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This book argues controversially that second--language acquisition has much in common with other forms of skill learning, and that there is much to be learned about the business of language teaching by considering the views and practices of teachers in other domains.

How does classroom language learning take place? How does an understanding of second language acquisition contribute to language teaching? Aiming to answer these questions, this book reviews a range of research on classroom learning, developing a theory of instructed second language acquisition which has implications for language teaching.

The aim of this book is to bridge the gap between the theory and practice of teaching language for communication. It is written primarily for teachers who wish to adopt a communicative approach and would like to reflect on the principles that underlie it.

ELT teachers today are faced with a bewildering choice of aims, methods and materials.