We often speak of language as a vehicle of expression which is transporting a person’s message somewhere but is not
itself the object of the trip. Before students can use such a vehicle for their purposes it must be constructed.
There are two ways in the process of construction. Some talented individuals can develop their own internal representation from the acquaintance with the given prototype, while most people need help in developing a series of blueprints as a basis for production. In other words, some prefer lessons in drafting blueprints, whereas others can draw them up from experience with the prototype.
However the mere production of itself is not sufficient. In every lesson it must be regarded as a preliminary to actually trying out what is being learned, so that all activities in the class lead to the level of real communication rather than remaining at the level of pseudo communication.
Interaction is an interpersonal activity where there must be some situational element that bring about an interchange. However, in most classrooms teachers and students fail to reveal themselves to each other because of the conventionally formalized relationship. Real communication and free
interaction are possible in any language only when teachers and students and students themselves have built up a warm, uninhibited, confident, sympathetic relationship. The teachers can build up such environment through their accumulated experience in various interesting ways so that students feel free to express themselves and develop a confident attitude.
It is because of this fundamental interpersonal factor that methods and techniques imposed on the teacher have always proved successful for some people in some classes but not for all. The interaction of teacher personality , multiple student personality , and what each brings into the classroom from the outside form unique situations. Change an element the situation is no longer the same, which has always been the bane of teaching methods.
In spite of this, methodology is still very useful. It should be based on what we know about language, what we know about human beings and what we know about people in interaction. Teachers should keep in touch with findings and development in this areas as these factors evolve. In this volatile period the teachers work as a professional and as an individual with his or her own gifts, insights and preferences. Teachers must know their strength and weakness in interpersonal relations as well as
students’ preferences and general attitudes. An efficient system must be subordinate to individual learning preferences if there is a high quality of learning. In addition, teachers must understand how teaching and learning relate to each other and realize that either can exist without the other. They have to learn to devise learning program for different types of students. Truly successful teachers are highly idiosyncratic. They select from the new information what suits their own personalty and their teaching style and what suits their students, thus forming their own approach. Above all, teachers should stick to their own principle but at the same time be flexible and sensitive to the new change of approaches.