TEACHING FLUENCY FOR COMMUNICATIVE INTERACTION IN ENGLISH AS A FOREIGN LANGUAGE
Language proficiency is not simply the correct use of vocabulary and grammar, but is rather a part of interactive, social communication in which learners need to be made aware of the role of intonation. The fluency project is developing an English vocabulary with supplementary learning materials (SLMs). Scientists’ research showed us that it was not necessary to introduce and drill words out of context, teach phonics in isolation, teach reading in a hierarchy of skills to be mastered, or use contrived reading materials. Each person’s learning theory will be somewhat different, based on individual life experiences, observations of students, interactions with colleagues, professional reading, knowledge, and interpretation of the research and understanding of language learning. It enhances the problem of teaching fluency for communicative interaction in English as a foreign language. For the purpose of this study three prominent questions were risen: the significance of interactive-engaged approach, abilities at the computer and online teaching, the usage of creative techniques and its influence on students communicative competence. It is discussed the nature of communication and its relevance to various stages of learning, emphasized the importance of integrating skills, discussed the differences and similarities in learning to speak and write. The basic aim of foreign language teaching is to endow the students with linguistic competence, to help them adapt to the necessities of society, to use the language functionally in order to achieve the expected effect. This paper will focus on several methods and strategies which made English teaching attractive for future philologist.