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 using structure drills in the foreign language classroom including use of same grammatical structure with slight variation, notional/functional drills, and situational dialogs. Suggests necessity of looking more closely at techniques in order to better understand teaching operation. (Author/BK)

Describes an attempt to design a first-year university French course along lines laid down by researchers associated with the Council of Europe and proponents of the communicative approach. Aspects discussed include approach and objectives, public, materials, activities, and evaluation. (Author/AMH)

In an effort to help teachers implement the communicative approach in the classroom, the approach is defined; its implications are outlined; and some strategies for rendering classroom practice more communicative are presented. A university course-planning model is used to help teachers plan activities within a communicative framework. (MSE)

Addresses problems that arise in applying functional/notional syllabus design to general-purpose academic courses. Proposes steps that attempt to solve three major problems: (1) how to link functional and linguistic categories; (2) on what basis to select and sequence materials; and (3) how to develop functional ability in all four skills.…

Three approaches to language curriculum design are outlined: structural, functional, and experiential. A three-level model is proposed for a second language curriculum that integrates the three approaches and their goals into an adaptable curriculum meeting varied needs with consistent methodology and theory. Both linear and cyclical applications…