Abstract:
This study investigates the strategies and practices employed in schools to enhance the
acquisition of Communicative Competencies in English language learning. It focuses on
three key research areas: the activities learners engaged in to develop Communicative
Competencies, the specific competencies applied, and the role of Strategic Silence in
managing emotional challenges during lessons. A qualitative approach was utilized, with
data collected through classroom observation, lesson recordings, and interviews with
teachers of English Language. The findings revealed that learners participated in a range
of interactive activities, including group discussions, role-plays, and problem-solving
tasks among others, fostering their ability to express ideas effectively and adapt to diverse
communication contexts. Teachers emphasized linguistic, pragmatic, and sociolinguistic
competencies. The study has notably supported the proposition that Strategic Silence
emerges as an effective tool in addressing emotional red flags, promoting reflection, and
maintaining harmony. These insights contribute to the understanding of best practices
for enhancing communication skills and emotional resilience among learners.
