oc,q-|

LANGUAGE
ACQUISITION
AND SYLLABUSDESIGN:
THE
NEEDFOR A BROADPERSPECTIVE
THOSE who developand direct foreign and second
l d n s u d s et'r r r u -i o r i r t l i r c d 5 r c r e , p o r ' e c o n d a r y : n . r ' r ! r ' o n .m a Jc h o o . ee i r h esr r d m m a-,o . , o m m u n i c d
iion basedcurricular
nodels.A1l."astrhre approaches
RenateA. schula
meril discussion:rhe slructural(or srammarical)approach, the situationalapproach,and the norional
d l sa v . u . e dr na . o c r c lc o n r e \ ,r\ d r i n f r e n . e .m e " n r n c
iunctional approach.
and thereforeusesa seriesof siruations(usuallyrn
The struciuralsyllablrs.slill the mosl widely used, djalosueform) rhat the learne.sare mosl likely ro enbreakslansuacedown into smallgranmaticalcompo
counte.whenrravelingabroad,suchasfindinga room,
nenlsand presents
themin strictlycontrolledseque,re, orderinsa meal,buyins stamps,lravelingby rrain, o,
buildinslanguacecompelence
throushknowledeeand geiling around town. Wilki.s considrsthis type ot
inlernalizlion of linsuislic rules((nop). In Wilkins'
syllabusnore efficienrand more morivalinsthan rhe
words,the theoretical
principleunderlyincrhisapproach srammaricalsyllabusbecauseit centes on practical
h that "you facililalelearningifyou presenitheleener r e e d .r d r h e h d n d b . r a c ' r n c l y . t r l n e J o f l c o t r i n B
*irh pieceso I lancuaserharhavebeenpre-digesred
ac- of fie approach.however,asWilkinspoin$ out. is that
cordingro the categoriesfound in a descriptionol !n a physicalsilLralionalsetting
su.h as ",A1rhePosrOf
lan|.uase (Not iohtl Slllabuses 3). Cramna! makes up
rice" or "In a Restaurant"doesnot necesarilypredicl
the coreof the syllabustgrmatical patternsareclearly rhe lancuase io.ms thar will be used (Norrcral
more important than vocabularyor the meaningex- S///ar6er 3). Onernaycoinlo aresmuranlnot 10orde.
pre$ed by exanpls.
a mealbul to ask diredionsto a nearbymuseunor to
Many learnineprinciplesinplicit in a structuralap
c h a r g em o n e Ji o a r e e p h o n e . d l lu. h i l e c e r ' d ' n
proach are sound:simplestructuresprecedelhe more Iansuage
functionswillmosrlikelyoccu!in ce.tainsilua
compler;thosestruclureswith iewerexceplionsto the tional settings,physicalsertingcannot reauy predict
r u l e a r e i n r - o d u c e bd e f o r ep a r r e r n q, i r h m o r ed e v i a - languaeeuse.A iurther problem.nor inherenrin lhe
lionsi pallernsfollow a sequence
of relativefrequency situarionalapproach
but causedby irs srong lies10the
in lanslase useand proceedfrom the fmiliar 1o the granfi'atical syllabusin rnanyexistingmaterials,apunfamiliaraccordingto a contrastiveanalysisbetween pears'n the "seeded"dialogues,shich both illustrate
lhe nalive tongueand the rargellanguage-The struc- recurent granftalical patternsand presenlp.actrcal
tural syuabusaho oflen th presumedadvantagethat phrasesfor a situaiionalcontext.
Oftentbesedialogues
leachersreed not be fluen! in the languagihey 1each, includediscousethat would nverbe usedin narural
{ n c ec r a m m a r i cea\lp l a r ai o n ' a l d d r i l l ,d o n o rr e q J i r c language.Thus,lansuageaspracricedin thecla$roon
a hich level of lansuaseproficiency.Teachingand andlansuaceasspotenin therealworldoftenhaveljrtle
lesling are relatively sinple, becausewe deal wrth
discrele-pointknowledgeand skills. Bur few. il any,
A siruationalsyllabus,panicularlyifit is not tied to
Iearnersar able!o sain Iancuaeeproiiciencythrough a crammatical pros.e$ion, is probably most ap
p o f i r r e f o ! . h o r r r e r m. p e . , d l - p u r Deoc o u r . e , :g i \ discriepoini melhodsof teaching(Oller 229).
Proponents
otcommunicarive
approaches
to syllabus ing prospective
tourisrssurvival!kilh or preparingser
desjgnmaintainthat a crammaticalsyllabusis neilher vicepersonnel,
suchaswaites orwailresss.
to dealw lr
n e c e $ a r ve.f t j c r e l t n, o r e l f e c u \ ei n l a n g u a sle r r n i n c . rouline requestsor ft fishtes ro handleemergency
The shortcoming
of the structuralmodelisthal language situalions,It has limited porential for lhe language
forh takes precedenceover meaning. This nodel
l e a r n e r i n l e r e s r e di n a c q u i r i n e g l o b a l l a n g u a s c
e m p h a . i / elsi n g u i . I i c( o m p e r e n .oe\ e r c o m m u n i c a r i v e
compelencedd offers languagesamplesoutsidethejr
The nolional-functionalsyllabusis primarily based
socialand culturalconlexls,naking transierof learn- not on a linguisticanalyshbut on an analysis
of learn6'
ing from the classroomto the real world ralher difficuh.
social and,/or vocalionalcommunicaliveneeds.The
A iurther drawback,as Wilkins pointsou!, is iis effect
o n r n o t r a r o n . q h i l es o m el e a _ n e m
\ , e h r: e er d l u eI n
Theauth.r isPrcJaat aJaeman at theuniretsitr of ari.uau
long termgramnar studyfor lhebenefitofiuturepeF
andEditol olDieu errichisvats, Thisanicle is bosedon
lbrmance.manystudenhwan!an inmedialerelu.nfor
a prcyntation deljvetedat ADFL Snin
wen, hetdat the
theiJ efforts (Notional St abuses3\.
DelenseLauuase InstituteandAsilonot ConJetence
Center
an coli|otnio's Montuey Peninyto, 27 30 Jun. 1983.
T h e . i , u d , i o n a,l) l l a b u .r e c o s n t e . h c l a l E L d s ei .
ADFL BuLLErrN,15, No. .1,MAxcE 1984

