I think this is a very interesting topic! And it is probably on of the least tackled topics in EFL CLT research. Generally speaking, I believe one requisite for teaching this type of competence is the identification of the most prevalent linguistic patterns that fall under this competence component. In all cases, I am under the impression that at a theoretical level, strategic competence seems less concisely defined compared to other competence types, let alone its linguistic behavioral attributes.

CLT was previously used as a methodology in classroom teaching in India. But what was observed was the writing and reading skills took a back stage. The learners also could not develop their grammatical skills. Therefore, we as experts in ELT feel that in India the Grammar Translation method along with structural approach and CLT is an ideal methodology. The materials for developing the English language must be a combination of a course book, a workbook and a literature reader. The course book would introduce grammar concepts which could be further practiced in the workbook and literature reader would have short stories from classics.

Dear Sahail Asassfeh,

Dear Shefali Bakshi,

Thank you so much for your reply. Yes, I agree that this is a very interesting topic and the least tackled topic. This topic flourishes around 1980s with Elaine Tarone as one of the pioneers, then 1990s with Bialystok, Celce-Murcia, Dornyei, Bachman and Palmer, and also Fawcett as among the experts. In 2001, Council of Europe published the Common European Framework of References for Languages (CEFR for Languages) and stated that the language learners' progress can be clearly seen in their ability to be involved in language activities and to utilize their strategic competence (Council of Europe, 2001).

This topic was a bit declined together with the unsuccessful CLT methodology in some countries, as Shefali stated. One of among other reasons of this unsuccessful approach is the misunderstandings on the implementation of CLT itself (Islam, 2012).

My research focus is in the area of language teachers' perspectives on CLT especially on their strategic competence as a part of their professional competence.

Actually, in many countries English is just seen as part of the road to a diploma process. As a means to a goal, it is often simply minimum strategic competence which is measured in the realm of testing.

This is inefficient. Both Communicative and strategic competence are desired.

This is an important topic to explore though I am a lecturer of ESL; I would be interested to explore this though my area of research is language testing. Was this question posed by Novi Prihananto? Thank you.

Dear Kevin Stoda,

Dear Saidatul Zainal,

Thank you for your answers.

Yes, I know that theoretically there two views regarding the teachability of strategic competence in Communicative Language Teaching (CLT) and Communicative Language Learning (CLL). Some experts such as Bialystok, Kellerman, and Stephen Krashen think that EFL learners do not need to be taught strategic competence (SC) since it may develop in their first language. But some other experts such as Dornyei, Tarone, Celce-Murcia, Faucette, Willems, Nakatani, and Wood, believe that SC is necessary to be taught especially in the context of EFL.

Council of Europe (2001) has developed categories of strategic competence in CEFR for languages (please see my attachment). However, I think these categories are more suitable for ESL context such as in Europe. You may try these categories for language testing.

English is served as foreign or additional language in mycountry Indonesia. Hence, categories made by some experts who support the importance of SC (Dornyei, Celce-Murcia, etc.) are applicable in Indonesia. Unfortunately, it may happen in you country as well, so many EFL teachers and curriculum developers still do not aware about this competence.

Kind regards,

Novi

Without a doubt, many of the aspects of goal-setting and testing or evaluating and promoting language acquisition in Europe developed over the past two decades need to be implemented in the Middle East, Asia, and the Americas.

Dear Stoda, I think some of the principles and techniques proposed by ESL experts cannot and probably should not be implemented in some programs in EFL contexts. Iran is truly an English as a foreign language context and aside from those who are willing to continue their career or education abroad, there is no opportunity, therefore no need and motivation for students to communicate in English as such. So, I should take Bakshi's point that even GTM or reading method is sometimes a better choice in let say EAP courses in EFL contexts. However, when it comes to English for business or even army purposes, I firmly believe raising learners' strategic competence is of paramount importance. The best way for learners to sound native-like and natural is to learn how to make use of (a) time-saving devices (e.g. pause fillers), (b) facilitation devices (e.g. ellipses, formulaic language or prefabricated patterns), (c) compensation devices (e.g. repetition, reformulation, rephrasing). Moreover, by learning prefabricated, set conversational patterns, learners can "outperform" their linguistic competence at their early levels of LA and get more motivated to overcome the difficulties of LA in EFL contexts.

