Advantages Of Communicative Competence

The different models of communicative competence have had difference in emphasis and in some cases in the terms used to defined its elements, but for most of them “(e.g. Canale and Swain, 1980; Bachman and Palmer, 1996), the nature of communicative competence is not static but dynamic, it is more interpersonal than intrapersonal, relative rather than absolute and it is defined by the contexts” (Bagarić & Djigunović, 2007). Its development is not standard and equal in all learners and it cannot be expected that students learn a set of responses to fixed situations, the motivations and interactions have a meaningful impact in the degree in which they develop the competence.
Communicative activities
An important factor that contributes to a

As in any teaching and learning process, the teacher is involved but their role is different, they create situations, monitor students’ performance and address weaknesses with an appropriate number of pre-communicative activities, but the students are responsible for the interaction. This needs a slow transition for students to get used to a less controlled situation, so they do not feel lost or without a clear aim, considering the common practice of having students with a passive role and dominating teachers (Littlewood, 1981). Littlewood also classified communicative activities into two groups: Functional Communicative Activities and Social Interaction Activities, the first are described as a “bridge” between pre-communicative and communicative activities and aim to develop students´ ability to find language from their repertoire to convey an intended meaning effectively to cope with the communicative demands of a specific situation. Teachers need to arrange situations in order to give all students, the opportunity to participate, explore the repertoire they have and develop strategies to compensate its weaknesses and collaborate in situations where they have language deficiencies. The second kind of activities are Social Interaction Activities; which purpose is to choose language that is not only functionally effective but also appropriate to social situations. The goal is spontaneous interaction and acceptability of the forms that are used. they include simulation, role plays, discussion sessions, debates, etc. They have more defined social contexts and activities are closer to the communication students can have outside the classroom (Littlewood,