**Communicative Language Competences**

**Definition**

Communicative language competences are the abilities that allow individuals to use
language effectively and appropriately in real-life situations. They involve the
ability to understand and produce language in a variety of contexts and for a
variety of purposes, as well as the ability to interact with others in a socially
and culturally appropriate manner.

**Components of Communicative Language Competence**

The **CEFR** identifies three main components of communicative language competence:

* **Linguistic competence:** This refers to the knowledge and skills that are
necessary to produce and understand language. It includes knowledge of grammar,
vocabulary, pronunciation, and spelling, as well as the ability to use language
fluently and accurately.
* **Pragmatic competence:** This refers to the ability to use language
appropriately in different social and cultural contexts. It includes the ability to
understand and produce speech acts, such as requests, apologies, and compliments,
as well as the ability to follow and participate in conversations and discussions.
* **Sociolinguistic competence:** This refers to the knowledge and skills that are
necessary to interact with others in a socially and culturally appropriate manner.
It includes the ability to understand and use appropriate forms of address,
honorifics, and other social conventions, as well as the ability to avoid offensive
or inappropriate language.

**Levels of Communicative Language Competence**

The **CEFR** identifies six levels of communicative language competence:

* **A1:** At this level, learners can understand and use familiar everyday
expressions and very basic phrases aimed at the satisfaction of needs of a concrete
type. They can introduce themselves and others and can ask and answer questions
about personal details. They can interact in a simple way provided the other person
talks slowly and clearly and is prepared to help.
* **A2:** At this level, learners can understand sentences and frequently used
expressions related to areas of most immediate relevance (e.g. very basic personal
and family information, shopping, local geography, employment). They can
communicate in simple and routine tasks requiring a simple and direct exchange of
information on familiar and routine matters. They can describe in simple terms
aspects of their background, immediate environment and matters in areas of
immediate need.
* **B1:** At this level, learners can understand the main points of clear standard
input on familiar matters regularly encountered in work, school, leisure, etc. They
can deal with most situations likely to arise whilst travelling in an area where
the language is spoken. They can produce simple connected text on topics that are
familiar or of personal interest. They can describe experiences and events, dreams,
hopes and ambitions and briefly give reasons and explanations for opinions and
plans.
* **B2:** At this level, learners can understand the main ideas of complex text on
both concrete and abstract topics, including technical discussions in their field
of specialization. They can interact with a degree of fluency and spontaneity that
makes regular interaction with native speakers quite possible without strain for
either party. They can produce clear, detailed text on a wide range of subjects and
explain a viewpoint on a topical issue giving the advantages and disadvantages of
various options.
* **C1:** At this level, learners can understand a wide range of demanding, longer
texts, and recognize implicit meaning. They can express themselves fluently and
spontaneously without much obvious searching for expressions. They can use language
flexibly and effectively for social, academic and professional purposes. They can
produce clear, well-structured, detailed text on complex subjects, showing
controlled use of organizational patterns, connectors and cohesive devices.
* **C2:** At this level, learners can understand with ease virtually everything
heard or read. They can summarize information from different spoken and written
sources, reconstructing arguments and accounts in a coherent presentation. They can
express themselves spontaneously, very fluently and precisely, differentiating
finer shades of meaning even in more complex situations.

**The Common European Framework of Reference for Languages (CEFR)** describes six
levels of language proficiency: A1, A2, B1, B2, C1, and C2. These levels are
divided into two broad categories: basic (A1 and A2) and intermediate/advanced (B1,
B2, C1, and C2).

* **A1:** At the A1 level, learners can understand and use very basic everyday
phrases. They can introduce themselves and ask simple questions about personal
details.
* **A2:** At the A2 level, learners can understand more complex everyday phrases
and can express themselves with basic phrases. They can handle simple everyday
situations.
* **B1:** At the B1 level, learners can understand the main points of a
conversation on familiar topics. They can express themselves clearly and can write
simple texts.
* **B2:** At the B2 level, learners can understand complex texts and can express
themselves fluently. They can use language flexibly and effectively for social and
professional purposes.
* **C1:** At the C1 level, learners can understand virtually everything they hear
or read. They can express themselves very fluently and precisely. They can use
language for academic and professional purposes.
* **C2:** At the C2 level, learners have a native-like command of the language.
They can understand and produce any kind of spoken or written language.

**Assessment of Communicative Language Competence according to CEFR**

Communicative language competence can be assessed using a variety of methods,

including:

* **Oral interviews:** This involves asking learners to answer questions or engage

in conversations in the target language.
* **Written tasks:** This involves asking learners to write essays, stories, or
other texts in the target language.
* **Role-plays:** This involves asking learners to act out real-life situations in
the target language.
* **Observations:** This involves observing learners interact with others in the
target language.

**Conclusion**

Communicative language competence is an essential skill for anyone who wants to use
language effectively and appropriately in real-life situations. It can be developed
through a variety of learning activities, including language classes, immersion
programs, and self-study.

**Here are some Can-Do Benchmarks for the six levels of the CEFR:**

* **A1:**
* Can identify the general topic and some basic information in both very
familiar and everyday contexts by recognizing practiced or memorized words,
phrases, and simple sentences in texts that are spoken, written, or signed.
* Can ask and answer simple questions about familiar topics.
* Can understand simple instructions and directions.

* **A2:**
* Can understand and use everyday expressions and basic phrases.
* Can communicate in simple and routine tasks requiring a simple exchange of
information.
* Can describe experiences and events, dreams, and wishes.
* Can write simple sentences and short texts about familiar topics.

* **B1:**
* Can understand the main points of clear, standard speech on familiar matters
regularly encountered in work, school, or leisure.
* Can deal with most situations likely to arise while traveling.
* Can produce simple connected text on topics that are familiar or of personal
interest.
* Can write personal letters and stories.

* **B2:**
* Can understand extended speech and complex texts, including specialized ones,
provided they are supported by visual aids and/or background knowledge.
* Can interact with a degree of fluency and spontaneity that makes regular
interaction with native speakers possible without strain for either party.
* Can produce clear, detailed text on a wide range of subjects and explain a
viewpoint on a topical issue.
* Can write clear, well-structured texts, expressing complex ideas clearly and
effectively.

* **C1:**
* Can understand virtually everything heard or read.
* Can express oneself spontaneously, fluently, and precisely, without much
searching for expressions.
* Can use language flexibly and effectively for social, academic, and
professional purposes.
* Can produce well-structured, cohesive texts, demonstrating a clear and
consistent style.

* **C2:**
* Can understand with ease virtually everything heard or read.
* Can express oneself spontaneously, very fluently, and precisely, using
idiomatic expressions.
* Can use language flexibly and effectively for any purpose.
* Can produce highly original and sophisticated texts, showing a mastery of
style.