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me theoretical foundations and principlesare also explained for the better understanding of CLT.

2.1 Communicative Language Teaching
The Communicative Language Teaching (CLT) is an approach to foreign orsecond language teaching which emphasizes that the goal of language teaching iscommunicative competence. The CLT has been developed particularly by Britishapplied linguists as a reaction away from grammar-based approaches. Teachingmaterials adopted with the CLT often teach the target language with the aim ofexpressing and understanding different kinds of functions, such as requesting,describing, expressing ideas. The CLT follows a notional syllabus and a functionalsyllabus and put emphasizes on the processes of using language appropriately indifferent kinds of tasks (Shu, 2005).Longman Dictionary of Language Teaching and Applied Linguistics regardsCLT as: “an approach to foreign or second language teaching which emphasizes thatthe goal of language learning is communicative competence and which seeks to makemeaningful communication and language use a focus of all classrooms” (Rechards,2012:115).Littlewood (1981) pays systematic attention to functional as well as structuralaspects of language; that is to say when we teach a language, it not only teaches formsand rules of the language but also considers how to use the forms and rules in theright place and at the right time. In 1984, he also suggests that in the procedure ofCLT, language teachers should take the setting of language targets, the goal of asyllabus, the learning materials, the ingenuity and implementation of classroomactivities and the assessment of learners’ progress into consideration.
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2.2 The related studies on CLT and CLT in vocabulary teaching
The book named Language in Culture and Society presents the view that aperson who wants to speak out with his native language that he should not onlymaster the method of accepting and generating the language in an appropriate way butalso has to know the situation to express with the language (Hymes, 1964). In otherwords, it means that it is essential for a learner to know both the rules of the languageand the social rules to use the language. Hymes proposes that the speakers not onlypossess the competence of generating grammatical sentence, but also know what theyshould say and how they should say. That is to say, speakers know language grammarrule and language social principles.British linguistic Wlikins (1976) defines language from the perspective of itsfunction and communication which has laid the foundation for the communicativesyllabus. In his definition, it makes a systematically description about the realmeaning of language communication from the angle of grammar and vocabulary, thatis the paper latterly widely known in the world language teaching “NotionalSyllabuses” which published in 1976.Tarvin and Al-arishi (1991) discuss three types of CLT activities which couldencourage reflection: task-oriented, process-oriented, and synthesis-oriented. Theconclusion is that more activities centered on reflective thinking should beincorporated in foreign language classrooms to supplement the phenomenally andintuitively oriented activities.CLT is an approach characterized by a core set of theories and beliefs about thenature of language, of language learning, and a derived set of principles for teaching alanguage (Richards and Rodgers, 2001).
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