It is evident that grammatical aspects are not the only ones that should be present throughout the language teaching and learning process. To be able to affirm that a particular individual has good communicative competence in a given language, it becomes necessary for him/her to have a good command of each of its components in his/her first language.

In addition to grammatical competence, the student needs to have a solid grasp of sociolinguistic, discursive, and strategic competence. These constitute the main goals of foreign language teaching in High School.

It's not enough to be able to produce grammatically correct utterances alone. It is also necessary to know and employ the ways to combine these utterances in a specific context so that communication is achieved.

In other words, beyond acquiring the ability to form correct sentences, it is necessary to understand how these sentences are appropriate to a particular context.

Considering learning a Foreign Language in an integrated way, based on the different components of linguistic competence, it necessarily involves giving importance to cultural issues. Learning then begins to be seen as a source of broadening cultural horizons. By getting to know other cultures, other ways of perceiving reality, students also start to reflect much more on their own culture and expand their ability to analyze their social environment more deeply, having better conditions to establish connections, similarities, and contrasts between their way of being, acting, thinking, and feeling and that of other people, thereby enriching their education.