An example of an integrated sequence is provided that demonstrates how language learners are autonomous in their language use and are responsible for the pace, direction, and outcome of their work. It is suggested that establishing a principled connection between tasks modelled on natural sequences of language use is a key element in providing for…

Illustrates how tasks can be used systematically as context for developing learners' knowledge about language, skill in using language, and teachers' ability to teach. Outlines role for tasks in language learning, identifies limitation in previous studies of tasks to promote learning, and suggests need for tasks to lead learners to integrate…

Teachers of English as a second language can try to help students build up a listening fluency so they can detect their own errors in English when it "sounds wrong." One procedure for this is explained; it involves learning discriminations through hypothesis testing of contrasts and providing immediate feedback. (CHK)

Discusses the process of native language learning and explores the relationship between it and second language learning. It is suggested that in a language curriculum, the initial emphasis should be on receptive skills. Accuracy, appropriateness, and fluency in communication are discussed, as well as instructional modes for training in these…

Compares children who studied English as a foreign language in Hungary with a communication/content-based approach to similar children who studied English with a form-based traditional approach. Findings reveal that the former were slightly more accurate in their production of grammatical morphemes in an oral interview and were more fluent. (three…