Faculty of foreign languages

CONCLUSION
In English grammar, verbs are a part of speech and the central element in a sentence, just as they are in many other languages too. They express processes, actions, and states. In general, one can say that the conjugation of English verbs is relatively straightforward because the verb forms in the different tenses do not usually need adaption to the grammatical person used as it may be the case in other languages. Every sentence needs at least one verb. If there’s no verb, it’s an incomplete sentence or a sentence fragment. Except for imperative sentences (commands), a sentence also needs a subject, the thing doing the action. 
Subjects are important for a verb because they change how it’s conjugated, which we explain below. This is especially true for the most common verb: be. Most verbs describe a physical action or activity, something external that can be seen or heard. These verbs are formally known as dynamic verbs, but can also be called action or event verbs.
There are a lot of actions that take place in our minds and feelings, which are not external. Verbs that describe mental or internal actions are still dynamic verbs, but they’re not always so obvious. These include “process verbs,” which describe actions of transition. The opposite of dynamic verbs of action is stative verbs of being. Stative verbs describe a subject’s state or feeling, including things they like and don’t like. One of the most important parts of stative verbs is that you can’t use them in the continuous tenses. Stative verbs stick to the simple tenses, or occasionally use the perfect. The trouble is that some verbs can be dynamic or stative, depending on the specific meaning and how they’re used. This includes the most popular verb be. Let’s take a deeper look at these.
A lot of verbs have more than one meaning, so they can be used as dynamic or stative. These include perception words: see, hear, taste, smell, feel. When perception verbs are used as an involuntary action, such as passive or unintentional actions, they are stative. This applies when these verbs are used in the general sense, a state of being that’s always happening. When those same verbs are used for a voluntary action—specific, deliberate, and/or temporary events—they are dynamic. Among other things, it means they can be used in the continuous tenses. Likewise, some perception verbs have alternative meanings, especially if they’re part of expressions or phrasal verbs. Often, this means they act as dynamic verbs. Other verbs, like think, have, and, above all be, follow the same voluntary/involuntary rules as perception verbs. Depending on how they’re used, they can be either dynamic or stative. Auxiliary verbs, or “helping verbs,” are used in English to change another verb’s tense, voice, or mood. When auxiliary verbs are used, there’s always a main verb that represents the main action. However, the auxiliary verb must still be conjugated correctly. The main auxiliary verbs are be, have, and do. We explain how they’re used specifically for conjugating below. Some auxiliary verbs are added to another verb to show necessity, possibility, or capability. Like other auxiliary verbs, modal auxiliary verbs are not the main verb, but they do change its meaning slightly. Some common examples are can, may, could, should, would, must, ought, and might.
Phrasal verbs are phrases that act as individual verbs, often combining two or more words and changing their meaning. The verb get, for example, becomes many different phrasal verbs when combined with different prepositions. The important thing to remember about phrasal verbs is that they act as a single verb, so you can still use them with other verbs and prepositions. However, when you conjugate a phrasal verb, you only conjugate the part of the phrase that’s actually a verb, like get. Aside from the different types, verbs also come in different categories. Dynamic, stative, and auxiliary verbs all make up the categories below: Transitive, intransitive, and ditransitive. In English, the standard format where the subject performs the action is known as the active voice. However, you can switch around your words to make the direct or indirect objects the subject of the sentence, known as the passive voice. As explained in our guide to the passive voice, you can make a verb passive by adding a conjugated form of be in front of its past participle. A linking verb is any verb, dynamic or stative, that directly connects or “links” the sentence’s subject to other words in the sentence. The term communicative competence was coined by Canale and Swain in an influential 1980 paper. The authors set the ability to understand and produce contextually appropriate language contributions - communicative competence - against Chomsky's more restricted definition of linguistic competence, which refers only to the ability to interpret and judge the accuracy of syntactic constructions.
Communicative competence includes at least three additional types of linguistic ability, including skills such as assessing sociolinguistic appropriateness, maintaining coherent discourse, and adjusting to interactional demands. Many teachers and researchers believe that this type of expanded communicative competence can best be fostered among learners through communicative language teaching (CLT), using methods which encourage the meaningful use of authentic language. Communicative competence means having ‘a competence to communicate’. This competence can be oral, written or even nonverbal. It is an inclusive term that refers to possessing the knowledge of the language as well as the skill to use the language in real life situations for fulfilling communicative needs. Language, according to many researchers, is a means of communication, and it comprises four main skills; vis, listening, speaking, reading and writing. To acquire these language skills, one needs not only to learn grammatical rules but to practice such skills till he gets used to all of them. Whenever s/he acquires the skills of the language and manages to use them effectively and appropriately according to the context in which s/he is involved, we can say that s/he achieves the required level of the communicative competence. To define the notion ‘communicative competence’ we can delve into the two words that constitute it, of which the word ‘competence’ is the headword. Competence can be described as the knowledge, ability or capability while the word ‘communicative’ has the meaning of exchange or interaction. So we can say that communicative competence is nothing but a ‘competence to communicate’ that is, having the ability that allows the person to communicate in order to fulfill communicative needs. Though many models of the communicative competence have emphasized the importance of language for communication, they did not show clearly the position of the four language macro skills (listening, speaking, reading and writing) as a main component of the communicative competence. They just dealt with the various components of communicative competence related to various aspects of the language, stressing the sociolinguistic and cultural aspects of the language as well as the pragmatic meanings.
To conclude, this course work has been an attempt to explore the process of defining the term ‘communicative competence’. It has gone through the various definitions of the term in order to highlight its meaning in foreign language learning and teaching. ‘Communicative competence’ is viewed as the knowledge of the rules of language and language use and the skill to use such knowledge effectively and appropriately in real-life situations. Communicative competence has become a major aim for second and foreign language learning and its models have been developed to include various aspects of language such as linguistic, sociolinguistic, pragmatic, strategic, language macro skills…etc.. The study recommends employing communicative language teaching approach and its activities, together with modern technologies and cooperative learning as ways for achieving a good level of communicative competence.