В настоящее время объектом активного изучения лингводидактики стало

 

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Table 4. Traditional and communicative approaches in FLT 
 
Traditional approach 
Communicative approach
1. Selection of the teaching 
material is basically done within 
linguistic criteria.
2.
3. 2. Systematic study of language 
structures.
3. 
Focus on the bookish 
language. 
4. The main aim is production of 
correct sentences. 
5. Much attention is paid to 
reading and writing. 
6. 
Class-centered 
teaching, 
where the teacher dominates. 
7. Strict attention to incorrect 
utterances.
8. In the learning process all 
attention is concentrated on the 
form than on the content.
1. Selection of the material is 
done according to learners’ 
needs.
2. The emphasis is given to 
practical 
use 
of 
language 
structures to cover the learners’ 
needs in communication. 
3. Focus on the everyday lan-
guage. 
4. The main aim is to organize 
students’ 
communication 
effectively and appropriately to 
the situation.
5. Speaking is regarded impor-
tant in reading and writing. 
6. Student-centered teaching is 
based on individualization and 
differentiation principles. 
7. Some mistakes are ignored. 
The main attention is given to 
fluency of the speech.
8. The natural learning process in 
which the content is emphasized 
rather than form.

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As we see in traditional approach the teacher is a source of 
information and a sender of information. The learners are passive 
and they receive ready information, memorize and reproduce it. The 
main strategy of the teacher is to deliver the information using the 
blackboard and by speaking. There is a strict control of the teaching 
process and the learners receive factual knowledge. Within 
innovative models the teacher uses different strategies and tools 
with the help of which s/he creates favorable conditions for FL 
teaching and learning.
Thus, the effective teaching and learning outcomes much more 
depend on the proficiency of a teacher. The proficiency of a teacher 
is based on the following factors: 
1. Teacher should be able to explain his/her ideas clearly in a 
short and simple way. 
2. Teaching process must be organized with taking into 
consideration the students’ level of language performance and 
degree of their interest and needs. 
3. Teacher's authority, qualification and feeling of responsibility 
for efficiency of teaching. 
4. Students usually obtain complete satisfaction during the 
lesson of a well- trained and qualified teacher. 
5. Methodological preparedness of a teacher and his/her ability 
of planning the lesson. 
6. Teacher should always be ready to answer the learners’ 
questions, and capable to manage the lesson. 
7. Teacher’s ability to form patriotic feelings, to educate 
students through work, to create favorable atmosphere and direct 
their activity to the
research work and feedback. 
8. Teacher's ability to motivate students using different 
strategies and methods. 
9. Teacher should develop students' reflexive skills (analysis, 
synthesis and evaluation). 
10. Teacher should use the effective teaching tools to activate 
students’ learning, develop their creative thinking and achieve good 
results.
These factors give us a picture of teacher’s abilities and draw a 
line of his/her activity. Besides the presentation of the new material, 

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a teacher activates learners’ attention, effort, intelligence and 
conscious (meta-cognitive) learning strategies in order to enhance 
learning. It is important here to describe the role of teachers and 
learners within an innovative approach, referring to Diane Larsen-
Freeman’s work (2003:128). 
The teacher facilitates communication in the classroom. 
In this role, one of his/her major responsibilities is to 
establish various situations to promote communication. 
The teacher acts as an adviser, answering students’ 
questions and monitoring their performance. S/he might 
make notes of their errors to be worked on at a later time 
during more accuracy-based activity. At other times s/he 
might be a “co-communicator’ engaging in the 
communicative activity along with students. 
Students are above all, communicators. They are 
actively engaged in negotiating meaning – in trying to 
make them understand and in understanding others – even 
when their knowledge of the target language is 
incomplete. 
Also, since a teacher’s role is less dominant than in a 
teacher-centered method, students are seen as more 
responsible managers of their own learning.
Taking into consideration the above information, we point out 
the following main features of innovative methods: 
1. Learners gain the knowledge with interest and they have high 
motivation, which makes them be active during the lesson. 
2. Being active the learners are able to solve problems existed 
during the lesson. It helps to form creative skills in them. 
3. There is an individual approach to importing knowledge. 
4. Pair work and group work are emphasized in organizing 
teaching. This helps to form language skills, to interact with the 
members of the group. 

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5. The innovative methods positively influence the formation 
and development of self-study and reflexive skills.
6. Interactive methods provide using FL in real life situations.