A discussion of second-language learning looks at the role of functional French in the acquisition of French as a second or foreign language. The choice and implementation of a Vygotskian approach using the study of electricity is described. (MSE)

Describes a project whose objectives are to bridge the gap between second language instruction and computer-assisted instruction, explore multimedia combinations, and stress productive language in language learning. (MSE)

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)

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)

Classroom simulation of a hotel is proposed as a motivating method for functional language learning. Related activities and exercises are outlined. (MSE)

Argues that the success of a language course is determined by the teaching method, rather than by instructional materials. Accordingly, suggests a variety of strategies for the notional functional exploitation of traditional texts, and outlines classroom activities apt to encourage communicative competence. (MES)

An Italian program integrating second language instruction into the elementary school curriculum is described. The program is seen as a forward-looking effort but lacking in important cultural content. Discrepancies between objectives and classroom reality are discussed. (MSE)

For many years rhetoric and grammar were linked in foreign language education, and then they drifted apart. More recently, pragmatics, the study of meaning related to language use in a natural context, has returned and appears in some form in the communicative approach, situational language instruction, and the notional functional approach. (MSE)

Reviews the variety of approaches to language teaching covered by the term "functional," from those that focus on the learners' special objectives to those that stress the communicative aspect of languages. Sees the "Threshold Level French" elaborated in Europe as a blend of these approaches which contain several pitfalls. (MES)

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)