ABSTRACT
Teachers have become dissatisfied with traditional methods of language teaching. Few students seem able to achieve any degree of fluency in language, whilst their pronunciation and ability to manipulate structures are limited, despite many hours of classroom work and private study. Indeed, students frequently complain of the drudgery involved in memorising long vocabulary lists and in mastering grammatical construction. By contrast, they are given only a meagre opportunity of developing their actual speech in the language.
