Communicative language teaching (CLT) refers to both processes and goals in classroom learning. The central theoretical concept in communicative language teaching is ‘‘communicative competence,’’ a term introduced into discussions of language use and second or foreign language learning in the early 1970s.

Competence is defined in terms of the expression, interpretation, and negotiation of meaning and looks to both psycholinguistic and sociocultural perspectives in second language acquisition (SLA) research to account for its development Identification of learners’ communicative needs provides a basis for curriculum design (Savignon, 2002) [1]

Communicative Competence