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Table 2. Advantages and disadvantages
of traditional model of FLT 
 
Advantages 
Disadvantages 
- teaching process and students' 
activity are strongly controlled 
by the teacher; 
- students are passive at the 
lesson; 
- strict control of the teaching 

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- effective distribution of time; 
- strong discipline during the 
lesson; 
- results of teaching depend on 
teacher's 
qualification 
and 
authority; 
- rule-instructions help to acquire 
language items and their usage in 
the oral and written speech. 
process by a teacher is an ob-
stacle for existing motivation; 
- the lack of direct commu-
nication of the students with a 
teacher; 
- comprehension of the students 
in the class is different and this 
influences the results of tea-
ching; 
- lack of conditions for making 
decisions; 
- class-centered teaching and 
lack of individual approach at the 
lesson. 
Innovative model of teaching and learning gives teachers more 
advantages, but it has also disadvantages (See Table 3). 
 Table 3. Advantages and disadvantages
of innovative model of FLT 
 
Advantages 
Disadvantages 
- guarantees successful results in 
teaching; 
- creates favorable situations for 
practical 
use 
of 
the 
target 
language; 
- gives various ways of explaining 
the teaching material; 
- 
increases 
motivation 
for 
learning and communication; 
- gives opportunity for the for-
mation of students self-appraisal; 
- intensifies positive attitude of 
students to the teaching material 
and teaching process; 
- takes much time; 
- gives much noise during the 
lesson; 
- creates weak control or 
management of the teaching 
process by the teacher.

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- helps to create students critical 
thinking and solving problems 
skills; 
- provides opportunity to use 
authentic material and to create 
real life situations for commu-
nication. 
In our conditions the Communicative language learning and 
teaching has been still considered as an innovative model of 
teaching. Within the Communicative language teaching the goal is 
to enable students to communicate in the target language. In this 
case the following question is appeared, “What knowledge and 
language skills are necessary to communicate in the target 
language?” The answer to this question was found in the book 
written by Diane Larsen-Freeman (2003:128). 
To do this students need knowledge of the linguistic 
forms, meanings, and functions. They need to know that 
many different forms can be used to perform a function 
and also that a single form can often serve a variety of 
functions. They must be able to choose from among these 
the most appropriate form, given the social context and 
the roles of the interlocutors. They must also be able to 
manage the process of negotiating meaning with their 
interlocutors. Communication is a process; knowledge of 
the forms of a language is insufficient. 
Within this approach students use the language in a great deal 
through communicative activities such as games, role plays, 
problem-solving, 
information 
gap 
and 
others. 
In 
real 
communication, a speaker has a choice of what s/he will say and 
how s/he will say. If communicative activity is tightly controlled 
the students could only say something in one way, because speakers
have no choice. 
Let’s compare the data given in the Table 4.