An approach to second language teaching is proposed that integrates elements of the grammatical and functional-notional syllabus designs. The resulting combination is a communicative framework for functional practice in language learning and teaching. The current status of language teaching is examined in the context of these two instructional approaches. The two strategies are outlined and compared through a review of the literature, and a framework is proposed that uses the design of the functional-notional syllabus and course content determined by the students' communicative needs and interests. Teacher introspection, observation, continuous student feedback, an initial survey, and consensus of opinion during classwork are to serve as guides to establishing the learners' goals and purposes. Essential characteristics of the learner, teacher, syllabus, and classroom environment are discussed. (MSE)