The competence level of most learners of English as a second language has continued to decline in spite of the adoption of the Communicative Competence model in the teaching of English to those learners in Nigeria and other parts of the world. This paper reviews the inadequacies of the Grammatical Competence and the Communicative Competence models which render them inadequate for the teaching of English as a second language in non-EMT situations. It argues that grammatical competence is as desirable a goal of English learning as communicative ability and recommends Communicative Grammar as a compromise that combines the virtues of the two earlier models while avoiding their shortcomings. |
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