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learned in context. Utterances are treated as complete entities,
rather than discrete units of meaning. For example, students are
taught the phrase “I am very well, thank you.” Regardless of
whether the speaker is “very well” or not, this expression is
used in response to the question, “how are you?”
This approach emphasizes proper form instead of content and
language is viewed in terms of correct-not appropriate- form.
Jacobovits & Gordon in Abu-Melhim (2009: 43-44) observe,
“What is actually being practiced is a particular stereotyped and
unnatural dialogue routine. The expectation that this restricted
routine will somehow mysteriously generalize to free, expressive
speech enactments is gratuitous in the extreme”.
The above disadvantages is in line with Savignon’s statement
about the disappointment with both grammar translation
method and audio-lingual method for their inability to
prepare learners for the interpretation, expression, and
negotiation of meaning, along with enthusiasm for an array of
activities increasingly labeled communicative has resulted in
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