Communicative Competence: Novice versus Professional Engineers' Perceptions
The notion of communicative competence has been deemed fuzzy in communication studies. This fuzziness has led to tensions among engineers across tenures in interpreting what constitutes communicative competence. The study seeks to investigate novice and professional engineers- understanding of the said notion in terms of two main elements of communicative competence: linguistic and rhetorical competence. Novice engineers are final year engineering students, whilst professional engineers represent engineers who have at least 5 years working experience. Novice and professional engineers were interviewed to gauge their perceptions on linguistic and rhetorical features deemed necessary to enhance communicative competence for the profession. Both groups indicated awareness and differences on the importance of the sub-sets of communicative competence, namely, rhetorical explanatory competence, linguistic oral immediacy competence, technical competence and meta-cognitive competence. Such differences, a possible attribute of the learning theory, inadvertently indicate sublime differences in the way novice and professional engineers perceive communicative competence.
[1] Jablin, F. M., & Sias, P. M. (2001). The New Handbook of
Organizational Competence:Advances in theory, research and methods.
In Fredric M. Jablin & Linda L. Putnam (Eds.), Part IV: Communication
behavior in organizations - Communicative competence (pp. 1-911).
Thousand Oaks, California, : Sage Publications.
[2] Leung, C. (2005). Convivial communication:Recontextualizing
communicative competence. International Journal of Applied
Linguistics, 15(2), 119-144.
[3] Lailawati Mohd. Salleh. (2007). Communication competence of
Malaysian leaders as a function of emotional intelligence and cognitive
complexity. Doctor of Philosophy Dissertation presented to the Faculty
of the Scripps College of Communication Ohio University, Ohio.
[4] Jung, M. N. (2005). Perceptions of Korean college students and
teachers about communication-based English instruction: Evaluation of
a college EFL curriculum in South Korea. Presented in Partial
Fulfillment of the Requirements for The Degree Doctor of Philosophy
Degree Doctor of Philosophy, The Ohio State University, Ohio, USA.
Retrieved from
http://etd.ohiolink.edu/view.cgi?acc_num=osu1110161814
[5] Hafizoah Kassim, & Fatimah Ali. (2010). English communicative events
and skills needed at the workplace:Feedback from the industry English
for Specific Purposes, 29(3), 168-182.
[6] Morton, J. (2012). Communities of practice in higher education:A
challenge from the discipline of architecture. Linguistics and Education
23, 100-111.
[7] Rusinaru, D., Popescu, D., & Nistorescu, C. P. (2010). Curricular tools
for Professional Communication Skills development of engineering
students within University of Craiova. Paper presented at the
Transforming Engineering Education: Creating Interdisciplinary Skills
for Complex Global Environments, 2010 IEEE Dublin.
[8] Bhattacharyya, E., Shahrina Mohd Nordin, & Rohani Salleh. (2009).
Internship students' workplace communication skills:Workplace
practices and university preparation. Paper presented at the CIEC
Conference, Florida, Orlando, USA.
[9] Dannels, D. P., & Norris Martin, K. (2008). Critiquing critiques:A genre
analysis of feedback across novice to expert design studios. Journal of
Business and Technical Communication, 22, 133-159.
[10] Lave, J., & Wenger, E. (1991). Situated learning:Legitimate peripheral
participation. Cambridge, UK: Cambridge University Press.
[11] Bordieu, P., Chamboredon, J.-C., & Passeron, J.-C. (1991). The Craft of
Sociology:Epistemological preliminaries (R. Nice, Trans.).
Berlin,Germany: Walter de Gruyter & Co.,
[12] Lailawati Mohd. Salleh. (2008). Communicative Competence:A
Malaysian Perspective. Human Communication. A Publication of the
Pacific and Asian Communication Association, 11(3), 303-312.
[13] Morton, J. (2009). Genre and disciplinary competence:A case study of
contextualisation in an academic speech genre. English for Specific
Purposes, 28, 217-229.
[14] Crebert, G., Bates, M., Bell, B., Patrick, C.-J., & Cragnolini, V. (2004).
Ivory tower to concrete jungle revisited. Journal of Education and Work,
17(1), 47-70.
[15] Figueiredo, A. D. (2008). Toward an epistemology of engineering. Paper
presented at the Workshop on Philosophy & Engineering (WPE 2008),
Royal Engineering Academy, London.