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onlyan acadenric
envnonmenr
all canefromlansuase
Drogranrthat enhersere taughrb) innrucrosqho
rhem\cLves
hadnorauaincd
naneryof (he
sranmarical
' a r s el " n s ' , s c q n d\ 1 . r ' . d \ L o t , d d \ d i
studen6into.orecr usa8e-orbr_i.n.lctos Nhohad
. o r e . r ( h e i rr r d e n . ' m . n c l , e I
p h i l o s o p h i cmael ,r h o d o l o s ioc.aple. { o n a l r e a 3 o( 6n8s )
we shouldlemernber,
ho$ever,that an arglnent can
aho be madeagainstthc grammarical
sy11abu5,
sincethc
oral proiicicncy of fes languaselearnerswho have
learnedthrougha nructural approachbur who lack an
experience
abroadexceedsa rarineof 2 or 2+ on thc
InterasencyLanguageRoundrable(lLR) proficiency
I a s r e es i r h G u n t e n n a nann dP h i l l j p lsh a r ' 1 h em o n
a p p r o pi ar r ea p po a . l -l o . o t rn L l i 3 i e . o u e d " i g
i s p r o b a b l yo n et h a ta p p l i e fsD n c r i o n a l o p e r a r i o
t onas
centralframeworkof erammaticalform and srruclu.e"
('.ommunicdi\e .ou'.e De .sn l20) su-h an irtesratedapproach,*hich b.ingslhe besreranftatical
reachingand
and funcrionalrnodelsto secondlanguage
lear.ins, would permirimmediatelancuageusein communicarivcsiruatjonsbur uould not disadrantage
those
l e a r e . + L 1 o{ h , . b F . o m ef l u e n ri n h e " o e i c n
language.
Unforrunately,fe* commercially
avaitable
in
. r ' J c ' i o n am
l d ' e r i a ht d c i l i r " r e
adoprion
ol .ucl a1' .
tgratedcuficulud design.lndividualsin chargeof
s u s rs i i l l a d a pal n da d j u s e
l a n g u a Cper o s r a mm
t xistine
marerials to include borh slrucrural and notional'
f u n c t i o n acl o m p o n e n t s . t
But, asidelrori th riix ofgranmaticalandnotionaf
functional content,orher issuesneed!o be addressed
in.rriculJm de,isnT
. h el d n s u a slee d r n i n p
s r o c e . i, .
slranglyneglected
in theprolificdiscussions
of thpros
and consof variouscuricular modeh. We hearabour
analysesol languagefunclions,of grabmar, ot com
municaliveconstraints,and so on, but seldon do the
discusionsincludepsycholinsuisric
conside.ations
such
procsses
assecondlaneuaselearning
andslrategies
and
constrainlswithin the learning situalion that affec!

