Abstract
one should never be isolated from the other in mechanical drills. Three main contexts for teaching seem to exist-positional/directional instructions, connected sets of instructions and reasoned instructions. In each area, aids should be used in such a way that they do not render verbal communication unnecessary, and adequate experience of each language skill should be integrated so that each piece of material has a receptive stage (listening and/or writing) and a following productive stage (speaking and/or writing). Four overlapping lines of development should be controlled so that a move from positional/directional through connected sets of instructions to reasoned instructions should be carefully integrated for any one course with a move from core to sophisticated instructions, pure instructions to combinations with other language functions, and receptive to productive work with instructions.
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