[16] Venkatesan, P., & Ravenell, R. (2011). What is the most important
skill/quality in the engineering workplace? [The way I see it] Potentials,
IEEE Xplore, 30(3), 6-8.
[17] Eisner, S. (2010). Grave new world? Workplace skills for today's college
graduates. American Journal of Business Education, 3(9), 1-24.
[18] Tang, S. H., Wong, S. L., Tho, P. Y. S., & Hanafi Atan. (2005).
Employers' perceptions and expectations of Malaysian engineering
graduates in the workforce. International Journal of Learning, 12(8),
313-318.
[19] Bhattacharyya, E. (2011). Communicative competence in technical oral
presentation in engineering education:Stakeholder perceptions in a
Malaysian context. Journal of Applied Sciences, 11(8), 1291-1296.
[20] Hovde, M. R. (2005). Preparing students for global engineering
workplace communication. Paper presented at the American Society for
Engineering Education Conference, Indiana Sectional Conference
DeKalb, IL.
[21] Rowley-Jolivet, E., & Carter-Thomas, S. (2005). The rhetoric of
conference presentation introductions:Context,argument and interaction
International Journal of Applied Linguistics, 15(1), 45 -70.
[22] Kalaimani, R., & Kaliamoorthy, S. (2007). Using IT to improve the oral
and aural performance of Tamil language students by developing
metacognitive skills. In Chitra Shegar & Ridzuan Bin Abdul Rahim
(Eds.), Redesigning pedagogy:Voices of practitioners (pp. 157).
Singapore: Pearson Education South Asia.
[23] Zarefsky, D. (2005). Public speaking:Strategies for success (4th ed.).
Boston, USA: Pearson Education, Inc.
[24] Dannels, D. P., Gaffney, A., & Martin, K. (2008). Beyond content,
deeper than delivery:What critique feedback reveals about
communication expectations in Design Education. International Journal
for the Scholarship of Teaching and Learning, 2(2), 1-16.
[25] Hyland, K. (2002). Specificity revisited:How far should we go now?
English for Specific Purposes, 21, 385-395.
[26] Dannels, D. P. (2002). Communication Across the Curriculum and in the
Disciplines:Speaking in Engineering. Communication Education, 51(3),
254-268.
[27] Patton, M. Q. (2002). Qualitative research & evaluation methods (3rd
ed.). Thoiusand Oaks, California: SAGE Publications.
[28] Bauer, M. W., & Gaskell, G. (2000). Qualitative researching with text,
image and sound. A practical handbook. London: Sage Publications.
[29] Creswell, J. W. (2007). Qualitative enquiry & research design:
Choosing among five approaches (2nd ed.). Thousand Oaks, California:
Sage Publications.
[30] Creswell, J. W. (2003). Research design:Qualitative,quantitative and
mixed methods approaches (2nd ed.). Thousand Oaks,CA: Sage.
[31] Creswell, J. W., & Clark, V. L. P. (2007). Desgining and Conducting
Mixed Methods Research. California: SAGE Publications.
[32] Dannels, D. P. (2009). Features of success in engineering design
presentations:A call for rhetorical knowledge. Journal of Business and
Technical Communication, 23, 399-427.
[33] Montero-Fleta, B. (2012). Looking Beyond Linguistic Outcomes: Active
Learning and Professional Competencies in Higher Education. Procedia
- Social and Behavioral Sciences, 46, 1812-1819. doi:
http://dx.doi.org/10.1016/j.sbspro.2012.05.384.
[34] Andersen, A. (2004). Preparing engineering students to work in a global
environment to co-operate, to communicate and to compete. European
Journal of Engineering Education, 29(4), 549-558. doi:
10.1080/03043790410001711243
[35] Hymes, D. (1972). On communicative competence. Harmondsworth,
Middlesex,England: Penguin Books.
[36] Arnó-Macià, E., & Rueda-Ramos, C. (2011). Promoting reflection on
science, technology, and society among engineering students through an
EAP online learning environment. Journal of English for Academic
Purposes, 10(1), 19-31. doi: 10.1016/j.jeap.2010.12.004
[37] Bernama. (2011). Undergraduates need to enhance soft skills -Khaled,
The STAR online. Retrieved from
http://my.news.yahoo.com/undergraduates-enhance-soft-skills-khaled-
20110407-091316-668.html
[1] Jablin, F. M., & Sias, P. M. (2001). The New Handbook of
Organizational Competence:Advances in theory, research and methods.
