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)

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,…

A discussion of the functional approach to second language teaching looks at its theoretical foundations and their relationship to communicative language instruction. It locates the origins of the functional approach in early twentieth-century British linguistics and the three key concepts of context of situation, language function, and meaning…

Many teachers feel that the primary goal of language education is the development of communicative rather than linguistic competence. This shift in focus has affected syllabus design. However, no single syllabus appears satisfactory by itself. The grammatical syllabus is effective to instill in learners automatic production of accurate structural…

This study examines two kinds of French language tests originating from the Threshold-Level (T-Level) or Niveau-Seuil theory of language learning in the context of several linguistic and testing concepts: discrete-point testing with regard to notions and functions from T-Level theory, communicative context, and assessment of listening…

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…

A three-year curriculum of "Compact Courses" which was introduced in a secondary school in England is described here. The objectives of each course are terminal; the courses have no fixed length or pattern. The method adopted is that best suited to the teacher in view of the terminal objective. During the first 2 years, students take…

Advantages of computer-assisted instruction (CAI) for grammar-oriented exercises are considered, and a learning module to help the student prepare for the Test of English as a Foreign Language (TOEFL) exam is described. The exercises are modeled on the TOEFL exam: the student is given a sentence, one part of which is incorrect and is asked to…

Textbooks currently available for foreign language instruction are generally oriented toward instruction in grammar for its own sake. Until materials are developed that are specifically geared to a systematic development of communicative competence, textbooks must be adapted. This handbook is directed toward that need. It emphasizes the following…

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)

Addresses the question of understanding a foreign culture and its link with vocabulary acquisition in the second-language classroom. Problems in current research and classroom practice are examined. A synthetic approach to culture and vocabulary through modification of a notional/functional syllabus is proposed as a solution to the problems. (SED)

Looks at the pedagogical aspects of the communicative approach, especially as it relates to syllabus design and authentic materials. Suggests that language teaching should integrate semantic and formal syllabi and combine authentic with specially written teaching materials. Argues that the communicative approach ignores the importance of the…

A language learning model based on cognitive developmental stages is proposed, and types of ESL learning activities corresponding to the model's levels are identified. Guidelines are proposed for developing an ESL curriculum congruent with the regular elementary school curriculum, and a process for setting up a program scope and sequence is…

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)