Learning to speak a foreign language English as a non-native is commonly difficult, especially at the initial and intermediate stages of learning, so it often leaves the learners with no option but to resort to thinking-for-speaking patterns, code-switching and other ways of retaining and repairing their speech and avoiding communication breakdowns in the form of deviations from form or meaning or both / accuracy or fluency or both (Robinson & Ellis, 2008). These deviations, referred to as errors (Pienenamm & KeBler, 2011; Ellis, 1994), result in anomalous and effortful instances of foreign/second language production.
However, in the course of history, teachers, depending on their belief on what learning of a language is, have treated these deviations accordingly. Many teachers believe that fluency is a goal worth striving towards only with learners who are at the advanced level. Other teachers, strong in the idea that the learning of a foreign or second language is about communication, believe that fluency ought to be the main goal in their teaching and that it needs to be practiced right from the onset. More traditional teachers tend to signify accuracy; while more liberal teachers tend toward fluency. In most instances, a strict educational system, where exams and tests are the focus, will have learners (and their traditional educators) believe that it is the language accuracy which often matters, and giving the correct answers often becomes a passion. Students who have