ABSTRACT
This chapter examines carefully the assumptions, content, empirical status and pedagogical implications of current theories of communicative competence. It provides a theoretical framework for this notion that is explicit, adequate and justifiable; and explores the implications of this theoretical framework for further research and for teaching and testing in general second language programmes at the initial stages of second language study. The essential aspects of the theoretical framework presented here concern the nature of communication, the distinction between communicative competence and actual communication, and the main components of communicative competence. Two final points relate to the notions of knowledge and skill and are important for second language pedagogy. Communicative competence must be viewed as minimally including four areas of knowledge and skill: grammatical competence, sociolinguistic competence, discourse competence and strategic competence. A communicative approach must be based on and respond to the learners communication needs and interests.