Mobin, I have met Persians in Oman, Kuwait, Germany, USA, and various parts of Europe--some attending college others working in businesses. This implies--that no different than any country of the world--numerous Iranians wish to work abroad, live abroad, study abroad, and communicate with others from abroad. (The reality of Iran today might be quite different in a decade, too.) Both Strategic competences and communicative competence (embedded in cultural competences must be evaluated in some way in order to have a beneficial backwash on L2 education at any level.)

L2, L3, L4 need to be fostered at primary, secondary, tertiary and a variety of work related settings. Goals, targets and evaluations should be set or created accordingly to fit the dynamics of the world--not just in 2014 but in 2024 and beyond.

Kevin, you are totally right when you say goals, targets and evaluations should be set according to the dynamics of the world. However, we have to live in the present and make the most of what we have if we can't change it. With limited amount of time, crowded classes and national exams to come...

I should say, though, there are zillions of private institutes in Iran following the principles of CLT. However, given the EFL context, I emphasize a kind of comprehension approach to language teaching, at least at early levels, in the institute I am supervising. In fact, I do whatever it takes to get my studets from where I have been to where I am today.

All in all, I think the term " communicative competence" is one of the most illuminating concept in language teaching especially in EFL contexts and one of the reasons I provide my students with large amounts of comprehensible input is to improve their discourse, sociolinguistic, strategic as well as grammatical competence.

I agree with Novi , Sahail, Shefali , Kevin, Mobin and Saidatul , very interesting cuestion and answers.

This topic plays a vital role at our university, as the correct understanding of the items taught, influences the following activity development.

Rolando and Olga,

Thank you for your answer. Could you tell me more about the implementation or application of strategic competence in your area? Its learnability, teachability, hence, its teaching and learning materials, if any?

Dear Novi,

implementation or application?

Olga,

Is there any significant difference in this context between implementation and application? Please tell me if any within this context of strategic competence in language teaching and learning.

Thank you.

Dear Novi Prihananto, the difference between implementation and application is, like the difference between producing, distributing some product and its further using. i have just paid attention at the very concept of the term ''competence''. As i am training the language skills, i have to prepare the students to be specialists in the laguage (grammar, vocabulary, style, listening, etc.), so that they understand, let's say, novels in technologies solving future problems in their future. If you will, i could expand this idea, certainly. Looking forward to hearing from you.

Dear Khalid,

Thank you. I am so sorry for the late reply. I have been away for couple of months doing my fieldwork. Can you tell me further about your research? Who are your research participants? Are they non-native English learners in your own country?

Hi Novi and Khalid,

Is your research concerned with developing macro and micro learning strategies and also developing the ability of learning to learn? If you have already developed a framework, I'd be very interested in finding out more. We are starting an EU Erasmus+ project with 5 other European institutions to develop a MOOC for university exchange students on the move in Europe. One part of the MOOC is to develop learning strategies and the ability of learning to learn. My email address is: [email protected]

It is very interesting topic. Strategic competence should be taught as a part of communicative competence and as a way for developing communicative competence in the same way. Such CSs play a huge role in communication and in language learning as well.

I have this article on CSs in which I recommended the teaching of CSs.

Article A Study of Communication Strategies Employed by Radfan Colle...

Strategic competence as the ability to use verbal and nonverbal language strategies to compensate for communication breakdowns caused by the speaker's lack of understanding or insufficient knowledge of social behavioral and communication norms is a part of communicative competence as the ability to initiate , understand and compensate for communicative breakdowns.