A.quisirionrakesplacein "natural" environments,

thar
is, in conmunicativesituationsoutsidethe classroom.
Comprebensive
input (exposure
ro neaningfullansuase
ur in communicariveinleractiont is consideredthe
most crucial ins.cdienifo! laneuaeeacquisition.
While acquisirionis rhe only sl.!:m alailabl to
childrenin learninsthen naliveionguor any second
language,adulls have both systemsavailable ior
devdopinsscond language
ability.Krashenpoin$ our,
howver,that althoughonly acquiredlanguagecan be
used sponlaneoudyin communication,conscioudy
learnedlansuagerulescan serveas monitorsfor self'
Monitor use depndson personalvariablsoi the
learnes.Therede monirorolerDsers,
thosepoor,conscicntious,and inhibited souls who are petrified ol
makinga misrakeand who subvocauyrecileconjuca,
tion patternsbeforeusins a verb or if rhey do dare
to say somelhing-constantlycorrec!their output so
rhat il is dillicuk !o keeplrack of lhe message
theywant
ro convey.And weee alsofmilid virh monirorunder
uses,thosehappygo luckycreatures
who couldn'!care
lessabou!casesystems.lenses,
adjectiveendings.syn
racticalpatrerns,or othererammalicalpdaphernalia.
They conley theii nessagsby spakingin infinitives
and nay indicatepasteventsby nolioning backwards
with rheirhands.Theyconsistently
llunk grmmd tests
but havefew problemss!.vivins in a nalu.al lansuage

Krashenhrpothesizes
rhal formal and informal environmentsconlributelomasteryin differentwaysand
that rhe besrsettinsfor aduh lansuagelearningis one
that offe6 both learningand acquisilion-We know
throushexperince
thal iearninsalone(i.e., the cram
maricalsyllabus)is insufficienifor gaininglanguage
mastery.Experience
aho telk us thai exposurealone,
withoul fornal inslruclionand corredion, is insutfi
cientfor adultsdd oftenleadsto eror fosilizationand
p r d e r n r a r o no l a l . n c r d e e I f . h o { e r e r .r h el e a r n r n e
environmentprovidessufficien! time, opporlunrlres.
nareriah, and acrivniesborh ior formal learningand
f o r r h eL . eo f l d n s L a s e .nna r L r d l . o m m L , n i c a r \ e . I u a
Krashen'sMonitor Model. for instance,hasimpor- tions, adult languagelearnerscan achievehigh profiKrashenmaintainsthat actant inplicationsfor curiculum desisnforadult second ciencyin a ssond Ianguage.
languagelearnenin formal insrrucrionalsettircs(Sec quisitionoccursto the extentth targetlaneuageis used
ond LansuaseAcquisition). Krashennaintains lhat 1wo realisticallyin rhe classroom.While learninginc.eases
ola communicative
exchange,
for gainingproficiency
in a sec the grmmaticalaccuracy
approaches
areavailable
o l d I a r g u a g eI a
: n c u a gle a r n i n ag n dl a n g u a gaec q u j . i semanlicfluencydevelopsonly throughacquisilion.
tion. "Learning" is a conscious,slow processinsof
O n em a j o rt e n c o
l l K r a s h e n \M o n i t o rM o d e l i st h a l
may be at the hean ol the languageacstruclural rules that usuauytakes place in a tormal comprhension
classroomselting. "Acquisition" refers to the sub- quisition process;therelore, proficiency is dirctly
inpurprovided.
consciousmechankmsthroush which children learn relatedto rheanount oi comprehensible
Youns childrenlearninsa secondlansuasein a natu.al
r L e i n d r i v er o l g u e . A c q u ' . i r i o nd o e ' n o , r e c e . . i r ae
e n | o r n e r u ' u a l l y\ d v e n o p r o b l e ns e r r i n sh d i r limited input of sraded srammalicalsequences,
alp u . l o r d d l L .I J r n ! r . r h en r r d r o nI d r f l e ' e n r ,r n . e
thoush thereis evidncethat not all srammalicalpaF
r e r n sa r em d ( r ee d , : n u f a n e o u d yd r d h d r r h e r e. . r '
mosr culturesfrown on free inleractionamong adult
fairly stableorderof masteryof s.ammadcalsrruclures. st.ancers.Further.youngchildren,whenacquninsthen

