6. Get it right in the end
‘Get it right in the end’ focus on classroom activities should be built primarily on creating opportunities for student to express and understand meaningful language.
This proponent also agree of ‘Teach what is teachable’ position that some thing cannot be taught if the teaching fails to take the student’s readiness (stage of development) into account.
The difference from ‘Teach what is teachable’ is this proposal emphasizes the idea that some aspects of language must be taught and may need to be taught quite explicitly.
Get it right in the end’ argue that is necessary to draw learners attention to their errors to focus on certain linguistic (vocabulary or grammar) point.
For example :
• The overall result of the studies focus on instruction and corrective feedback within communicative and content based on second and foreign language program that can help learners improve their knowledge and use a particular grammar features.
• Form-focused instruction and corrective feedback provided within the context of communicative and content based programs are more effective in teaching second language than programs that are limited to a virtually exclusive emphasis on comprehension.
• Learning or teaching a second language will be effective as long as learner have adequate exposure to the language and motivation to learn.