Communicative Competence

The introduction of the construct communicative competence in discussions of second/foreign language proficiency dates from the early 1970s. Given the prevailing theories in linguistics and learning psychology upon which audio‐lingual recommendations for classroom methods and materials were based, proposals of communicative competence as a guide for the teaching and evaluation of learners proved nothing short of revolutionary. This summary considers the underlying support, both theoretical and empirical, for communicative competence as a goal of 21st‐century second/foreign language evaluation along with the implications of a communicative language teaching approach for shaping classroom practice in the many different contexts in which English is taught.

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