06Dc(1
native languaccand usually also when suddenlvm_
"gothrough
mersdin a torignlancuaseenvironmen!,
a \ilent pcriod' durins which they build up acquired
compdencethrough aclivethtening" ("Ap!itude and
Krashen\ model
Atlilude" l5?). what factorsbesides
must be consideredlor soundsvuabusdesien?I seea!
and
leasrfou.:1ime,amountoimaterial,skillsequence,
r h en e e d o r e . i . l e m " e n d l r o l a c i l t r d rae. q u F i r i o n
Languaselearning.parlicularlyin a seiting*herethe
languageis not naturallyusedasthe languageol con
"a!_
municalion,is a dow process.In canoll\ words
is
a
function
of
lansuase
in
a
foreign
laindenr of still
the amountoftime spentin irs sludy" (137) Civenrhe
limitedline ar our di!posal.inslru.rionaleiieciivenes
for svllabus
and efficiencrbe.omemaiorconsiderations
5 n m e u h e r i r r " e o d r l p a ' r o r q m e r i c a nl u r e i C '
laneuageducalionihe nyth ot the t{o_vearlanguaee
curiculun vas born.r Ir has held on tenaciouslvever
since.Althouch the Colemanrepon (1929)madeso'tre
sensiblerecomnendationsabout shat can be accom_
p l i . n e a 1 ' q o i c a r \ o l o r e r g nl . n g u a g c' l l d v i n a
schoolsertins.the report was (and is) largelvisnored,
"masterv" or
and unrealistic,unfealizablepromisesof
,,proficien.y" in the four skilh (listeninecomprehen
andwritins)still
comprehension.
sion,speaking,.eadinc
head rhc list of many dpartmentalgoal stalements.
Even if we fofgol aboul our humanisticsoals tor the
liberalartsrequirehenr(e.s..culturalawreness,inler
culturalsnsitiviry.insighlsinto languagesvslemsand
rhe processof communicarion)and could focus ex
clusivelyon skilh development,rwo hundred clock
hou6 (i.e., four lourcredit semestercouBesor 240
L r r ) m r n ue D e o d r o r c l a * , o o r r n ' t r r c ot n a r ei n _
sufticienl for all blt basicsurvivalskilh We haveto
convince administ.aiors,students,and lhe general
publicrhat aninstrucrionalsettingand a time allolmenl
appropriate lor leaching history, mathematics,or
appropriatelo! gainins
geosraphyare not ncessarily
proliciencyin a foreienlatsuage.A numberofsludis
and reports show thal the nonlraditional time a.
rangem.tsin intensiveor immersioninsl.uclion are
'ad'
m o r e, u . . p * ' d l r r d e v e l o p i npgr o r i i e n c )r h d nr L e
tional one hou.-perday curriculum."
R e l a r e rdo r h en e e dt o r d i r l e r e l r i m e p d r a m e r e ir'.
the amountof conlentin termsof
the nedto .eassess
lrom sludents.
skills
maslervweexpect
knowledgeand
DaviesIikensour conrinuinssearchfor ne* methods
r o l n ee l l o r ro l r , y i r er o - t d m3 q u a r Lo f v e s e r d b linsr o
a pint pot and-when unsuccessful-lookingfor a nes
m e r h o do l p d c l a e r n rg4 6 l b 7 ) .H e l i l e o l h e r ' o r e i c n
languageeducalore,believesthat *e are trving lo ac
complishtoo muchin too little time Geevalddan and
wdriner). He adlocatesthai, insleadofreducinglean_
i n s o D j e ci \ e . d . r o * r h e b o a r d . q e ' h o u l d E i v e
p , i o i r y d r l e r ' r d u ' r n eI n i t r aIla n s u a g e ' n { r J c t . o n
havetor
10developingrecptileskills.Psycholinguisls

