В настоящее время объектом активного изучения лингводидактики стало

 
5. The Whole-language approach 
The Whole-language approach to language teaching emphasizes 
the intricate relationships of various language items in terms of 
linguistic processes. The significance of any relationship is a matter 
of how it facilitates language learning.
The Whole language approach calls for language to be regarded 
holistically, rather than as pieces, i.e. the vocabulary, grammar 
structures and pronunciation points. Students learn best not when 
they are learning language piece by piece, but rather when they are 
working to understand the meaning of the whole texts. Students 
work from top-down approach, attempting first to understand the 
meaning of the overall text before they work on the linguistic forms 
comprising it. Under the ‘bottom-up” approach students learn a 
language piece by piece and then work to put the pieces in place, 
constructing the whole meaningful texts out of the pieces.
 
The Whole-language approach is based on the ideas of 
Vygotsky (1978) about social nature of learning. As a social process 

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it is assumed that learning is best served by collaboration between a 
teacher and students and among students.
 
Reflect on the questions: 
 
1. How can we organize the learner-centered teaching? Think 
about techniques and activities used under the learner-centered 
approach. 
2. Tell about the essence the Communicative language learning. 
Why is it considered as the innovative method? 
3. What do we mean by interactive technologies? 
4. What techniques and activities can be named within 
interactive methods? 
5. What is the linguo-didactic potential of the inductive 
teaching? 
6. Point out the reasons for using a deductive way of teaching? 
7. Why can the Whole-language approach be considered as 
innovative in FLT?