The key to success in the present employment sector is appropriate communication as per the context. In the current scenario, the primary aim of language trainers is not only to train learners to express and fulfil their communicative goal but also to build strategies to enable the process. This study concentrates on linguistic forms used by the students to articulate and negotiate meaning in the classroom and examination context, specifically strategic competence such as self-monitoring and interactional strategies that promote message continuity, efficiency and prevent complete breakdown of communication. It also tries to determine if strategic competence can be taught in the classroom context and what materials can be used to enhance the same in students. Strategic competence is relevant to both one’s mother tongue and second language since they relate more to core aspects of communication. The study has revealed that strategic competence in L1 is often transferrable to L2 situations, which is why some adult learners of L2 are more equipped with communication strategies. Tertiary level learners bring into the classroom a general cognitive ability along with a definite prior social experience and knowledge of L1. While this puts them at an advantage in comprehending and conveying communicative intent and fulfilling interactional goals, it might also account for the interference and negative transfer from L1. Most of the learners coming from a Bengali or Hindi background show difficulties in learning new construction patterns, which necessitates an awareness and formal teaching of communication strategies.

Keywords: Strategic Competence, Linguistic Forms, Mother Tongue Influence, Interactive Efficiency.