| Summary: | The development of communicative abilities as the goal of the communicative methodology of foreign language teaching all over the world is enriched still today with different knowledge from professional, pedagogical, sociological and psycho- pedagogical viewpoints. Thus, the professionalized conception which is assumed deserves a reflexive approach and a conscious attitude towards new challenges, not only in the way of thinking but also in the design of the whole scientific and methodological performance of teachers and students. The main pursuit of the present article is to suggest a framework for the professionalization of the teaching-learning process of foreign languages. In doing so, an account of some theoretical assumptions and a rationale for the communicative and professional competence are presented.
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