Gender-based teaching strategies and the communicative competence

Abstract

The present investigation is expected to cover an examination completed with the following topic "Gender-Based Teaching Strategies and the Communicative Competence" which investigates the relationship between the variables and how male and female EFL understudies improve their Communicative Competence. This examination was coordinated by using a quali-quantitative methodology by applying a mock pre and post-test which assess the elements of the Communicative Competence such as: grammatical, textual, functional, and sociolinguistic. To evaluate those elements Gender-Based Teaching Strategies were applied inside the classroom such as: brainstorming, discussions, role-plays, and storytelling. The subjects of the examination were the sixth and eighth-semester university understudies of English Language Career at Universidad Técnica de Ambato. Thinking about the results of this examination, the conclusion of the investigation is drawn as the following. English Language Students vanquish their Communicative Competence issues by using Gender-Based Teaching Strategies and exhibited that a large portion of the English Language Students improve their pronunciation and interaction which helped them to communicate in English Language.