Many teachers have difficulty defining where accuracy should be stressed over fluency and vice versa.
In the case studies we see that our teacher friends want to correct their students so that they will be using the language correctly, but they also do not want to discourage students from trying by over-correcting.
In Marguerite's case for example, she is unsure about which aspect of language is more important or desired by her students at the specific level she is teaching: fluency or accuracy? In this section we will discuss Communicative Competency and how understanding the learner’s communication needs is an important aspect for facilitating learning.
Communicative competency is the correlation between fluency and accuracy and refers to the ability of a speaker to communicate effectively in the language; this ability is based on more than just grammatical knowledge and the concept is derived from the general desire of language learners to be able to communicate proficiently, not to use the language exactly.
To be able to communicate in the TL fluently means that the speaker is comfortable using the language and can be reasonably understood by other speakers of the TL. This does not necessarily mean that the speaker is free of errors in their communication, but that the errors they make do not obstruct the message.
Accuracy refers to the correctness of the language being produced by the speaker. Just because a speaker focuses on accuracy does not mean they will be capable of producing effective communication.