The Dialogue Approach
Dialogue and the Four Language Learning Thresholds

Conclusion

Since we have conducted many courses of instruction in foreign and second languages, we know how rare are the courses that share the clarity and focus of the methods we have discussed here. We believe we have shown they are essential. Not using them, or merely referring to them, brings the risk of student stagnation among certain learners, and an impression that the instruction does not serve their true needs.

Every instructor wishes to succeed at the mission he has taken on: in reading this article, he will feel that the Dialogue method can respond to his concerns. He will have also understood that his students will only get through the linguistic threshold if he has, from the beginning of instruction, put forth contextual strategies. He knows that from the first contact he has to pay attention to communication and to negotiation, that he must dip into the lexical wealth and incorporate the grammar, correct in a timely manner, and foment procedutalization.