Keywords
Abstract
Communicative Language Teaching (CLT) emphasizes meaningful interaction and spontaneous communication in second language acquisition. However, one of the most debated issues within CLT is the balance between fluency and grammatical accuracy. While communicative approaches encourage learners to speak freely, insufficient attention to form may result in persistent grammatical errors. This article examines theoretical perspectives on fluency and accuracy, analyzes potential risks such as fossilization, and proposes an integrated instructional model that combines communicative tasks with focused grammar feedback. The study argues that effective language development occurs when fluency-oriented activities are systematically supported by structured form-focused instruction. The findings highlight the necessity of pedagogical balance in ensuring long-term communicative competence.
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