in languagelearn
yearspoinred1oa nalural sequence
asa p o.'lv
lisleninecomprehension
ing, emphasizing
et
have
experimental
ftepast
decade
Bui
onl)
in
skill.
ihe effecrof a receptive-to-product've
folts invesligaled
on secondl4guage acquisitionAll poinl
skillssequence
p
o
s
i
r
N
e
r e l a u o nb e r q e e lna n g u a Bceo m p r e h e n s i o n
r od
production(seeAsher,Gary,Postovskv,
laneuage
and
and winiu). lnded,Nord warnsthai our premature
on languaseproductionmiehl havedetrimenemphasis
tal effectson lansuagemastery.(If amount ol comp.ehensible
input is amajor variableaffeclinglluencv'
this has seliousimplicadonsfor teachercertification
The lack of fluent leachers larticularlv but no! ex
clusively on the secondarylevel-approaches the
lf we acceptthe imporlanceofconprehensiontrain
inc in loreign and secondlanguagelearninS,we must
.estrucrureour syllabi 10 developihe .eceptiveskills
*e elicit
early.bu! we mustslrictlycont.olthe laneuage
for production,sitce "premalureimmersionof a stuseltine
dentinto an unslructuredor freeconversadonal
ae
more
linguistic
strucrures
funddental
cenain
belore
or lessin placeis no1donewitbou! cost" (Higgsand
Clifford 74). Althoush nativelanguageinterlerenceis
nowbelievedto play a lesserrole in sludenleron than
*as lhoughtduringlhe heydayof audiolinsualisft,re
isstrongwhen
searchesmaintajnthat suchinlerierenc
learneBarecalledon 1oproducelansuagepatternslhev
"Apritude and Arhaveno! ye! 4cquiredGeeKrashen.
itude," and Newmark).
In e$ence,then, we nedto leachsiudent a reception grammd (sufficientrNosnitionofpattrnsto avoid
oi a nessage)and a
inlerlerencewith comprebension
producliongrammar(patternsfor activeusein oral or
srittn commuication).The receptiv
Srmmar canbe
taugh!morequicklyand in ereaterdepththanthe Pro'
l h e l d . r . o n l d e a r r o n c o n c e r n )r r a n ' f o r m i n sa
cudculun @anicularlvifit tollows
baricauysequential
model
srudural principlet inio a cyclicalor concentric
sben
he
slates
case
nakes
a
mos!
convincine
Co.der
until everfhins
I n lansuase,
nothinsislearnerlcomplelely
n le.med.If thisn so,thenno simplelinearsequence
A lo8icalsolutionlo rhk
for a syllabus
n apprcpriale.
p r o b l enms h e e m r o b e a
) c l i c . o r . p r a' tl r t J r e .
{ h ' . h r e q u ' r er d
h el e a r r . r ' o' e t u r nI m . a n dr i m ea B d i l
proce$'
structure,languaae
io someaspect
oflanguage
e . e ,i n o r o e o d i \ ! o \ e rh o $ i
o ' d o n d , l o l a n s L . Su
relatesand is inrcsrated*ith sone difielenr part oi
lansuase.Foreier languageis not just cumularive,1tis
an inresarivepr6e$, (SeealsoCuntedo. andPhillips
Ftnctianal Notional Concepts,and Brunfit.)
I h e r r u ( I u r e o l r h e r r a d i t r o n a ll a n s u a e e . u r i i c
ulum-and each coune within it-suggesls that lan_
guage learnins is slrictly sequential.In each chaplerwe
teach, praclice, tesl, and assume that sludenrs will

oGof-5

"know" andrememberforver
a numberof carcfully
ptuases,vocabutaryitems,and saruclurs.
sequencc.l
ElsewhereI havwritrcn:

tarst langlasc, and . tinguisticconlatuc rr.ct ror

thoscDno spire ro Bing tb. tangug. profdionsly.
The authors wam, howevcr, of a darger in sucha lwotrack approach by iointing our that

