couraged to construct meaning through genuine linguistic interaction with others [10; 43].
The communicative approach was developed mainly in the context of English Second Language (ESL) teaching. The question must be asked, however, how universal can its application be? A. Malamah-Thomas points out that" one can relatively easily reach a fair level of communication in English, which has a relatively simple morphology (eg simple plurals with s, no adjectival agreement, no gender markers, etc). Neither is mastery of the highly irregular orthography of English a priority in an oral communication approach [11; 76]. French, for example, requires mastery of an enormously greater number of elements to reach a similar first year communicative level (different articles in front of nouns, gender , adjectival agreement, numerous verbal forms etc.). It is fatal for the progression and motivation of the learner to ignore this complexity.
1.2 Principles and features of the communicative approach
CLT is usually characterized as a broad approach to teaching, rather than as a teaching method with a clearly defined set of classroom practices. As such, it is most often defined as a list of general principles or features . One of the most recognized of these lists is David Nunan lt; # justify gt; 1. An emphasis on learning to communicate through interaction in the target language.
2. The introduction of authentic texts into the learning situation.
3.The provision of opportunities for learners to focus, not only on language but also on the Learning Management lt; # justify gt; 1. Interactivity : the most direct route to learning is to be found in the interactivity between teachers and students and amongst the students themselves.
2. Engagement : students are most engaged by content they have created themselves
3. Dialogic processes : learning is social and dialogic, where knowledge is co-constructed
4. Scaffolded conversations : learning takes place through conversations, where the learner and teacher co-construct the knowledge and skills
5. Emergence : language and grammar emerge from the learning process. This is seen as distinct from the acquisition of language.
6. Affordances : the teacher s role is to optimize language learning affordances through directing attention to emergent language.
7. Voice : the learner s voice is given recognition along with the learner s beliefs and knowledge.
8. Empowerment : students and teachers are empowered by freeing the classroom of published materials and textbooks.
9. Relevance : materials (eg texts, audios and videos) should have relevance for the learners.
10. Critical use : teachers and students should use published materials and textbooks in a critical way that recognizes their cultural and ideological biases [14; 83]
Today, we see our primary aim as teaching the practical use of English for communication with native speakers and others.is seen as central to language learning within the communicative approach framework, because it is the fundamental and universal form of language and so is considered to be language at work. Since real life conversation is more interactional than it is transactional, this approach places more value on communication that promotes social interactionmunicative approach also places more emphasis on a discourse-level (rather than sentence-level) approach to language, as it is considered to better prepare learners for real-life communication, where the entire conversation is more relevant than the analysis of specific utterances [15; 91] .approach considers that the learning of a skill is co-constructed within the interaction between the learner and the teacher. In this sense, teaching is a conversation between the two parties.
1.3 Communicative competence as a goal of the FLT
Communicative competence is a main objective in communicative teaching.
Communicative competence is a term in linguistics lt; # justify gt; · Linguistic competence is knowing how to use the grammar, syntax, and vocabulary of a language. Linguistic competence asks: What words do I use? How do I put them into...
