The field of English as a second language has gone through a number of changes in the last decades and has seen extreme adjustments throughout the methods of teaching and curriculum planning. This article finds the relevance of the old methods to the new methods. After providing the background it becomes apparent that almost all the older methods…

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)

Discusses the change from an emphasis on structural forms to language functions in teachig English as a second language and the problems it presents for test writers. Suggest that criterion-referenced tests may provide an alternative to test construction and scoring procedures fr the new communicative tests of ESL. (SED)

This discussion addresses the need for teaching vocabulary in the framework of second language instruction, aiming at communicative competence and using authentic documents as instructional material. The analysis is based on "Le Niveau-Seuil" (Threshold Level), and discusses the following elements of a functional methodology: (1) the fact that…

Explores various aspects of the functional-notional textbook or syllabus. This is a concept originating with the Council of Europe that involves the organization of a textbook or syllabus according to the notions or functions that a learner hopes to be able to express. (RM)

Discusses issues in functional approaches to language teaching and describes two experiments on the social factors involved in the language functions of requesting, thanking, greeting, and taking leave. Considers what the data from the experiments mean for second-language learning and teaching in terms of syllabus design and teaching techniques.…

A notional syllabus places the greatest emphasis on the use of the language, unlike most foreign language syllabuses, which emphasize its structural form. Each entry defines a type of purposeful communication. When the student has mastered the syllabus, he has thus acquired a communicative competence. (CFM)

This paper discusses the selection and ordering of language items, one of the central issues in foreign language teaching. Three approaches to sequencing are considered: the communicative competence, the linguistic stem, and the notional approaches. (CFM)

Analyzes the seventh draft of Korea's national curriculum, compares it to the sixth curriculum, and makes suggestions regarding syllabus design that focus on limitations of the sixth and a multisyllabus model. (Author/VWL)

An experienced teacher of English as a second language (ESL) laments the lack of dialogue between ESL and other foreign language teachers and outlines some of her concerns about the foreign language teaching profession, including the lack of strong linguistic theory to replace the earlier structural emphasis, unrealistic methodologies, incomplete…

Describes three "continuum categories" of language tests and the place of communicative tests in each of the three continuums. The question of what communication involves is discussed and five different approaches to communicative language testing are presented. (SED)

Describes preception-oriented foreign language teaching strategies by listing the characteristic features of the perception of social processes and the methods for putting the principles of perception orientation into practice through such techniques as dialogues, roleplays, and simulation. Includes extensive bibliographic references. (PMJ)

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)

Describes the functional/notional approach to language instruction, discussing key features, misconceptions, and practical applications of the model. (AM)

A study applying schema theory to the teaching and learning of second language linguistic structures is reported. Subjects were students in the English language program of an Austrian university's school of business administration. The experimental groups received 8 hours of instruction in the schematic attributes of learning processes and then…