The goal is to broaden learners' understanding of the importance of organizational markers in such a way that they will recognize them more frequently and apply them appropriately. Memorizing words and inserting them without proper understanding will not make communication sound fluent, whether on a test or in other situations. Structured language samples are not as effective as impromptu language samples for learning oral communication . Structured language is more common in written form, so some may argue against its use in teaching oral skills. However, impromptu speech is filled with incomplete sentences, hesitations, and informal structure.
Impromptu speech can prove frustrating and confusing to learners.
If the ultimate goal is clear communication rather than the imitation of native speakers, structured language can be an effective teaching tool. I believe these and other misconceptions about test preparation continue to circulate for two main reasons. The first reason is the existence of poorly conceived test preparation that aims to improve scores without improving skills. This preparation is usually associated with cramming, which does not involve long-term learning. The second reason is based on the instruments used in oral assessment.