking and spontaneous speech production, underpinned by discourse and politeness theories. The central conclusion is that a blended instructional model strategically sequences individualized mastery with collaborative application, paramount for holistic development. Consequently, the study proposes that curriculum designers and teacher training programs adopt this integrated framework to ensure learners develop the comprehensive communicative competence required for global interaction.
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