Spolsky (1989) stated that the development of theory about communicative is somewhat
response to Chomsky’s limiting range of meaning to linguistic competence. As Hymes proposed
it, Communicative competence is particularly for individuals that is interested in learning a
second language. Also, it is stated the different language tests that involves measuring the
individual’s knowledge of, proficiency in, the use language has the same manner to
communicative competence because the theory deals with such knowledge and proficiency.
Savignon (1983) made a model for communicative competence that she based on Canale and
Swain’s framework that includes four areas of knowledge and skill which is grammatical
competence, sociolinguistic competence, discourse competence, and strategic competence.
Savignon made a diagram that shows the possible relationship of the four constituent areas. She
stated that "an increase in one component interacts with the other components to produce a
corresponding increase overall communicative competence". She made a valid and interesting
point when she insist that sociolinguistic competence and strategic competence authorize a
person or learner to reach a certain degree in communicative competence before he/she acquires
any grammatical competence. She also stated that strategic competence is present in four areas of
knowledge and skill.
Barbora Dvořáková (2011, 2012) stated that Communicative Competence plays a big role in
Communicative Language Teaching (CLT). It goes far further than the linguistic competence
and it uses language as an instrument to achieve a premeditated objective through verbal
processing. CLT understand language as tool to attain a certain goal and interpersonal
communication. Back when this approach was first used they gave more value to ability of
second language learners to effectively communicate in Target Language (TL) (Brown, 2001).