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From a grammatical perspective, many foreign language programmes and teaching materials are based on a linear model of language acquisition. This model operates on the premise that learners acquire one target language item at a time, in a sequential, step-by-step fashion. However, such a model is inconsistent with what is observed as learners go about the process of acquiring another language. In this article I argue for an alternative to the linear model which I call, for want of a better term, an organic approach to second language pedagogy. In the first part of the article I shall contrast both approaches, and look at evidence from second language acquisition and discourse analysis which supports the organic view. In the second part of the article I shall outline some of the pedagogical implications of the organic approach, illustrating them with practical ideas for the classroom.
David Nunan (1998) studied this question.