A large number of materials and foreign language teaching methods use the communicative or functional approach; however, a systematic basis for the choice of appropriate methodologies has not yet been developed. The cause of this situation can be found in the historical and epistemological development of speech act theories and discourse analysis…

Four position papers are presented that were given during a study-week dealing with questions related to language as communication, the notion of argumentation in second language teaching methodology, and ways of introducing argumentation phenomena into the language class. The papers, representing four different positions, are the following: (1)…

Two guides are presented to assist in organization of a thematic approach to instruction in French and Spanish that is helpful in integrating language and culture. Each booklet contains the following elements: (1) a general introduction to the factors that must be present in the teaching situation for real communication to take place, and to…

Three points are basic to communicative teaching. First, we do not know how language is learned and so cannot follow rigidly any one procedure in teaching a language. Secondly, teaching is not the obverse of learning. Teaching can be controlled, and the relationship between teachers and learners is more than simple input leading to output. Third,…

Proposes a taxonomy for the many roles a second language learner must play in real-life interactions. Three types of roles are established and illustrated via dialogs: social, emotive, and maturational. Students practice these roles, and in doing so, acquire the grammatical structures of the target language. (Author/PJM)

An approach to foreign language instruction was worked out to meet the needs of high school students who were preparing to participate in an international exchange program with French students. The approach uses a combination of the notional-functional syllabus and the regular grammar and vocabulary lessons. Examples in French are provided…

Second language students come to the class with knowledge of a first language and with understanding of communication strategies. Creative exercises must build on this basis from the beginning of the course. Short dialogues, structure drills, and controlled grammar sequences based on a real situation should be integrated into the course from the…

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…

This paper describes the functional-notional approach to language teaching and learning in terms of the ways it can be used to meet the communicative needs of the potential language learners, particularly adults, who vary in what they want to do in the target language. It contrasts the functional system with conventional approaches, illustrates…

This book is intended for teachers who are familiar with the basic techniques of teaching a foreign language and who would profit by suggestions on helping learners acquire a general communicative ability, which would enable them to cope with everyday situations. The starting point is a discussion of a communicative view of language and language…

Teaching functional French is discussed with instructors of groups of foreign workers in mind. It takes as its starting point two "modules" for teaching French ("the highway code at driving school" and "starting and keeping small talk going") and uses them to exemplify some of the difficulties involved in the development and classroom use of…