Teaching the concept of necessity

with their promotion. Such people learn the language because of extrinsic motivation. We can
talk about the extrinsic motivation also in the case of pupils and students who did not choose
learning languages voluntarily but they have to study it at school they attend. Sometimes they are
not interested in the language at all and when we ask them why they learn the language, their
answer may be: “Because I want to pass the test, or because I want to have good marks.”
Different group of people have an intrinsic motivation. It means that the needs of learning
languages come from themselves. In case of English, they can be for example interested in the
culture of English-speaking countries or they simply do not want to look uneducated when they
travel abroad. The basic task for an English teacher is definitely to motivate his or her students.
He or she must show the importance of English knowledge.
Over the centuries, foreign language educators have alternated between favoring
teaching approaches which focus on having students analize language in order to learn it and
those which encourage students’ using language in order to acquire it. Earlier this century, this
distinctive pattern was observable in the shift from the analytic grammar-translation approach to
the use-oriented direct method. Although the character of the field is somewhat more
heterogeneous today, a recent example of the shift, this time in the opposite direction, is the loss
of popularity of the Chomsky-inspired cognitive code approach, in which analyzing structures
and applying rules were common practices, and the rise in popularity of more communicative
approaches which emphasize language use over rules of language usage.
The learner will be in need of language to express himself as he would in non-
pedagogic situations. He will need to be able to use his innate strategic and discourse
competence. He will be in need of some basic awareness of what happens in face-to-face
interaction and may benefit from instruction about communication strategies. In this article
suggestions are made for instruction about the practice in the use of communication strategies in
the L1.
The motivation for language instruction is not simply to supply what is minimally
necessary for learning to take place, but rather to create the optimal conditions for effective and
efficient L1 (foreign language being taught) pedagogy.
Whereas opponents of a language-analytic approach have usually equated the teaching
of grammar with the teaching of explicit linguistic rules, we submit that whether or not the
students are provided with explicit rules is really irrelevant to what it means to teach grammar.
Neither should the teaching of grammar require a focus on form or structure alone. A concession
by those who would abandon language analysis must also be made: communicative competence
should be seen to subsume linguistic competence, not to replace it.
That linguistic accuracy is as much a part of communicative competence as being able