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describe communicative competence. There are: grammatical competence, sociolinguistic competence, discourse competence and strategic competence. 3.1.1 Grammatical Competence Grammatical competence reflects the mastery of the language code. It includes the features and rules of the language such as vocabulary, word formation, sentence formation, pronunciation, spell吨and linguistic semantics. Such competence focuses directly on the knowledge and skill required to understand and express accurately the literal meaning of utterances. This is equal to what Chomsky calls.linguistic competence and what Hymes' intends by what is "formally possible". Grammatical competence is an important concern for many second or foreign language teaching.’ 3.1.2 Sociolinguistic Competence Sociolinguistic competence refers to "the extent to which utterances are produced and understood appropriately in different sociolinguistic contexts depending on contextual factors such as status of participants, purpose of the interaction, and norms or conversion of interaction" (Canale, 1983). Simply, it relates to ,the ability to use language appropriately in appropriate social context.却propriateness covers both appropriateness of meaning and appropriateness of form. Appropriateness of meaning concerns the context to which particular communicative functions, attitudes and ideas are judged to be proper in a given situation. Appropriateness of form concerns to the extent to which a given meaning is represented in a verbal and non-verbal form that is proper in a given socialinguistic context. This idea is close to Hymes' term "appropriateness". To the students of English majors at the foundation stage. Therefore, appropriateness is vitally important in communication. This makes the teaching of culture and pragmatic language use significant. 3.1.3 Discourse Competence Discourse competence refers to the "mastery of how to combine grammatical forms and meanings to achieve a unified spoken or written text in different genres" (Canale, 1983: 9). It deals with individual message elements in terms of their interconnectedness and with how meaning is represented in relationship to the entire text. 3.1.4 Strategic Competence Strategic competence refers to the "mastery of verbal and non-verbal communication strategies that may be called into action" (Canale, 1983: 1 Q). It is the coping strategy that the speakers employ to initiate, terminate, maintain, repair and redirect communication. It is a useful media to sate the deficiency of other competence and enhance the of communication. 3.2 Some Features of Communicative Approach Communicative Approach, which is also called Communicative Language Teaching, comes into being based on the theory that "language is communication" and Hymes' theory of communicative competence. It focuses on training learners' ability to use language and developing procedures for the teaching of the four skills that acknowledge the interdependence of language and communication. Cunningsworth (1984: 83) defines it as "approaches to teach English as a foreign language which stress the importance of learning through using the language and which give the learners frequent opportunities to interact with each other and with the teacher in `natural' situation". In this definition, three key points need to be given special attention. First, "the importance of learning through using the languag