Since linguistics and foreign language education meet in the domain of contrastive analysis, it should be possible for these two professional areas to cooperate in the development of pedagogically useful grammars. Such grammars should concentrate on traits of particular languages and on functional linguistic style. (JB)

It is proposed that while the sciences have progressed steadily, language teaching methods have swung like a pendulum between two broad approaches: formal and functional. The history of this pattern is outlined, current practices are discussed, and the possibility of escaping from this polarizing cycle is examined. (MSE)

Discusses five directions for integrating the notion of communicative competence in foreign-language instruction: functional orientation, focus on semantic notions, cyclical progression, inclusion of rhetorical device and discursive authenticity, and systematic treatment of language variation. (EKN)

Follows up an article by Brumfit on the Bangalore/Madras Communicational Teaching Project (CTP). Discusses the framework, tests, and results of a 1984 evaluation supporting the claim that grammar construction can take place through a focus on meaning alone. (SED)

Suggests use of a functional/notional syllabus as a means of communicative teaching of second languages. Concept contains propositional and model components and a communicative function. Grammar must also be taught. (BK)

Discusses the relationship between the person learning a foreign language, the methodology employed, and the environment using the paradigms of T. Parsons. Notes that the functional method has adapted some of these functions and suggests ways to incorporate the others. (AMH)

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)

The evolution of the idea of "civilization" applied to language teaching is viewed as tied to different conceptions of language underlying the last 50 years' instruction. Three questions are addressed: What are the traits of each? How do language and civilization respond to these notions? Where does this concept stand today? (MSE)

Presents case in favor of using a structural-functional syllabus for teaching English as a second language at all levels in the Chinese-medium school and up to the intermediary level in the English-medium school, and for use of a functional-structural syllabus at upper secondary levels in the English-medium school in Hong Kong. (Author/BK)

Discusses methodological implications of a proficiency orientation focused on speaking, placing proficiency in the context of grammar, communicative competence, and functions/notions. Discusses repercussions in foreign language teaching of the varying emphases on these contexts. Asserts that a proficiency orientation allows tailoring of teaching…

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)

Exemplifies and presents the rationale for notional writing materials. The basic assumption of these materials is that effective writing demands a clear sense of why something is being written and for whom it is being written. The materials provide a great variety of writing voices and related particular function to particular grammatical points.…

In recent years a variety of conceptions of the meaning of "communicative" in language teaching materials has arisen. One study defines a communicative exercise as one that has a student use a form rather than merely practice it. Another, applicable only to intermediate or advanced level students, asserts that natural language use involves an…

Looks at the problems that non-native speaker teachers face in teaching communication in an impoverished educational environment and what happens when attempts are made to change from the structural to the functional syllabus. Defines "minimal communicative methodology" and suggests ways to activate the inert materials in textbooks to…

The replacement of the grammatical syllabus with a communicative syllabus is discussed in terms of foreign language teaching practice. A syllabus is a device to assist in effective teaching and an administrative tool which involves generalizing about the nature of learning and specifies a progression to a stated set of goals. Developments in…