ln a$Bsing srudcnt.chid6neDt, we {., ufonuEE,

ly, t@ oftcn colfronr.1wilh rh. ed di$ov.ry rhar
lechd inpur dd studntoulDurarc nor idcnticalGe
fi9, l), Allhoud our raching mardjatsandr6ting proedur! do nol ofrd Ffl6r rhar frr. l.nsuaScl@lins
13trorimc y a rqu.nrial procs, Fisurc2.tlcnDt! lo
shoerh.r it rcscnbLsmo.ea spiral,conc.nrricprocs,
{hd. 6npomr. de .dlraltty !!{r!rd, rdivld.
at ryd upon(forgou.n).rnlded. rvi.wcd,.nlarged
uponiqc. Ou kachinea! w.tt asou tBrins ncd lo lakc
rhs r.arrylrflie{/syn$.lis
proc.ssingin targlagsc.
quNnon'nroac@uDr.
C.T6rins"Ar5o)

a rtudmr sho @nDtde ln.116bmuiriv. rr&k,t M

hd bsne gnuio.tyqcired abourlb. rar8Ertd8urgc
roy xnd tr upG!'blc ro ,witch ov.r. Bvidmc. !ugg6!s
ln rou sm6t.B of isrrudion ar. Gooug[!o producc
a Lmiial profilc, dd rh. tih. ac.ddMy in fer bG
ev.n Lss rhln rlEr.
e'_j6)
Obviously, in ordr ro mak rh crucial dccisions
necessaryfor soud syllabusdesig4 ducaro$ in chas
ot devisingand coordinating languagci[strucriona.l programs must bc awarc of the many factors thar influflce
foreign language leaming.

Notional syilabi ca. perhapsbe most ffectively used

in this .ecyclingproc$s sinc,accordingto Wilkins. my
i.nd tDhslvesparlicularty ro a cyclic apDroacbaimed
atexpandiDg progrdsively rh leamr's semanticreper_
roie (Notio,tol Srllabuses S9l.
NOTES
In rh final analysis,given rhe diversiry of our
larners,rheir needs.ard rhe avaitabteinsrrucrional
rFor flrrh.r informarion
or th. d.v.lopEcnt ot .n
time, one sylabus or on curricular model b inadauak.
lotionqlfun
don.l approachin Europ., sd WilkDs,
HigAs and Clifford sugacstthat
"Liiguistic atrd Situadonal
Conronf'; esn Ek, IrMlrold
Whfi my b. n.dedis a rwo-trackarricdun, wirh tu
umbalh.rIy @mmudtive rtllabus for 3tuddt5eholE
teniMl obj.cd! is ro rurdior rurrinaly wcl in rhc

ll

' For . lcnhriv. caralosof norions

aid fundiom, sa
Wil\in{ NotioMIS! abaat2t-j4r: tor rct{riv.lycohpq.
Dv..tori6 of la4uage{Fcific notionsatrdfuncrioN,s.r ye

.
o

E
a

+tili+iltil{ftt I t++

0
0
0
Flgu. I
5

-OUTPUT

INPUT

0 ao4-b
CoNenttlc Modl ol L.ngu.8. L'rrtinl

,r,

2,

--).
lnd
j

"o *,rs

(tNEStc,
PARALINC FACTORS

\"",r/

//'- "*\

6rot
'4t
7."^

-e

\:'

,z

nructlrd
= learnerproc.ssingeith.onstatrt !c enlrv and revicwof linsuis$c
in cobmunicatio. Dr&tice as {ctl as rn tcsls'
Flg{r. 2

Batdcsrer,M.rkus, f, al Konkreh'e eDe shals Frdd'

