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The Action-oriented Approach – a new approach to foreign language teaching – was born as an important contribution to teaching and learning foreign languages. However, very few studies have been made to clarify this great contribution, especially the differences and similarities between the Communicative Approach and the Action-oriented Approach. This paper analyzes the new methodological orientations of the Action-oriented Approach, a new approach of foreign language teaching, the theoretical basis of the Common European Framework of Reference (CEFR). In particular, the article compares the similarities and differences between the Communication Approach and the Action-oriented Approach, and the integration of these two approaches in order to effectively implement the Action-oriented Approach and CEFR specifically for teaching and learning foreign languages. The results of the analysis show that the Action-oriented Approach differs from the Communication Approach; it is also a ‘divorce’ from the Communication Approach, a novelty rather than the Communication Approach per se that has developed to a higher level.

ĐƯỜNG HƯỚNG HÀNH ĐỘNG: MỘT ĐƯỜNG HƯỚNG LÝ THUYẾT MỚI HAY ĐƯỜNG HƯỚNG GIAO TIẾP PHÁT TRIỂN NÂNG CAO?