Résumé:
The notion of communicative competence has been a principle theme in many studies and
researches. The present study aims to evaluate the representation of the different subcompetences
of communicative competence and their relevance to Competency Based
Approach in the second year secondary school textbook “Getting Through”. It is assumed that
the good representation of communicative competence in the textbook would improve
students‟ abilities and develop the communication skills. The data are collected using the
checklist as a research instrument, which is formed based on the Celce-Murcia‟s (2007)
model of communicative competence. Out of eight (8) units, four (4) units were analyzed. The
results show that the competences that are well tackled in the textbook are the discourse and
the linguistic competence together with the cognitive and meta-cognitive strategies that
belong to strategic competence. While conversational, nonlinguistic competence along with
the achievement, time gaining, self monitoring, interacting, and social strategies are not
tackled at all. The other elements and competences are sometimes and often mentioned.
Moreover, according to the findings, the communicative competence is relevant to the
Competency Based Approach principles
