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For their part, they saw communicative competence as including linguistic competence, strategic competence, sociocultural competence, actional competence, and discourse competence.
Communicative competence is the ability to achieve communicative goals in a socially appropriate manner. It is organized and goal-oriented, i.e. it includes the ability to select and apply skills that are appropriate and effective in the respective context.
Canale and Swain defined communicative competence as a global competence that subsumed four separate but related competencies: grammatical, sociolinguistic, discourse, and strategic.
A central concept of the communicative approach to language teaching is communicative competence: the learners ability to understand and use language appropriately to communicate in authentic (rather than simulated) social and school environments.
Communication competence is needed in order to understand communication ethics, to develop cultural awareness, to use computer-mediated communication, and to think critically. Competence involves knowledge, motivation, and skills.
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Communicative competence was developed by Dell Hymes to describe, and account for, the knowledge that speakers and listeners have in order to communicate appropriately in different social contexts. It is a central notion in sociolinguistics and other socially oriented approaches to the study of language.
communicative competence is composed of four elements: grammatical competence, sociolinguistic competence, discourse competence and strategic competence.
The CCS is used to assess another persons communicative competence by responding to 36 items using Likert scales that range from strongly agree (5) to strongly disagree (1). The scale takes less than 5 minutes to complete. Some researchers have adapted the other-report format to self-report and partner-report.

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