Communication competence as knowledge, skill, and impression

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Abstract
In response to McCroskey's definition of competence as knowledge of appropriate behavior, distinct from skill and effectiveness, it is argued that competence should be viewed as a function of knowledge, skill, and motivation. In the proposed approach, competent communication refers to functionally effective interaction appropriate to a given relational context. These impressions of appropriateness and effectiveness are more likely when a person is motivated to communicate, knowledgeable about communication, and skilled in communicating in a particular interpersonal relationship and context. Some of the implications of this relational competence approach for theory and pedagogy are discussed.