The phrase 'communicative goals' is correct and can be used in written English.
You could use it when referring to the objectives of a particular communication activity. For example: "We identified several communicative goals for our team-building event that would foster greater understanding and cooperation across all departments".
In this way, the student must become a rhetorical problem-solver: rather than following a simple rule, the student must identify their communicative goals (e.g. becoming a successful communicator in biology) and make decisions about how to pursue them.
Overlapping talk occurs frequently in multi-party conversations, and is a domain in which speakers may pursue various communicative goals.
We propose realizing communicative plans in graphics by mapping the communicative goals to conceptual tasks and then using the task-based graphic design to select graphical techniques.
'Effective' means that what the system aims at is to help students define and attain communicative goals consonant with proven business discourse practice in the target culture.
Instead, functional and cognitive approaches to language structure are typically couched in terms already familiar to cognitive scientists: perception, attention, conceptualization, meaning, symbols, categories, schemas, perspectives, discourse context, social interaction, and communicative goals.
Cryptographic protocols are sequences of encrypted messages that are exchanged to achieve communicative goals, such as authentication or fair exchange.
In addition, a genre deploys the resources of a register in specific patterns in order to fulfill certain communicative goals (cf. Thompson 1996/2004: 43).
We provide a computational model of number interpretation as social inference regarding the communicative goal, meaning, and affective subtext of an utterance.
The central claim of this paper is that the generation of a multimodal presentation can be considered as an incremental planning process that aims to achieve a given communicative goal.
It supports the speaker's communicative goal and allows for a variety of other information to be added to his/her messages, including (but not limited to) psychological states, attitudes, and personality.
This account suggests that human learning from evaluative feedback depends on inferences about communicative intent, goals and other mental states much like learning from other sources, such as demonstration, observation and instruction.
