READERS’ CLUB AS A MECHANISM FOR DEVELOPING SOCIOLINGUISTIC COMPETENCE IN ENGLISH LANGUAGE EXTRACURRICULAR INSTRUCTION FOR GRADES 7–9
DOI:
https://doi.org/10.5281/Keywords:
sociolinguistic competence, Readers’ Club, extracurricular instruction, literature circles, peer interaction, intercultural communicative competence, CEFR, English language teaching.Abstract
This paper examines the pedagogical potential of the Readers’ Club format as an instrument for developing sociolinguistic competence (SLC) among 7th–9th grade learners of English in extracurricular settings. Drawing on theories of communicative language teaching, interactional learning, and transactional reading, the study argues that authentic peer-to-peer literary discussion enables learners to acquire pragmatic, discursive, and intercultural communicative skills in ways that traditional classroom instruction cannot replicate. The paper also outlines a competence-based assessment framework aligned with CEFR descriptors and the Bachman–Palmer model.
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