It is believed that by focusing on the problems of advanced learners of English as a second language, implications can be drawn for issues in second language teaching and testing in general. Considerations are offered on the influence of structural linguistics and transformational generative linguistics as well as language acquisition theories on teaching and testing methodology. Tests which are a result of these ideas are criticized as overlooking considerations of validity, efficiency, scope, and meaningfulness. Wilkins'"notional syllabus" is suggested as a model of language testing whereby communicative tasks form the basis of what is termed "functional language analysis." For the employee who needs to use English in his job, language performance objectives should be based on job tasks, which require varying levels of language proficiency. A hierarchy of communicative functions, adapted from Fine and Wiley, is drawn up as a basis for further investigation into the nature of functional foreign language proficiency. (AM)