Cover -- Title -- Copyright -- Contents -- List of figures -- List of tables -- Acknowledgements -- 1 What is a successful speaker of English? -- 1.1 Introduction -- 1.2 Rationale for exploring successful spoken language -- 1.3 Rationale for a focus on spoken language -- 1.4 Definitions of successful language: communicative competence -- 1.4.1 Hymes's theory of communicative competence -- 1.4.2 Canale and Swain's theory of communicative competence -- 1.4.3 Canale's theory of communicative competence -- 1.4.4 Bachman and Palmer's model of language use and performance -- 1.5 Towards a definition of successful spoken language: communicative competence -- 1.6 Linking communication, communicative competence and learner success to the CEFR -- 1.7 Measuring successful spoken language in this book -- 1.8 Conclusion -- 2 Linguistic competence -- 2.1 Introduction -- 2.2 Definitions of linguistic competence -- 2.3 Previous studies -- 2.4 Methods of analysis -- 2.4.1 Frequency profiles -- 2.4.2 Frequency lists -- 2.4.3 Keyword lists -- 2.4.4 Lexical chunks -- 2.5 Linguistic competence at B1-C1 levels -- 2.6 Most frequent words -- 2.6.1 WE -- 2.6.2 Er/Erm -- 2.7 Keywords -- 2.7.1 Think -- 2.7.2 Can -- 2.8 Most frequent lexical chunks -- 2.8.1 A lot of -- 2.8.2 Agree with you -- 2.9 Discussion -- 2.10 Conclusion -- 3 Strategic competence -- 3.1 Introduction -- 3.2 Definitions of strategic competence and communication strategies -- 3.3 Previous studies -- 3.4 Methods of analysis -- 3.5 Strategic competence at B1-C1 levels -- 3.5.1 Preliminary analysis of CEFR strategies in B1, B2 and C1 speech -- 3.5.2 Comparison of CEFR strategy realisation in B1, B2 and C1 speech -- 3.5.3 Production strategies: correction -- 3.5.4 Interaction strategies: inviting others into the discussion and seeking clarification -- 3.6 Conclusion -- 4 Discourse competence