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and permit creation and understanding of an infinite number of novel utterances.' Some of the pedagogical implications of T-C, as seen by Kuno (1969) are:

1.

emphasis on meaningful practice,

2.

early use of reading and writing as well as speaking and listening,

3.

instruction for conscious attention to the characteristics of language, especially its regularities,

4.

emphasis on meanings of utterances,

5.

the organization of course materials in terms of some deeper analysis of the language [than A-L either provided or used].

The positive thrust of T-C thought is clearer than the negative, for the bad, old, outmoded, behavioristic audiolingualists seldom gave full allegiance to the dogmas which the cognitivists attribute to them. (cf. Ney, 1968) Even when they proclaimed these doctrines, their common sense (with which they as well as their critics are endowed) usually prevented them in practice from reaping the consequences of excessive consistency which, as their successors point out, might logically have resulted from their theory. Most of Kuno's five points (above) were in fact found in stated precept as well as in actual practice within A-L.^[1] One is tempted to agree with Rivers (1968, p.78), that 'there is no reason to believe that [these] two positions are mutually exclusive.' There are differences, but they are differences of emphasis.

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1. To cite only a few examples from well before the T-C era, Fries (1948) was quite ready for structural patterns (cf. 'regularities' in Kuno's [3], above) to be pointed out and

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