Discusses the use of the term "communicative" in describing approaches to foreign- or second-language teaching. Suggests that a distinction should be drawn between informal communicative approaches which promote second-language acquisition and formal communicative approaches which promote conscious learning. Examines conditions for achieving both…

This book discusses how second language acquisition (SLA) research can illuminate language pedagogy, and suggests four main roles for the SLA researcher: developing relevant theories; conducting classroom research; making research accessible to teachers; and facilitating action research. The first chapter outlines a number of different…

An argument for the role of a structural syllabus as a means to promote "gradual mastery" of implicit second-language knowledge is refuted. The author responds with further discussion of the relationship between explicit and implicit knowledge. (Contains 13 references.) (LB)