English Communicative Competence and Reading Skills of Chinese Primary School Teachers

Abstract  – This study delves into the intricate interplay between English communicative competence and reading skills within the cohort of Chinese primary school educators. In an era where English holds increasing global significance, the ability of teachers to adeptly communicate and comprehend English texts stands as a cornerstone for nurturing student language proficiency. This research underscores the critical role of English communicative competence in improving reading skills, contributing to the broader goal of enhancing English language education in Chinese primary schools.
This research methodically evaluates the spectrum of English communicative competence, encompassing speaking, listening, and interactive abilities, and probes into their nuanced impact on the reading comprehension prowess of primary school instructors.
The empirical foundation of this study rests upon a comprehensive data amalgamation strategy, incorporating language proficiency assessments, reading aptitude evaluations, and introspective surveys conducted among a representative sample of Chinese primary school teachers. The findings show a significant correlation between teachers’ communicative proficiency and their aptitude in reading comprehension. Notably, educators exhibiting elevated levels of English communicative competence demonstrate markedly superior performance in navigating reading comprehension tasks, thus underscoring the pivotal role of robust oral and interactive skills in bolstering overall linguistic acumen.
Furthermore, the study highlights the importance of comprehensive language training programs that integrate communicative practices with reading skill development. Recommendations are made for policymakers and educational institutions to support ongoing professional development for primary school teachers, emphasizing the integration of communicative competence and reading instruction.

Keywords – English communicative competence, reading skills, primary school teachers, language proficiency, Chinese education

https://doi.org/10.70979/MARJ9277