Theoretical Reconstruction and Connotative Interpretation of Basic Education English Curriculum Objectives Guided by Core Competencies
Abstract
How can we make English language learning truly meaningful? Traditional classrooms often treat English as just a tool, focusing
on memorizing vocabulary and grammar rules, which makes it hard for students to see the bigger picture or develop genuine understanding.
We propose a new framework to address this. Our model integrates four core areas: grammar, intercultural skills, critical thinking, and selfdirected learning. The key shift is that we start with real-world situations to help students build versatile skills, not just isolated knowledge.
This means language learning becomes more than just communicationit involves building intercultural awareness, shaping one's identity,
enhancing analytical abilities, and learning how to learn independently. In practice, this calls for thematic unit design, authentic classroom activities, and content that connects learning with purposeful interaction. Ultimately, our goal is to support teachers with both a solid theory and
practical strategies to foster these essential competencies in their students.
on memorizing vocabulary and grammar rules, which makes it hard for students to see the bigger picture or develop genuine understanding.
We propose a new framework to address this. Our model integrates four core areas: grammar, intercultural skills, critical thinking, and selfdirected learning. The key shift is that we start with real-world situations to help students build versatile skills, not just isolated knowledge.
This means language learning becomes more than just communicationit involves building intercultural awareness, shaping one's identity,
enhancing analytical abilities, and learning how to learn independently. In practice, this calls for thematic unit design, authentic classroom activities, and content that connects learning with purposeful interaction. Ultimately, our goal is to support teachers with both a solid theory and
practical strategies to foster these essential competencies in their students.
Keywords
Essential Competencies; English Educational Aims; Multidimensional Capability Framework
Full Text:
PDFReferences
[1] Zhang, L., et al. (2022). English Teachers' Conceptualizations of Key Competencies in English Language Teaching and Challenges to
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[2] Richards, J. C., & Rodgers, T. S. (2001). Approaches and Methods in Language Teaching (2nd edition). Cambridge: Cambridge University Press, pp. 141-149.
[3] Byram, M. (1997). Teaching and Assessing Intercultural Communicative Competence. Clevedon, UK: Multilingual Matters.
[4] Deardorff, D. K. (2006). Identification and Assessment of Intercultural Competence as a Student Outcome of Internationalization. Journal of Studies in International Education, 10(3), 241-266.
[5] Holec, H. (1981). Autonomy in Foreign Language Learning. Oxford: Pergamon Press.
DOI: http://dx.doi.org/10.70711/neet.v4i7.9767
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