This study aims to investigate whether there is a discrepancy between local coursebooks and international coursebooks in terms of the extent to which they comply with the model of communicative competence depicted in the Turkish foreign language curriculum. Speaking activities in two selected 9th grade English language coursebooks were classified according to the taxonomy developed by Khan and Tas (2019), in which speaking activities are categorised as either pre-communicative or communicative in consonance with which subcomponents of communicative competence they tend to address. Results indicate that the international coursebook is relatively more communicative than the local one, gravitating closer towards the communicative goals stated in the official curriculum. The local coursebook, on the other hand, seems to be dependent more upon pre-communicative activities, hence deviating from a balanced progression of leaners' communicative competence but focusing on their linguistic competence. The difference suggests an arguable advantage in favour of the international coursebook with respect to developing learners' communicative language ability. It is, therefore, discussed that a truly communicative mindset is not only required in preparing the foreign language curriculum but also in writing local coursebooks that are assumed to reflect the goals set out in the same curriculum.