Failure to progress on the language proficiency scale is often due to lack of linguistic accuracy. Even motivated students are sometimes unable to improve proficiency ratings beyond a particular level. Pedagogical factors contributing to this problem include: focus on form and meaning at the same time; fossilization; overuse of communicative strategies at the expense of form; lack of careful articulation and continuity in curricula, from level to level; and textbooks that are not explicit enough or contribute to information overload. Curriculum strategies for dealing with the accuracy problem include: curriculum design for long-term (as contrasted with short-term) linguistic objectives; structuring class activities at the appropriate level; error correction that is manageable for the student; awareness of students' negative reactions to error correction; involvement of students in error correction; active encouragement of classroom participation; and attention to the design of achievement and proficiency tests. The challenge for teachers is to maintain the balance of function and form. An 18-item bibliography is included. (MSE)