The replacement of the grammatical syllabus with a communicative syllabus is discussed in terms of foreign language teaching practice. A syllabus is a device to assist in effective teaching and an administrative tool which involves generalizing about the nature of learning and specifies a progression to a stated set of goals. Developments in teaching methodology should arise from earlier methodologies as much as out of new syllabus formats. Changes made in materials and syllabi will be ineffective unless teachers understand them and are convinced of the need for change. A discussion of the distinction between accuracy and fluency in second language acquisition may be helpful in explaining the need for communicative syllabi to teachers. Simple categories such as these will enable teachers to focus on classroom methodologies rather than syllabus specifications. Educational innovations are best implemented by teachers who can adapt proposed changes to the needs of their students. (RW)