Communicative competence can be defined as the general ability to use language accurately, appropriately, and flexibly. The first component is grammatical competence, which involves the accurate use of words and structures. Concentration on grammatical competence only, however, will not provide the learner with the ability to interpret or produce L2 expressions appropriately.

The ability to use appropriate language is the second component, called sociolinguistic competence. It enables the learner to know when to say Can I have some water? versus Give me some water! according to the social context. Much of what was discussed in terms of pragmatics  has to become familiar in the cultural context of the L2 if the learner is to develop sociolinguistic competence.

The third component is called strategic competence. This is the ability to organize a message effectively and to compensate, via strategies, for any difficulties. In L2 use, learners inevitably experience moments when there is a gap between communicative intent and their ability to express that intent. Some learners may just stop talking (bad idea), whereas others will try to express themselves using a communication strategy (good idea). For example, a Dutch L1 speaker wanted to refer to een hoefijzer in English, but didn’t know the English word. So, she used a communication strategy. She created a way of referring to the object by using vocabulary she already knew, saying the things that horses wear under their feet, the iron things and the listener understood immediately what she meant (horseshoes). This flexibility in L2 use is a key element in communicative success. In essence, strategic competence is the ability to overcome potential communication problems in interaction.