The recent development of the communicative approach to foreign language instruction has been accompanied by many methodological applications, most of which have revolved around an authentic use of discourse. This evolution in language instruction presents some problems, especially when communicative competence is interpreted too narrowly. Some practitioners and theoreticians are beginning to reexamine the pertinence of a differentiated training in language skills and aptitudes. These considerations have led to an examination of the status and treatment of linguistic aptitudes as they are presented in teaching materials presently available and in the framework of training in communicative competence. The linguistic aptitudes or skills in question fall into four categories: psycholinguistic, sociolinguistic, linguistic, and pedagogical. Specific training in these skills may be more economical for the learner and enable the learner to take short-term needs into account, to progress at different speeds in different skills, and to have more scope for self-direction. (Author/AMH)