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)

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 a compromise between functionally based material and traditional grammatical approaches by suggesting the adoption of a more communicative approach to structurally based material. Using the present continuous tense as an example, the unnaturalness of traditional classroom dialog is shown; sample remedies are given. (PJM)

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.…

Discusses the use of the term "communicative" in describing approaches to foreign- or second-language teaching. Suggests that a distinction should be drawn between informal communicative approaches which promote second-language acquisition and formal communicative approaches which promote conscious learning. Examines conditions for achieving both…