A third way: Curriculum implications of technology-related developments in L2 didactics

This paper first considers the significance of findings in three aspects of oral comprehension and production skill development in second language learning: - paralinguistic knowledge and performance and their development through appropriate paralinguistically rich audiovisual input (e.g. video, digital image) - psycho-physiological intervention in the learning of accurate and fluent pronunciation and intonation, as represented, for example, in the work of the Audio Lingua programme by Tomatis in Paris - possibilities of one-on-one inter-student learning through IT advances in the transmission of real and delayed time digital imaging using such devices as radiolan, hyperlan. It then analyses the potential impact of such opportunities on the L2 communicative curriculum and suggests a range of interrelated curriculum structure approaches to accommodate these possibilities.