В настоящее время объектом активного изучения лингводидактики стало

Distinct-levels approach (it is known as multilevel 
approach) – orientation on different levels of complicity of the 
syllabus material which is accessible to students. 
Differentiate approach – singling out the learners on the basis 
of the mixed differentiation in accordance with abilities, type of an 
educational establishment.
Individualized 
approach – 
division 
of learners into 
homogeneous groups, in accordance with their level of the language 
performance, abilities, and social factors.

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Subjective-individual approach – treatment of each learner as 
a unique and inimitable person. 
Scientists single out different technologies within this approach: 
1) Community language teaching; 2) Self-developmental teaching 
(Selevko); 4) Humane-individual teaching (Amonashvili); 5) Game-
technologies; 6) Problem-solving technologies; 7) Developmental 
teaching; 8) Individualized Teaching. 
In spite of different names of these technologies they have the 
common idea about learners’ development from all positions with 
accounting learners’ needs and interests. 
2. Community language teaching and learning 
Counseling learning which was developed by Charles Curran in 
early seventieth of the ХХ century is the basis of the Community 
language learning. According to Curran’s philosophy, students are 
“clients” and a teacher is a “counselor” who should take into 
consideration students needs. Within this technology the affective 
factors and interpersonal relations during the interaction of the 
members of the group (class) are paramount in the learning. 
Teachers and learners join together to facilitate learning in a context 
of valuing and prizing each individual in the group.
Community language learning as a technology is based on the 
idea of students’ interaction and interrelation and mutual-learning 
and teaching a FL. All students as a group are responsible for the 
solving teaching objectives and as a result, they help to each other. 
This technology intends to create conditions for cooperative 
learning of FL in the system “learner - teacher - group”. 
This conception had a practical realization in some variations 
and was oriented on creation of conditions of the active joint 
students’ activity in the various learning situations suggested by a 
teacher. One of the variants of this technology is tolerance to the 
native language using to develop an interpersonal relationship based 
on the trust among other students. A student attempts to repeat an 
English word after the teacher. Translation and imitation are used 
over a certain period of time, until students are able to apply words 
in the new language without translation. 

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Students are subdivided into small groups (3-4 students), the 
task and the terms of its realization are given and explained by the 
teacher for the each group. In this case all members of the group are 
responsible for the process and result of the joined activity. The 
group should be mixed where more successful students help to week 
ones. The teacher evaluates the group work. 
The techniques and activities of community learning are carried 
out by a role-play or other simulations. Language acquisition is 
conducted through communication in the group work. Goal-oriented 
activity in the group increases the motivation for speech practice.