Assumptions and conclusions concerning language teaching at the advanced undergraduate level are presented, and suggestions of both general attitudes and practical activities to implement the conclusions are proposed. Although the practical experience and all examples are drawn from the teaching of French, the principles and methods should be adaptable to other languages. The conclusions are as follows: (1) language classes aimed at improving competence and performance should still be a core requirement at the third year level; (2) novel ways need to be devised to remotivate interest in key areas of competence still incompletely assimilated; (3) students need to be offered methods for defining the limits of their competence and for pushing back these limits; (4) methods are needed to develop performance skills through coordinating disparate knowledge, activating passive knowledge, and communication confidence; (5) a course should offer a variety of stimuli and scope for working at level of need, achievement, and interest; (6) a common core might be the analysis of and insistence on a number of these problem areas; and (7) texts need to be devised. (SW)