This study of the notional-functional approach to second language teaching reviews the history and theoretical background of the method, current issues, and implementation of a notional-functional syllabus. Chapter 1 discusses the history and theory of the approach and the organization and advantages of the notional-functional syllabus. Chapter 2 outlines current issues in the design of the syllabus, discusses the question of oral language proficiency, and describes the provisional oral proficiency guidelines pubilshed by the American Council on the Teaching of Foreign Languages. The chapter also explains the role of grammar and its application to oral proficiency goals, proposes to integrate grammar into a notional-functional syllabus through the use of the computer, and discusses the adaptation of currently-used textbooks. Chapter 3 explores the process of creating a notional-functional syllabus and investigates the activities that could be used to implement it. The manner in which the material could be ordered is illustrated with a three-level sample syllabus. Activities concerning the integration of grammatical structures are included as well as a discussion of classroom experience. Recommendations based on the discussion and predicted results of those recommendations are presented. (Author/MSE)