Communication skills: the relevance of oral interaction in the language teaching and learning process.
DOI:
https://doi.org/10.62452/a1dd9h52Keywords:
Communication skills, oral interaction, linguistic competenceAbstract
As the world globalizes and communication becomes more essential in various fields, the ability to interact in a language becomes a fundamental competency for learners. Developing communication skills through oral interaction is not only essential for language learning but also fundamental for the overall development of the individual. The ability to communicate is key in the 21st century. The text explores the concept of communication skills, which include grammar, vocabulary, fluency, and pronunciation. Oral interaction allows learners to apply knowledge in real-life situations, improving not only their linguistic competence but also their social skills. Teaching strategies are proposed to encourage dialogue. The article analyzes the role of the teacher as a mediator in the process of oral interaction, emphasizing the importance of creating a safe environment where learners feel comfortable expressing themselves. Feedback is crucial in guiding learners in their communicative development. The analysis highlights how conscious attention to communication skills can transform not only the educational experience but also their ability to interact with an increasingly diverse world.
Downloads
References
Brown, H. D. (2004). Evaluación lingüística: Principios y prácticas en el aula. Pearson Education.
Canale, M., & Swain, M. (1980). Bases teóricas de los enfoques comunicativos para la enseñanza y evaluación de segundas lenguas. Applied Linguistics, 1(1), 1-47. http://dx.doi.org/10.1093/applin/I.1.1
Donato, R. (2017). Negociación del significado en el aprendizaje de lenguas: Una perspectiva sociocultural. Routledge.
Gibbons, P. (2002). Andamiaje lingüístico, andamiaje del aprendizaje: Enseñanza de segundas lenguas en el aula ordinaria. Heinemann.
Goh, C., & Burns, A. (2012). Enseñanza del habla: Un enfoque holístico. Cambridge University Press.
Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81-112. https://doi.org/10.3102/003465430298487
Johnson, D. W., & Johnson, R. T. (1994). Learning together and alone: Cooperative, competitive, and individualistic learning. Allyn Bacon.
Lavado-Rojas, B. M., Pomahuacre-Gómez, W., Castro-Fernández, M. A., Castellano-Inga, A. F., Zárate-Aliaga, E. C., & López-Torres, M. (2025). Digital Competencies and Foreign Languages: A Training Approach for University Education. Sophia Editions.
Long, M. H. (1983). Native speaker/nonnative speaker conversation and the negotiation of comprehensible input. Applied Linguistics, 4(2), 126-141. https://doi.org/10.1093/applin/4.2.126
McCarthy, M. (1991). Análisis del discurso para profesores de lenguas. Cambridge University Press.
Mercer, N. (2000). Palabras y mentes: Cómo usamos el lenguaje para pensar juntos. Routledge.
Mercer, N. (2016). Cómo hablar: El poder del diálogo en el aprendizaje y la enseñanza. Routledge.
Pica, T. (1994). Research on negotiation: What does it reveal about second-language learning conditions, processes, and outcomes? Language Learning, 44(3), 493–527. https://doi.org/10.1111/j.1467-1770.1994.tb01115.x
Tharp, R. G., Gallimore, R. (1988). Rousing minds to life: Teaching, learning and schooling in social context. Cambridge University Press.
Tharp, R. G., Gallimore, R. (2019). The role of cultural tools in learning and development. En D. Kuhlmann y M. Kress (Eds.), Cultural psychology and education (pp. 75-90). Springer.
Van Lier, L. (2004). Ecología y semiótica del aprendizaje de idiomas: Una perspectiva sociocultural. Kluwer Academic Publishers.
Vygotsky, L. S. (1978). La mente en sociedad: El desarrollo de los procesos psicológicos superiores. Harvard University Press.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Yumi Alfonso-Ferrán, Yoel Jiménez-Gómez, Sandy Moré-Mir (Autor/a)

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors who publish in Revista Metropolitana de Ciencias Aplicadas (REMCA), agree to the following terms:
1. Copyright
Authors retain unrestricted copyright to their work. Authors grant the journal the right of first publication. To this end, they assign the journal non-exclusive exploitation rights (reproduction, distribution, public communication, and transformation). Authors may enter into additional agreements for the non-exclusive distribution of the version of the work published in the journal, provided that acknowledgment of its initial publication in this journal is given.
© The authors.
2. License
The articles are published in the journal under the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4.0). The terms can be found at: https://creativecommons.org/licenses/by-nc-sa/4.0/deed.en
This license allows:
- Sharing: Copying and redistributing the material in any medium or format.
- Adapting: Remixing, transforming, and building upon the material.
Under the following terms:
- Attribution: You must give appropriate credit, provide a link to the license, and indicate if any changes were made. You may do this in any reasonable manner, but not in any way that suggests the licensor endorses or sponsors your use.
- NonCommercial: You may not use the material for commercial purposes.
- ShareAlike: If you remix, transform, or build upon the material, you must distribute your creation under the same license as the original work.
There are no additional restrictions. You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.

