When we focus on accuracy activities we:
* focus on forming correct examples of language use.
* produce language in a controlled way.
* deal with grammar explicitly.
* insist on receiving grammatically correct and complete sentences.
* practice language out of context.
* practice small samples of language.
* do not require authentic communication.
When we focus on fluency activities we:
* reflect natural language use
* deal with grammar implicitly.
* encourage free production of the language.
* reflect automatic performance.
* produce language that is not always predictable.
* require the use of improvising, paraphrasing, repair and reorganization.
* require real communication.
The focus on fluency activities would help learners develop communicative skills but those activities do nothing with linguistic competence. In other words the use of authentic communication particularly in the early stages of learning would help students often develop fluency at the expense of accuracy resulting in learners with good communication skills but a poor command of grammar.
To solve this problem the teacher should do the following during fluency activities:
1. get the learners’ attention to the presence of a linguistic feature in the input.
2. treat with grammatical features explicitly but within context.
3. focus on form but within task-based activities.
4. use various activities that develop the learners’ communicative skills and increase their attention to linguistic forms as well.