It is suggested that the methodology for developing communicative competence in a second language is not always in keeping with the principles behind it. Two directions are suggested: use of grammatical sequencing for those students it suits best, and gradual introduction of complexity into the communicative situation. (MSE)

Makes a case for a sequential approach to teaching foreign languages middle schools and suggests that in the middle school must encompass both the goals of proficiency and exploration; the integrated exploratory model is more compatible with child development; exploratory can be a launching pad into sequential courses; after an exploratory…

Grammatical sequencing is suggested as a valuable teaching technique from the points of view of both communicative competence and linguistic competence. Sequencing techniques and ideas are offered. (MSE)

Suggests that there are three phases in the foreign language teaching/learning process through which the learner progresses from dependence on the teacher to independence in utterance. These phases are: (1) presentation, (2) precommunicative activity, and (3) communicative activity. The second phase, which is often passed over, is discussed in…

Makes a counterpoint to a previous article that makes a case for using the exploratory approach to teaching second languages in middle schools. The article advocates a well-organized and sequential language program at the middle school level that includes interdisciplinary ties, content-based instruction, and a strong linguistic and cultural…

This article makes a case for using a sequential approach in teaching foreign languages at the middle school level. Specific sections address the limitations of the exploratory approach, a longer sequential study of a foreign language, and thematic curriculum development. (JL)

Selected language acquisition research findings are examined in the light of the language teacher's daily needs. Research results are reported that provide an empirical basis for selecting and grading materials, determining skills to be taught and their order of presentation, deciding on classroom presentation and procedures, and formulating…

It is argued that a functional-notional syllabus is practical and useful for second language instruction at the college level. It constitutes a natural progression from secondary school curricula that emphasize communication in that it uses the same basic organization and similar categories. However, it differs from them in that it pays particular…

The importance of incorporating aural comprehension activities in the second language classroom is discussed. In addition, both the theoretical models upon which the listening comprehension research is based and the operational definitions employed by the researchers are examined. It is suggested that research demonstrates the value of emphasizing…