Introduction: Since the 1970s, applied linguists, second language acquisition (SLA)
researchers and educationalists have accepted communicative competence (CC) as the
underpinning theory of second language acquisition, the objective of communicative
language teaching approach (CLT), and as a measurement of language learner’s
proficiency. Purpose: This study explored language learners’ communicative abilities
and perceptions of the importance of CC in non-ESL settings. The informants were forth
year English majors at the English Department, University of Benghazi / Libya.
Methodology: The informants were students (N = 54). The tools of data collection were
questionnaires, textbook evaluation, and student self-evaluation competence descriptors.
The analysis involved quantitative / qualitative approach using Atlis.ti, SPSS and Excel.
Findings: The results showed that although the students perceived the high importance of
learning the different components of CC (pragmatic, sociolinguistic, strategic) to develop
their language skills, the self-evaluation descriptors’ results showed that they have low
control over the non-linguistic aspects of their communicative competence. Conclusion:
There is a discrepancy between the learners’ perceptions and expectations and the reality
of teaching and learning.