communicatively

It is possible for a speaker to be communicatively competent in more than one language.

But they can also be seen as communicatively motivated, the realization of available resources to get a message across.

The sojourner must conform to the majority group culture in order to be "communicatively competent."

Singers sing more communicatively when they know that listeners understand what they are singing about.

Is it not possible to focus on form because you want to make your meaning clear, because you want to be more communicatively effective?

Family-to-work spillover stress: Coping communicatively in the workplace.

Attention interventions occur when human beings attempt to account for anomalies in their complex naming patterns by communicatively shifting attention.

To prevent a power shift and maintain the current social hierarchy, interveners communicatively foreground anomalies in the proposed template.

In the model, human beings communicatively promote or impede "attention switches" to compensate for anomalies so as to maintain meaning and order in their lives.

Any meaning that meets the above criteria, and is recognized by another as meeting the criteria, is considered "vindicated" or communicatively competent.

"Fan Li-hua and Hsue Ting-shan" relied far more heavily on vocal music, communicatively rendered.

Presenting Opportunities: Communicatively Constructing a Shared Family Identity.

He delivers solos the way fiction writers create stories for The New Yorker: cleanly, communicatively, with every line leading to a satisfying denouement.

The universality of the pragmatic features of communication means that all communicatively competent speech contains the possibility of the ideal speech situation:

Ideally this occurs by communicatively coming to understanding (German Verstehen), but it also occurs through pragmatic negotiations (compare: Seidman, 1997:197).

The RSI model suggests that to encourage a power shift, interveners communicatively create social disorder by foregrounding anomalies in the current social hierarchy template.

The research question she posed initially was, How do members of a multiracial adoptive family communicatively co-construct a shared family identity that emphasizes similarities and allows for difference?

Linda D. Manning conducted a research study on this topic titled "Presenting Opportunities: Communicatively Constructing a Shared Family Identity".

According to the model, to promote a shift in needs, an intervener communicatively increases attention to how current needs are not being met or how needs expectancies are unfulfilled.

On the other hand, according to Loschky and Bley-Vroman, tasks can also be designed to make certain target forms 'task-essential,' thus making it communicatively necessary for students to practice using them.

The RSI model suggests that to promote an attention switch, interveners (persons attempting to bring about or prevent social change) communicatively feature attention to anomalies in currently held complex names.

Interveners that are attempting to prevent social system change communicatively feature attention to anomalies in the proposed template and mask attention to anomalies in the currently held naming pattern.

And singers sing more communicatively when they know that audiences understand them in the moment; they worry less about making pretty sounds and work harder at making words and characters come alive.

At the study's conclusion, students who were taught communicatively fared no worse on grammatical tests than students that had been taught with traditional methods, but they performed significantly better in tests of communicative ability.

Focus on form (FonF), or form-focused instruction, is an approach to language education in which learners are made aware of the grammatical form of language features that they are already able to use communicatively.