To answer this rather complex question, I think first we need to differentiate between two concepts, "model" and "framework". While ‘models are over-arching and relatively abstract theoretical descriptions of what it means to be able to communicate in a second language', frameworks are 'a selection of skills and abilities from a model that are relevant to a specific assessment context'(Language Testing and Assessment, Fulcher& Davidson). Therefore, as with many models which may not look to have much of applicability at the level of classroom practices, the model of "communicative competence" or as Bachman calls it "communicative language ability(CLA) is too abstract to lend itself into a one comprehensive method of teaching or assessment that one could possibly be looking for.

However, if it was not for models of this ilk, we wouldn't have many of the frameworks which are particularly designed to account for specific language teaching/testing contexts.

Thanks a lot Mobin, I really appreciate your answer. Now, since that there are so many countries adopt communicative language teaching within competency-based education, I am just wondering how can curriculum developers and teachers elaborate those four sub-competences into their teaching syllabus?

As you know, rather than receiving credits based on the amount of time students spend learning in traditional models, competency-based education awards credits according to the mastery students achieve over different competencies such as the skills, abilities, and knowledge required in an area of study.

Now back to your answer, if teachers were to solely design their syllabus based on linguistic competencies, grammar, vocabulary if you like, they would fall short to account for other competencies proposed by communicative language ability.

Although I find it next to impossible to simplify the rather dynamic complex nature of language by dividing it into four fully seperate competences, namely linguistic competence, sociolinguistic competence, discourse competence, and strategic competence, I believe that teachers can make learners sensitive to these competences by making use of authentic materials in the classrooms.

Curriculum developers can also incorporate these competences, by taking into acount these features when they select and sequence the content, when they decide on the format and the way through which they present the language, and finally when they adress the monitoring and assessment phases of curriculum design.

Thank you Mobin. The question, then, is directed to the concept or the theory itself: how is the accountability of those four sub-competences which build up the communicative competence?

I think you better refer to "applied linguistics" the book written by Guy Cook. On page 26, he talks about "the influence of communicative competence on applied linguistics" and also enumerates its applications in the field.

Thank you Mobin, I will read the book you suggested.

Dear Novi,

you can read my article titled  ''The effect of teachers’ attitude about communicative language teaching on their practice: Do they practice what they preach?''   , I reckon it could help .

good luck with your research

a.

Thank you Rahimi.

Dear Mr Harits Masduqi,

I would be very happy if you could drop me a line or two about my topic. 

Nice Dear Mobin Khanlarzadeh