In Fredric M. Jablin & Linda L. Putnam (Eds.), Part IV: Communication
behavior in organizations - Communicative competence (pp. 1-911).
Thousand Oaks, California, : Sage Publications.
[2] Leung, C. (2005). Convivial communication:Recontextualizing
communicative competence. International Journal of Applied
Linguistics, 15(2), 119-144.
[3] Lailawati Mohd. Salleh. (2007). Communication competence of
Malaysian leaders as a function of emotional intelligence and cognitive
complexity. Doctor of Philosophy Dissertation presented to the Faculty
of the Scripps College of Communication Ohio University, Ohio.
[4] Jung, M. N. (2005). Perceptions of Korean college students and
teachers about communication-based English instruction: Evaluation of
a college EFL curriculum in South Korea. Presented in Partial
Fulfillment of the Requirements for The Degree Doctor of Philosophy
Degree Doctor of Philosophy, The Ohio State University, Ohio, USA.
Retrieved from
http://etd.ohiolink.edu/view.cgi?acc_num=osu1110161814
[5] Hafizoah Kassim, & Fatimah Ali. (2010). English communicative events
and skills needed at the workplace:Feedback from the industry English
for Specific Purposes, 29(3), 168-182.
[6] Morton, J. (2012). Communities of practice in higher education:A
challenge from the discipline of architecture. Linguistics and Education
23, 100-111.
[7] Rusinaru, D., Popescu, D., & Nistorescu, C. P. (2010). Curricular tools
for Professional Communication Skills development of engineering
students within University of Craiova. Paper presented at the
Transforming Engineering Education: Creating Interdisciplinary Skills
for Complex Global Environments, 2010 IEEE Dublin.
[8] Bhattacharyya, E., Shahrina Mohd Nordin, & Rohani Salleh. (2009).
Internship students' workplace communication skills:Workplace
practices and university preparation. Paper presented at the CIEC
Conference, Florida, Orlando, USA.
[9] Dannels, D. P., & Norris Martin, K. (2008). Critiquing critiques:A genre
analysis of feedback across novice to expert design studios. Journal of
Business and Technical Communication, 22, 133-159.
[10] Lave, J., & Wenger, E. (1991). Situated learning:Legitimate peripheral
participation. Cambridge, UK: Cambridge University Press.
[11] Bordieu, P., Chamboredon, J.-C., & Passeron, J.-C. (1991). The Craft of
Sociology:Epistemological preliminaries (R. Nice, Trans.).
Berlin,Germany: Walter de Gruyter & Co.,
[12] Lailawati Mohd. Salleh. (2008). Communicative Competence:A
Malaysian Perspective. Human Communication. A Publication of the
Pacific and Asian Communication Association, 11(3), 303-312.
[13] Morton, J. (2009). Genre and disciplinary competence:A case study of
contextualisation in an academic speech genre. English for Specific
Purposes, 28, 217-229.
[14] Crebert, G., Bates, M., Bell, B., Patrick, C.-J., & Cragnolini, V. (2004).
Ivory tower to concrete jungle revisited. Journal of Education and Work,
17(1), 47-70.
[15] Figueiredo, A. D. (2008). Toward an epistemology of engineering. Paper
presented at the Workshop on Philosophy & Engineering (WPE 2008),
Royal Engineering Academy, London.
[16] Venkatesan, P., & Ravenell, R. (2011). What is the most important
skill/quality in the engineering workplace? [The way I see it] Potentials,
IEEE Xplore, 30(3), 6-8.
[17] Eisner, S. (2010). Grave new world? Workplace skills for today's college
graduates. American Journal of Business Education, 3(9), 1-24.
[18] Tang, S. H., Wong, S. L., Tho, P. Y. S., & Hanafi Atan. (2005).
Employers' perceptions and expectations of Malaysian engineering
graduates in the workforce. International Journal of Learning, 12(8),
313-318.
[19] Bhattacharyya, E. (2011). Communicative competence in technical oral
presentation in engineering education:Stakeholder perceptions in a
Malaysian context. Journal of Applied Sciences, 11(8), 1291-1296.
[20] Hovde, M. R. (2005). Preparing students for global engineering
workplace communication. Paper presented at the American Society for
Engineering Education Conference, Indiana Sectional Conference
DeKalb, IL.
[21] Rowley-Jolivet, E., & Carter-Thomas, S. (2005). The rhetoric of
conference presentation introductions:Context,argument and interaction
International Journal of Applied Linguistics, 15(1), 45 -70.
