В настоящее время объектом активного изучения лингводидактики стало

Spoken errors: When students are doing controlled practice, 
we are usually concerned with accuracy; so we need to correct 
important errors as they occur. When students are involved in freer 
activity (e.g. discussion, role play), we want them to develop 
fluency; so it is better not to interrupt by correcting too often, but to 
remember common errors and deal with them afterwards. Possible 
techniques for correction errors: 
- give the correct form; a student repeats it; 
- indicate where the errors are, but let students correct themselves; 
- pass the question on to another student then give the first student a 
chance to repeat the correct form. 
Help students develop a positive attitude to errors; encourage 
them, focusing on what they have got right, and praise them for 
correct and partly correct answers, so they feel they are making 
progress. 
Written errors: to avoid too much correction of written work, give 
simple writing tasks which will not lead to many mistakes and 
which can be corrected in class.
Correcting work in class: 
- go through the answers, writing on the board only if spelling is a 
problem. 
- let students correct their own work or exchange books and correct 
each other. 
- move round the class to check what they are doing. 
 
6. Language portfolio 
One of the most important attributes of successful learning is 
self-awareness – the ability to reflect own learning and so gradually 
improve and develop own language skills. 
Language Portfolio (LP) is considered as an innovative 
technology in the system of FLT and assessment. The basic idea of 
a language portfolio is to provide a much wider range of evidences 

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of the language skills of a student. Language portfolio involves 
scoring a wide range of students’ works based on predetermined 
criteria. All students can have benefits from this type of self-
assessment, because it offers students an opportunity to demonstrate 
what they have learned and experienced with the target language.
Language portfolio was created under Framework of Council 
of Europe. Complementing and incorporating the CEFR, the 
European Language portfolio is an action oriented document where 
language learners record all the languages they speak, chart their 
language learning progress, set targets of achievement, show others 
what they can do, and reflect on cultural experiences gained through 
their learning. 
European format of Language portfolio (2000) includes three 
components: