Relatie Tussen Doelstellingen-formulering en Didaktische Werkvormen.

In the introduction the author makes three points he considers import-ant, although they have no direct bearing on the main topic.1. Much of the criticism on The Threshold Level in the Netherlands unfortunately focuses on the choice of functions and the list of structures and vocabulary. The New direction The Threshold Level suggests is not always fully appreciated.2. Teachers that know how to motivate their pupils, get results what-ever techniques they use.3. All those who are actively engaged in the definition of objectives should at all times be aware of the consequences for the teachers who will have to implement them.If we accept functional notional objectives that take the needs of the individual learner into account, we shall have to realize that it will be impossible to give exact definitions of any level. The word "approach" is therefore very adequate.Functional objectives show the way to go and give therefore more support to the teachers in the planning of their lessons.The approach will also stimulate motivation. For testers, however, the functional approach will cause more problems.Functional objectives are defined in terms of behaviour. This also determines the nature of the teaching techniques to be applied.Skating can only be learned by practice!Theoretical information about the language may help the learner, but only in so far as it is relevant for the learning process. The same is true for the way in which this information is given.Teaching material used to be graded carefully with the structional approach. With the functional approach the ordering will have to be done on a different basis.New techniques will have to be developed.The author concludes by giving examples and showing that in F.L.T., whatever the nature of the objectives, the teaching techniques should always be communicative.