The field of English as a second language has gone through a number of changes in the last decades and has seen extreme adjustments throughout the methods of teaching and curriculum planning. This article finds the relevance of the old methods to the new methods. After providing the background it becomes apparent that almost all the older methods…

Defines two metaphors taken from curriculum theories in general: the mind-body metaphor and the production metaphor. Relates each to several approaches of learning a foreign language. Concludes with some observations concerning the functioning of metaphor as it relates to contemporary foreign language teaching approaches. (EKN)

Discusses the change from an emphasis on structural forms to language functions in teachig English as a second language and the problems it presents for test writers. Suggest that criterion-referenced tests may provide an alternative to test construction and scoring procedures fr the new communicative tests of ESL. (SED)

This discussion addresses the need for teaching vocabulary in the framework of second language instruction, aiming at communicative competence and using authentic documents as instructional material. The analysis is based on "Le Niveau-Seuil" (Threshold Level), and discusses the following elements of a functional methodology: (1) the fact that…

Discusses issues in functional approaches to language teaching and describes two experiments on the social factors involved in the language functions of requesting, thanking, greeting, and taking leave. Considers what the data from the experiments mean for second-language learning and teaching in terms of syllabus design and teaching techniques.…

Analyzes the seventh draft of Korea's national curriculum, compares it to the sixth curriculum, and makes suggestions regarding syllabus design that focus on limitations of the sixth and a multisyllabus model. (Author/VWL)

Describes three "continuum categories" of language tests and the place of communicative tests in each of the three continuums. The question of what communication involves is discussed and five different approaches to communicative language testing are presented. (SED)

Describes preception-oriented foreign language teaching strategies by listing the characteristic features of the perception of social processes and the methods for putting the principles of perception orientation into practice through such techniques as dialogues, roleplays, and simulation. Includes extensive bibliographic references. (PMJ)

Outlines sample exercises developed in a program designed to teach minimal (threshold level) competencies based on students' communication needs and the concept of a notional syllabus. (AM)

Describes the functional/notional approach to language instruction, discussing key features, misconceptions, and practical applications of the model. (AM)

Compares priorities of language functions (1) between community college and university studnets; (2) between students enrolled in traditional language courses and those in conversational language courses; and (3) among students in first-term French, German, and Spanish at a community college. Results are presented in six tables. (Author/LMO)

Argues that a truly learner-centered approach in second language teaching should be concerned with allowing learners a greater role in the management of their learning by providing opportunities for learner choice in the method and scope of study. Reports on experiments in this approach at the University College of Bahrain. (SED)

Discusses and critiques the notional/functional syllabus and the concept of "threshold level" as elaborated by the Council of Europe. (AM)

Briefly describes a four-semester Spanish language program focused on developing listening skills, and explains, in detail, the design of the final listening examination. The listening comprehension levels developed by 196 students in this program are evaluated. A sample student test and sample of level and complexity of language heard are…

This article discusses the value of the notional-functional approach to language teaching and considers some sociolinguistic, psycholinguistic, and linguistic features of the notional-functional syllabus. (CFM)