Viktorie Vršanská
Constantine the Philosopher University in Nitra, Slovak; https://orcid.org/0009-0004-4675-2897
Zdena Kráľová
Constantine the Philosopher University in Nitra, Slovak; https://orcid.org/0000-0001-6900-9992
DOI: https://doi.org/10.36534/erlj.2025.02.10
Bibliographic citation: (ISSN 2657-9774) Educational Role of Language Journal. Volume 2025-2(14). THE ACTIVE DIMENSION OF LANGUAGE AND OF LINGUISTIC EDUCATION, pp. 139-147.
Abstract
This theoretical paper examines the role of pronunciation within the action-oriented conceptualization of language learning promoted by the Common European Framework of Reference for Languages (CEFR). While contemporary approaches increasingly define language competence as the capacity to act through language, the position of pronunciation within this framework remains underexamined, particularly in relation to learners’ affective engagement. The paper, therefore, seeks to explore how pronunciation may be understood as an active dimension of EFL education and how its development is intertwined with motivation as an affective dimension. The paper indicates that pronunciation functions as a mediating resource between linguistic knowledge and communicative action and that its development is strongly influenced by motivation. Pronunciation thus emerges as a domain in which the active and affective dimensions of language learning closely interact. The paper concludes that viewing pronunciation as encompassing both active and affective dimensions offer a more integrated understanding of communicative competence.
Keywords: CEFR, action-oriented approach, communicative competence, pronunciation, motivation, active and affective dimensions
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