Vocabulary knowledge is fundamental to mastering a second language, as it directly affects listening, speaking, reading, and writing skills. In English as a Foreign Language (EFL) contexts such as Karakalpakstan, students often face challenges due to limited exposure to English outside the classroom. Therefore, the development of lexical competence—a learner’s ability to understand and appropriately use vocabulary—is essential to achieving fluency and meaningful communication.

This article focuses on a theoretical exploration of how communicative and cognitive approaches can be integrated to develop lexical competence among 10th-11th grade students in Karakalpak classrooms. The purpose is not to report on an experimental study but rather to offer a pedagogically grounded methodology that teachers can adapt to their specific context. The emphasis is on equipping learners with strategies for both receptive (understanding) and productive (speaking and writing) use of vocabulary.  

Communicative, cognitive, skill, lexical

Anderson, J. R. (1983). *The Architecture of Cognition*. Harvard University Press.

Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. *Applied Linguistics*, 1(1), 1–47.

Hymes, D. (1972). On communicative competence. In J. B. Pride & J. Holmes (Eds.), *Sociolinguistics* (pp. 269–293). Penguin Books.

Long, M. H. (1983). Native speaker/non-native speaker conversation and the negotiation of comprehensible input. *Applied Linguistics*, 4(2), 126–141.

Schmidt, R. (1990). The role of consciousness in second language learning. *Applied Linguistics*, 11(2), 129–158.

Vygotsky, L. S. (1978). *Mind in Society: The Development of Higher Psychological Processes*. Harvard University Press.

Alharthi, T. (2020). Investigating the Relationship Between Vocabulary Knowledge and FL Speaking Performance. *International journal of English linguistics*, 10(2)