I SPOKE ENGLISH OR I SPEAKED ENGLISH? : ACCURACY VS FLUENCY

The popularity of Communicative Language Teaching (CLT) as a dominant paradigm in English Language Teaching has now been challenged. The opponents of CLT argue thatsecond language learning is not possible with only a focus on function (communication). They maintain that success in second language learning is also determined by a focus on form (grammar). These renewed calls for accuracy-based teaching are commonly referred to as Form-Focused Instruction (FFI).
This essay will discuss the role of form and function in teaching English as a second language. Taking the description of form and function as a beginning point, the writer will further consider a number of explanations of CLT and FFI to support the notion that bothlanguage form and function are related and complement each other in terms of second language learning success.