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of the triangle are top-down sociocultural competence and the bottom-up
linguistic competence and actional competence. The arrows indicate that various

components are constantly interacting with each other and the discourse
competence. The construct thus placed the discourse component in central

position when the lexico-grammatical resources, the actional organizing skills,

and the sociocultural context all come together and shape the discourse (Celce-
Murcia, 2007: 41).

Figure 2. Schematic Representation of Communicative Competence
(Celce-Murcia, 2007)

Then, in ten years‘ hindsight and with the benefit of co-authoring a

teachers‘ handbook on the role of discourse and context in language teaching,
Celcia-Murcia has revised communicative competence for language teachers. The

ultimate model draws heavily on both Celcia-Murcia et al. (2005) and Celcia-
Murcia (2005). It can be seen in Figure 3 as follows.

Figure 3. Revised Schematic Representation of Communicative
Competences (Celce-Murcia, 2007)

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