With recent developments in assessment and syllabus formats in Ireland, the foreign language classroom has changed considerably, especially in the promotion of oral skills at the upper levels. Differences are found in the variety of classroom activities, with the emphasis now on group activities, and in the organization of learning and student-teacher relationships, with learners functioning more freely, initiating and managing their own activities, resulting in an apparently reduced role for the teacher. The new practices are based on research into the acquisition of second languages that suggests the effectiveness of spontaneous, creative, conversation-like exchanges organized as structured, authentic tasks. Much task-based material for oral skills development has been produced. Materials appropriate for upper-level instruction include problem-solving and thinking games, interpersonal activities, role-plays and simulations, and interpretation activities using visual and sound stimuli. Instructional factors such as learner grouping, selection and grading of task types, the need to minimize "communicative stress," management of feedback, and the role of the teacher require attention. Ultimately, appropriate forms for evaluation of creative, spontaneous language use at the advanced level will have to be developed. (MSE)