Questions the relevance of the traditional structural/grammatical approach to Russian course design. Suggests instead a functional notional approach and provides an overview of its rationale and principles. (EKN)

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)

Analyzes the problem of grammatical terminology in foreign language instruction pointing out that it cannot be reduced to the dichotomy of explicit v implicit grammar. Observation of language classes showing that, regardless of method, use of metalinguistic statements cannot be avoided suggests an approach tailored to students' proficiency and…

Examines practical ways to improve the quality of Russian language instruction in higher education. The article reviews briefly chapters from two recently revised Russian textbooks, suggests a move from a grammar-based to a communicative syllabus, and notes difficulties and rewards in switching to a notional-functional syllabus. (SM)

The methodology reported in this paper argues for a synthesis of various theories and methods. First, a synopsis is given of the pedagogical and linguistic approaches that should underlie a successful attempt to teach the contrast in two verb tenses in Portuguese. Secondly, a contrast unique to Portuguese is examined and a multistage approach for…