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)

This work is an attempt to explain the rationale and thinking that contributes to the "communication strategy" approach and to illustrate the practical applications of its ideas to second language teaching. It also proposes an approach to teaching based on two major goals: first, to incorporate the better features of audiolingual methods into a…

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)

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…

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)

Communication as a language-learning goal is legitimate, but it is claimed that some of the situational and functional techniques in pursuit of that goal are not. The value of most of the practice techniques generally used in second language classes is also questioned. In their place, a process of learner-centered analyses and communication…