In multilingual education, acquiring a second foreign language necessitates the development of communicative strategies that enable learners to navigate gaps in their linguistic knowledge. A central aspect of this ability is compensatory competence, which allows learners to maintain interaction even when their vocabulary or grammatical resources are limited. This article examines key theoretical frameworks such as communicative competence theory and task-based learning, along with practical classroom approaches. Drawing on contemporary research in linguistics and language pedagogy, it proposes evidence-based strategies for effective classroom implementation. These strategies not only support communication in the short term but also contribute to long-term language development. As a result, learners become more independent and capable of managing real-life communicative situations.

compensatory competence, communicative competence, German as a second foreign language, language learning strategies, paraphrasing, task-based learning, communicative language teaching, second language acquisition, classroom interaction, learner autonomy, motivation, vocabulary development, communication strategies, language pedagogy.

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