Negative influences on teaching practices and objectives in modern language programs, caused by certain final examination practices in Sweden, are pointed out and criticized in this paper. The needs of the Swedish student of languages are determined to be related to the use of language primarily as a means of everyday communication. The distinction between "speech" and "speaking" is made with the aid of several diagrams. The four skills of understanding, speaking, reading, and writing are seen to be closely interrelated. Of primary concern to the author is the nature of the present structure and scope of final examinations in language programs. He notes that translation skill as a general course objective has been largely abandoned and details reasons for this change in curricular planning. (RL)