【正确答案】正确答案：The functional language teaching, which emerged during the 70s, is a reaction against both the structurally and situationally based approaches to language teaching. Its main feature is that we should teach people what functions the various linguistic forms fulfill. We should teach people not only what the language is but what the language does. Linguistic forms should not be presented as abstract structures but should always be presented as fulfilling a particular language function. For example, if the simple present tense is to be taught, it should not just be a matter of learning to accurately repeat the structure, but also a matter of knowing what the structure is actually used for. Organizing language teaching functionally emphasizes what we can do with language. The basic units of language are seen as short exchanges. Linguistic forms are presented and learned in close relation to their function. Such teaching encourages appropriateness of language in terms of the respective roles of speaker and hearer and also in terms of the topic of conversation. Fluency is stressed and developed. The teaching of language functions also presents problems. For example, what is exactly a language function? How many functions are there? In what order should they be taught? While functions are a very significant aspect of language use, too great an emphasis on them may ignore other aspects of language, not least its structure. There is also no rigid correspondence between function and form, so some people object that we lose too much control over grammatical complexity if the syllabus is entirely organized on the basis of functions. What's more, some argue that fluency and appropriate use of language may be encouraged but this should not be achieved at the cost of formal accuracy.