Teachers in the history of language learning and teaching ha...

It focuses on all the components of communicative competence, including grammatical or linguistic competence; engages learner in the programmatic, functional use of language for meaningless purposes; views fluency and accuracy as complementary principles underpinning communicative techniques; and uses the language in rehearsed contexts.

It focuses on all the components of communicative competence, not only grammatical or linguistic competence; engages learner in the programmatic, functional use of language for meaningful purposes; views fluency and accuracy as complementary principles underpinning communicative techniques; and uses the language in unrehearsed contexts.

It focuses on all the components of communicative competence, including grammatical or linguistic competence; engages learner in the programmatic, functional use of language for meaningful purposes; views fluency as the most important principle underpinning communicative techniques; and uses the language in unrehearsed contexts.

It focuses on all the components of communicative competence, not only grammatical or linguistic competence; engages learner in the programmatic, functional use of language for meaningful purposes, having drills as a main technique; views fluency and accuracy as complementary principles underpinning communicative techniques; and uses the language in unrehearsed contexts.

It focuses on all the components of communicative competence, not only grammatical or linguistic competence; engages learner in the programmatic, functional use of language for meaningful purposes; views fluency and accuracy as complementary principles underpinning communicative techniques following the native speakers’ pronunciation as a model; and uses the language in unrehearsed contexts.