The rapid changes occurring in foreign language teaching in recent years present substantial challenges for language teachers. While they welcome new methods, techniques, and approaches, they are confronted with sometimes conflicting needs and external pressures. Language teachers are actively involved in improving both their own training and the image of foreign languages. Current scrutiny of the teaching profession as a whole is even more intense for the language teaching profession, and a proliferation of new methods, techniques, and approaches has produced mixed results. Insecurity regarding instructional techniques has resulted, but clinging to traditional techniques will not be pedagogically successful. Teachers must adopt an internal mechanism to guide them through innovations and enable them to choose what is appropriate for their instructional situation. Teachers need to incorporate practical results of research into their teaching, but also not neglect intuition in formulating methods and practices. Motivation studies indicate that functional language use is the objective of most foreign language learners. This implies a rethinking of traditional approaches and sequencing of textbook materials, and supports increased use of authentic materials. Language teachers need to develop an attitude of reflection on their own teaching, which will manifest itself in renewed self-assurance, confidence, and awareness. (MSE)