' 1980
\,'z.rre. B.rlin: LaJrEtrscheidl
"Notional/FrnctionalAppro'chcs" In "r'B.m;l, J.nry.
nuol R.ti.w oJApplie.l Lin$u6li'r' Ed Robrt Kaplan
RmdaltL, Jon6, sd C Rich&dTuctd Rowl', MNl
NNbury Hou6e,1980.4l-57.
BcMlr. DavidP , and R@G A SchulT"re6De foteiSr
Lazsuae.Couts langtage in Edu@rion|Th'ory 8nd
Pr;ie: ls wshin4on. D.C: Cntcrrot Appt'd un'
dd Linrui$
lukdcnERlc Clariryboc on LanguaSes
iics. l9?9.
"Fron D'finin8@ D6ignins:con_
Brumf't,chrisoph.r.
nunielivc Sldifi@tioB vdu CodmuniotiveM'thodolosy in Fodln L.ngu.sc TachinS tn l-e FoziSr
LansuaeeStlabs dad conduni@Itue Appt@h^ to
fehkg Ptu e.ltlg o! o Eutop@n'AnencalSenino
Fn.
Kun E. Miillq. sr!dr'6 t, S.@ndLa'EwEeAcquar
in
L@mina
"^" J*, ini*i.ri t'i,a n, u..temLMsMse
l-9.
nbz 3 (19E0):
scroot: CosG;MunbYiandsl4t'r'
--il;,;;;.;,
oIobJelivt in a LdewS' t tun'
Specif,@tion
rn
K.
Th.
Blns.
cour* t the non
moacintaneuaee
r8er'
inl slst.n Jor AME. SrtuboutSrcoun''l o' curoDe
u.iiiJ j"iJ r"""""e..a*"'ion co betracedbalrro
1973.
uv ,t'" c"nmiRr or Tcnof rhNation'l
i. f.*"-*a.ti"'
L'vdr at'
poinr'dodrrhat Cdrolt,
JohnB _Forci$ LanluaseProficicncv
Educ.tionA$oci.Lionlthust. hos'v'r' b
r'on col_
nar
Gradurion
uajoB
r"oeuag.
ratn'r
Jnea
Uv
rh. comnrtta r.@mmmd'd a r'adrnsptoficicrcvsdl
(1967):
'rl-tr
|
ann'lt
Ltueu4g.
leec," Forcizn
goatfor sucha cous' s+ z'vdel
-,i"n anoratproncicn.v
I@.,itrs oJMo'tet| FoNEn Lonz@Es
ii"i " ,*i.*"
. -'. "r rhescprosrah5se schurz cokn;n, Afscnon.
i, h. inited stats. N.w vort: M'cmillsn'l92e
''ra.osi'c ranerae.tnv*n'on." andB'ns'lerandSchulz'
Cotd.r, S. Pir. Intrcdsins Applietl Lineuistks ttaroaas'
wonh,En8: Pcrsuin'1973'
WOR(S CITED
council
Con. DImi.[: et al Un N,@!_vzr't strsbours:
1976.
of
EuroD.,
ror
"Chitdren
"
s lrrt t:nguasea a Mod'l
A!h.', JamcsJ.
"
Davi6. Norme F "PutringReepriv'SkillsFirst czra'
sccondI arsuarcLarn'ng Mode'" Lanquas'Jounal
57
(t960r:
451
dian Mode Lanstase Raew 36
56 (19?2):133-39.

LenrizE in
E|', Thtahohl Lev.l Iot Mode Laryusge
''s.roolr; Munbv:Baldcssd;cskl aid slalr4. ., 53
ii"-ion*i
syutu*. ror insLane.will'n! li!6
p'mssion o ae fie l'kpnone
possibilili*for r.questing
r60-61).
'-;;'Hiess
"nd Clirfo'd Tht FSIoralinr'rvts i! r'tcd on
ro nv'
*. t". o.n"icncv !n th' ransuase)
" '.ii-i'i''
n.livc ProficicncY).
rducard
'
rThInr.ra$rcy Lansu.SaRoundtabLpromorscoopsssr'in
,i! ""i-' i"ai 'g'rci's rhare langu'ge
,"' *.i"
rhe*
ued
bv
'
c't'
or
rhc
sanar,Uiation
i,*.rs a onri.'ine
-"ii.
acenoesS.ealsooller od Caroll'
of rotionaland
"..inr io, u.eioni"e-ch inLesaLion
*atrl to r5o
dbltt
ltru(unl principk\ inr.tcndrcadcb
(:oncepts'
a\
F/nctional-Notional
Phrllips
Cu.Grmdn ad
Bard's3'ri
in
list'd
inv'nbri'!
wll.s thlansuagesp.cific

