Accuracy describes the ability to write or speak a foreign language without making grammatical, vocabulary, spelling or pronunciation mistakes. It is often contrasted with fluency. Classroom activities are sometimes categorised into those that promote fluency and those that promote accuracy.
Example
"She makes lots of grammar and pronunciation mistakes – her speech isn’t very accurate; but she speaks so fluently and expressively that everyone understands her."
Further reading
Doughty, C., & Williams, J. (Eds.) (1998). Focus on Form in Classroom Second Language Acquisition. Cambridge: Cambridge University Press.
Ellis, R. (2001). Grammar teaching – Practice or consciousness-raising? In Richards, J. C., & Renandya, W. A. (Eds.), Methodology in Language Teaching. Cambridge: Cambridge University Press.
Krashen S. (1982). Principles and Practice in Second Language Acquisition. Oxford: Pergamon.
Norris, J. M., & Ortega, L. (2001). Does type of instruction make a difference? Substantive findings from a meta-analytic review. Language Learning, 51, Supplement 1.
Spada, N. (1997). Form-focussed instruction and second language acquisition: A review of classroom and laboratory research. Language Teaching 30.
Swan, M. (1985) A critical look at the Communicative Approach, ELT Journal, 39/ 1and 39/ 2. Oxford University Press.
Truscott, J. (1996). The case against grammar correction in L2 writing classes. Language Learning, 46.
Widdowson, H.G. (1985) Against dogma: A reply to Michael Swan, ELT Journal, 39/ 3. Oxford University Press.
Accuracy and correcting mistakes (CUP) www.cambridge.org.br/upload/news/00000855.doc