“The studies reviewed above provide evidence to support the intuitions of teachers and learners that instruction based on the ‘Get it right from the beginning’ proposal has important limitations. Learners receiving audiolingual or grammar-translation instruction are often unable to communicate their messages and intentions effectively in a second language. Experience has also shown that primarily or exclusively structure-based approaches to teaching do not guarantee that learners develop high levels of accuracy and linguistic knowledge. In fact, it is often very difficult to determine what students know about the target language. The classroom emphasis on accuracy often leads learners to feel inhibited and reluctant to take chances in using their knowledge for communication. The results from these studies provide evidence that learners benefit from opportunities for communicative practice in contexts where the emphasis is on understanding and expressing meaning.”