Recent linguistic research has focused on the actual uses or functions of language. Parallel to the development of discourse analysis, traditional language learning and teaching philosophies and methodologies have been supplemented or replaced by functional approaches, focusing on developing communicative competence, beyond strictly grammatical abilities. In the context of this relatively recent emphasis, intonation emerges as a fundamental component of the communicative process. The communicative value of a sentence cannot be determined from isolated utterances; the interpretation of its value is dependent on the interactive function of the utterance within the given discourse. Intonation is used to signal such discursal information as the speaker's awareness of knowledge shared with the listener. Integrating intonation into language instruction requires first examining the types of classroom discourse. Student and teacher utterances are restricted to certain types, and although students hear grammatically correct utterances, there is little genuine discourse with appropriate intonational patterns. The first priority in restructuring curricula to facilitate acquisition of interactive skills and intonational competence is to devise discourse situations accurately reflecting real or natural communication. Intonation should be treated not as a function of attitude or grammar but of discourse by providing systematic contrastive uses of intonation in various types of discourse situations that can be practiced, with tape recordings or computerized illustration. (ME)