Abstract
The present study analyzes some possible applications of Dynamic Systems Theory to the context of English as a Foreign Language in High school students of Madrid. Following this theory, tenets such as implicit teaching, real language, and crossmodal input have been applied to the teaching of one group of 1st of Compulsory Secondary Education students for a two-week training period followed by two more weeks of treatment. The results show that students in the experimental group obtained higher academic results in a given unit of the course in comparison with students who simply followed the traditional teaching methodology. This little study thus calls for further research on more innovative teaching methods based on the dynamic nature of foreign language acquisition.
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