A/ AA
)
u@L/ | - r
Ek, JlanlA., van rre lrfrrold lewl. Stasbourg:Coln.il
Gary,Judnh Ollmncdl. wh) SpcakIlYo! Don l NeedTo?
T L e a " . eo 4 . , r e rI C A p po d . l o a " B i r | ' S r o - q o '
LanguaseLearning" In SecondLaryuaqeA.qustion
Research:hsuesontl Inpli.orr6. Ed. \\. C. Ritchre
N e w Y o r k : A c a d e n i c .l 9 ? 8 1 8 5 - 9 9 .
Cerfraine,Claude. The !uncrional Approachto Lansuasc
r.achina. ' Madern LanstdEelott.ol66 (1982):4957.
G , ' r q r d - ' , C d . I l J r o e K P h i l l i p' . r m r n n a . i . e
CouEeDesi8n:DerelopinsFun.tionalAbiliry in A1lFour
Sk\lls " Canadian Madern LanqudEeR.riee 31 ll9Al):
129 43.
-.
frn.tional-NationalConcep6: Adopinq Ihe FL Terr
,ool. Lansuasein Education:Theoryand Pracrice,,l-1.
Washinlion,D.C.i Cenlerror aDDliedLlnguisricsERIC
Clearinghouse
on Laneuages
and Linguisrics,1932.
Higsr, TheodoreV., and Rry Clilford. 'The Pu5hroward
Communicarion."rn C!.rt.,1u"1, Canpeten.e,and the
Fareisn Lanquuqe/aclr... Ed. Theodore v Hisss
S k o k i e l, l 1 . :N a r i o n aTl e x t b o o k1, 9 3 2 . 5 7 - 1 9 .
Knop. ConnanceK. "Norional FuncrionalSyllabus From
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ptouh to Fateiqn LaEnBe Edu.orbr. Ed. Manrice Con
n e r S k o k i e I, l l . : N a r i o n aTl e : r b o o k ,1 9 8 1 I. 0 5 2 1 .
Krashcn,SrephcnD. Apliude and Arnude in Relationro
SecondLanguageAcquisition and Learning" ln /r'
dtrtduot DilJeren.es ond Uhi,etsob )h Lo4trte Learn
irE Aptitude. Ed. Kar\ Diller Rowlcy,n1a$. Ncwburt
H o u s e ,1 9 8 1 1. 5 5r 5
-.
SetondLdEuEe A.quhn)on ond Se.ohdLontuoEe
ld,f,i8.
New York: Persanon, 1931.
Munbt, John. Co,t,,!,rcalire Sy//ar,s D.s*r. Ne* York:
C a m b r i d eU
e n i v .P r e $ , l 9 ? 8 .
Newmark,L. "Hoe Nol ro lnrerlerewilh LanluaseLearn
in9." LanEuaqeLearninq: fhc Indiridualond the Pt.)
cess. tnlernutianol Reeie* aJ Applied LirEuisti.s 14

Nord, JamesR. DelelopingLirening FluencybeforeSpeakrns: An Ahernltive Paradiem. S.riren 8 (1980):l-22.

Oller, John w., Jt. Lonsuoge relts d, S.rrorl. London:
Poio!\ky. A. "The Prioriry oiAural Comprehension
in thc
LanguageAcquisitionProccss
. ln TheConprehenso,
A p p r ' a . h . a F o ' c t a al o a E L o E tpr r t - . 1 o 1 | d 4 a t . t ,
W i n n z .R o w l e yM
. a $ r N e w b u r yH o u s e i, 9 8 1 .I 7 0 8 6 .
Schulz,RenareA. lnrensiv.LanguagcIn{ruc!on: Hos and
whcre Ir works." ,1DFa azletin tt.2 \t9791:t7 -,.
. "Tenins in Pon-Secondary
Scll Paccdlnnruclronar
Ptolrans. Canadian Modem LdnEudEeReriet 39
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slaeler.Plelerl J. U,,iy1,nrld/. Stasbours:cou..il oi
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ADFL SUMMERsEM1NAJRs
SeminarEast: 5-8 June, New York City
Host: Hunter College,City Uniuersityof Netu York

SeminarWesti 20-23 June, Austin, Texas

Host: TexasAssociationof Departmentsof ForeignLanguages
Brochures sling sped\ers topics,and acconmodalio"sare lorrhcomrng.