Our methodology depends more on classroom practice rather than theory. The present thrust of the training towards “interaction” derives from trainer’s attempts to customize materials, methodology and testing procedures in response to student’s needs.
The training emphasizes the acquisition of linguistic and communicative competence by involving learners in communication. The training adopts the methodology of “communication through communication” with the help of problem-solving tasks. This will be achieved by generating interaction in the classroom.
It is understood that communication skills are best retained when they are acquired through the self-involvement of the learner involves learners more deeply in the learning process than teacher-directed learning, resulting in better learning strategies and use of meaningful communication.
It caters to the varied needs and ability, levels of students; and this becomes a value added to the teaching methodology.
In a learner-centered pedagogy, tasks are the means by which trainers get learners to learn. Tasks implies problem-posing/solving exercises that call for a certain amount of mental and emotive involvement on the part of the learner with the focus on “meaning” and not on “form”
Different types of interactions in the classroom in which the learners communicate in the target language cannot be over emphasized. Hence, a conscious attempt is made by the trainer to provide for a variety of interaction in the designing of teaching units.
It is another part of the teaching methodology. Learners are provided opportunities to do their own learning outside the class through practice pages and home assignments.