[22] Kalaimani, R., & Kaliamoorthy, S. (2007). Using IT to improve the oral
and aural performance of Tamil language students by developing
metacognitive skills. In Chitra Shegar & Ridzuan Bin Abdul Rahim
(Eds.), Redesigning pedagogy:Voices of practitioners (pp. 157).
Singapore: Pearson Education South Asia.
[23] Zarefsky, D. (2005). Public speaking:Strategies for success (4th ed.).
Boston, USA: Pearson Education, Inc.
[24] Dannels, D. P., Gaffney, A., & Martin, K. (2008). Beyond content,
deeper than delivery:What critique feedback reveals about
communication expectations in Design Education. International Journal
for the Scholarship of Teaching and Learning, 2(2), 1-16.
[25] Hyland, K. (2002). Specificity revisited:How far should we go now?
English for Specific Purposes, 21, 385-395.
[26] Dannels, D. P. (2002). Communication Across the Curriculum and in the
Disciplines:Speaking in Engineering. Communication Education, 51(3),
254-268.
[27] Patton, M. Q. (2002). Qualitative research & evaluation methods (3rd
ed.). Thoiusand Oaks, California: SAGE Publications.
[28] Bauer, M. W., & Gaskell, G. (2000). Qualitative researching with text,
image and sound. A practical handbook. London: Sage Publications.
[29] Creswell, J. W. (2007). Qualitative enquiry & research design:
Choosing among five approaches (2nd ed.). Thousand Oaks, California:
Sage Publications.
[30] Creswell, J. W. (2003). Research design:Qualitative,quantitative and
mixed methods approaches (2nd ed.). Thousand Oaks,CA: Sage.
[31] Creswell, J. W., & Clark, V. L. P. (2007). Desgining and Conducting
Mixed Methods Research. California: SAGE Publications.
[32] Dannels, D. P. (2009). Features of success in engineering design
presentations:A call for rhetorical knowledge. Journal of Business and
Technical Communication, 23, 399-427.
[33] Montero-Fleta, B. (2012). Looking Beyond Linguistic Outcomes: Active
Learning and Professional Competencies in Higher Education. Procedia
- Social and Behavioral Sciences, 46, 1812-1819. doi:
http://dx.doi.org/10.1016/j.sbspro.2012.05.384.
[34] Andersen, A. (2004). Preparing engineering students to work in a global
environment to co-operate, to communicate and to compete. European
Journal of Engineering Education, 29(4), 549-558. doi:
10.1080/03043790410001711243
[35] Hymes, D. (1972). On communicative competence. Harmondsworth,
Middlesex,England: Penguin Books.
[36] Arnó-Macià, E., & Rueda-Ramos, C. (2011). Promoting reflection on
science, technology, and society among engineering students through an
EAP online learning environment. Journal of English for Academic
Purposes, 10(1), 19-31. doi: 10.1016/j.jeap.2010.12.004
[37] Bernama. (2011). Undergraduates need to enhance soft skills -Khaled,
The STAR online. Retrieved from
http://my.news.yahoo.com/undergraduates-enhance-soft-skills-khaled-
20110407-091316-668.html
@article{"International Journal of Business, Human and Social Sciences:59531", author = "Ena Bhattacharyya", title = "Communicative Competence: Novice versus Professional Engineers' Perceptions", abstract = "The notion of communicative competence has been deemed fuzzy in communication studies. This fuzziness has led to tensions among engineers across tenures in interpreting what constitutes communicative competence. The study seeks to investigate novice and professional engineers- understanding of the said notion in terms of two main elements of communicative competence: linguistic and rhetorical competence. Novice engineers are final year engineering students, whilst professional engineers represent engineers who have at least 5 years working experience. Novice and professional engineers were interviewed to gauge their perceptions on linguistic and rhetorical features deemed necessary to enhance communicative competence for the profession. Both groups indicated awareness and differences on the importance of the sub-sets of communicative competence, namely, rhetorical explanatory competence, linguistic oral immediacy competence, technical competence and meta-cognitive competence. Such differences, a possible attribute of the learning theory, inadvertently indicate sublime differences in the way novice and professional engineers perceive communicative competence.
", keywords = "Communicative competence, technical oral
presentation, linguistic competence, rhetorical competence.", volume = "6", number = "12", pages = "3617-6", }
