While the concept of language awareness by language exploration and the use of performance objectives and testing seem mutually contradictory, they may not be. Where the processes of language learning are concerned, the two approaches may have important points of contact. In curriculum, the two complement rather than threaten each other. Both help the teacher and student recognize the value of second language learning as a process as well as a product, as an activity that is interesting in itself while providing access to other people and their ways of life. (MSE)