Communication as a language-learning goal is legitimate, but it is claimed that some of the situational and functional techniques in pursuit of that goal are not. The value of most of the practice techniques generally used in second language classes is also questioned. In their place, a process of learner-centered analyses and communication activities are suggested, among which are the following: (1) to create and/or foster genuine communication situations in the classroom, and (2) to help learners become more sensitive to linguistic contexts. For example, it is suggested that students listen to a recording of someone apologizing to someone else. The students could be taught how to analyze the language model they heard and encouraged to engage in activities which are intuitive, affective, or interpretational in nature. In this way, students may be led to the goal that is envisioned, namely, the development of a feeling for the language. (AMH)