Methods of foreign language teaching as a scientific theory: approaches, methods and techniques

participant in the classroom. Communicative competence is a prime one. It also 
gives importance to fluency and accuracy. 
Method as a system of purposeful actions of the teacher, on the one hand, 
and educational actions of students on the other. 
Reception is an elementary methodical act aimed at solving specific tasks 
at a certain stage of the lesson. The method is implemented in the system of 
receptions.
One of the most controversial issues in forigne language teaching today, 
partly as a result of the interest in the development of communicative 
competence, is a question that could be stated as fluency vs. accuracy. In other 
words, should our teaching be aimed at developing fluency in the use of the 
second language at the expense of accuracy, lexical choice, structure formation 
and the rest, or should we rather insist on preserving formal correctness and 
place less emphasis on fluency? 
We must not forget, however, that although communicative activities may 
be an essential component of a language curriculum, there is also a place for an 
analytic language syllabus. At any given time, the emphasis may shift from one 
component to the other, but both are needed, complementing each other and 
contributing to develop second-language proficiency. For that reason we can 
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A. Delbio , M. Ilankumaran. Theories, Techniques, Methods and Approaches of Second Language 
Acquisition: a Psychological Perspective. International Journal of Engineering & Technology. 7 (3.6) (2018). P 
194. 

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speak of a much more flexible and eclectic version of the Communicative 
Approach to Language Teaching (why not seek the development of both fluency 
and accuracy?), which admits that grammar is a construct in itself, although it 
belongs to the overall construct we call communicative competence. 
Communicating as far as possible, and with all available resources, is our goal. 
But focus on meaning should not imply a complete abandonment of form. If we 
decide that they serve a useful role in maintaining form, drills should be 
welcome as a way of reinforcing the previous communicative activities. 
In conclusion it can be assumed that the eclectics in nowadays FLT results 
from the pragmatic attitudes of teachers and teacher-trainers to the teaching-
learning process. The lack of a dominant linguistic or learning theory opens the 
possibility for them to use all good practices from all FLT methods that proved 
to be efficient in the years. In my opinion it is a question of time the set of 
working practices based on experience and observations to be summed up in 
order to establish effective principles in FLT that will be more efficient than any