ABOUT THE VARIABILITY OF FOREIGN LANGUAGE: CRITICISM AND ALTERNATIVES

The variability of foreign language teaching and policies within the nation state cause quantitive accumulation to turn into a qualitative explosion. We can say that, extremely dominant demands regarding foreign language teaching not only cause an” ideological language teaching” but also weaken intercultural education entirely. \nIn teaching a foreign language, if learners aren’t alienated from the target language, we can determine the start of language teaching. The variability of a foreign language is, in some ways, in accordance with one’s point of view of foreign language teaching and to base language teaching on only one aspect of a foreign language means breaking up the language into pieces. In this respect, as the piece destroys itself, it also destroys the whole. For instance; teaching grammar apart from a context or a lesson made without considering the effects of the native language are considered as parts of a whole. \nAcquisition of semantic functionality of concepts is a combination of a person’s learning strategies and acquisition – using strategies with social and environmental factors. And turning this acquisition into speech act forms the fundamental philosophy of foreign language teaching. Thus, by considering language teaching as a whole, it is necessary to help students to acquire communication strategies using alternative approaches. Criticism, alternative notions and applications are the dynamics of foreign language teaching and are two key concepts that can lead nations to success in foreign language teaching. \nKeywords: Foreign Language Teaching and politics, Linguistical and cultural Factors, Variability of foreign language.