Rethinking the Role of Communicative Competence in Language Teaching

By M. Celce-Murcia. 2008

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The effect of productive classroom talk and metacommunication on young children's oral communicative competence and subject matter knowledge: An intervention study in early childhood education (2017, methodology): “Following the work of Schiefelbusch and Pickar (1984) and Celce-Murcia (2008), we use the term oral communicative competence to emphasize that it is about the combination of knowledge, skills and attitudes that “enables a speaker to communicate effectively and appropriately in social contexts”…”
Contexts and pragmatics learning: Problems and opportunities of the study abroad research (2016, background): “Celce-Murcia (2007) proposed a model that involves interactional competence with two sub-components: ACTION COMPETENCE and CONVERSATION COMPETENCE.”
Communicative language teaching (2022, unknown): “Pragmatics can be learned through interaction with people invited to the classroom and in the community Celce-Murcia (2007) advises that interaction go beyond the teacher-student conversation to capture the full effect of interpersonal communication outside discourse.”
Validity argument for assessing L2 pragmatics in interaction using mixed methods (2015, background): “A pedagogically motivated model of communicative competence (Celce-Murcia, 2007; Celce-Murcia, Dörnyei, & Thurrell, 1995) and discursive pragmatics (Kasper, 2006) furnish conceptual resources in defining pragmatic competence in interaction.”