In this approach, the focus of instruction is the purposeful use of the language to perform real-life tasks, to share ideas, to acquire information, and to get things done. Grammar instruction plays a supportive role onlyto provide some useful strategies to facilitate communication and comprehension. The goal of language learning is performance with language rather than knowledge about the language. Language learning is not additively sequential but is recursive and paced differently at various stages of acquisition.
Language develops in a series of approximations toward native-like norms.
Language learning is not the accumulation of perfectly mastered elements of grammar and vocabulary. Thus, learner errors are unavoidable. Language proficiency involves both comprehension and production. Comprehension abilities tend to precede and exceed productive abilities. Language is inextricably bound to culture.