The Representation of Communicative Competence in the Second Year Secondary School Textbook “Getting Through”

Abstract

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