3. Problems with methods. Approaches, Methods and Techniques Approach

Distinguishing features:

1. There is emphasis on communication, or communicative competence (i.e. being able to use the language).

2. Language acquisition is seen as rule (not habit) formation: deductive explanation of grammar is preferred.
3. Pronunciation is de-emphasized, since it is considered futile for most students to try to sound like native speakers.
4. Group work and individualized instruction are encouraged.
5. There is renewed interest in vocabulary, especially the expansion of passive vocabulary for reading purpose.
6. The teacher is viewed as a facilitator rather than a figure of absolute authority.
7. The important of comprehension especially listening comprehension – is emphasized.
8. Errors are seen as an inevitable by product of language learning; systematic study, interpretation, and where possible remediation is of concern.
9. The written language skills (reading and writing) and the spoken language skills (listening and speaking) are viewing as being of equal importance, rather than the former secondary the latter primacy.
10.Repletion in and of itself discourage; silence is recognized as useful and often
necessary.
11.There is contextualization of all teaching points through the use of audio-visual aids, stories, or other opposite means.
12.The use of the mother tongue and translation are permitted.
13.There is increased interest in the affective domain: the attitude of the teacher and student are seen as important, human sensitively crucial, and the quality of interaction is significant variable.
14.Bilingual-bicultural proficiency is seen as an ideal goal.