This volume is based on the selected proceedings from an international conference 'Concept of
Progression in Foreign Language Teaching and Learning' held in Dublin in February 2004.
Although progression always has been at the centre of any methodology of teaching and learning
foreign language there has been surprisingly little published on the concept of progression.
Since the inclusion of the pragmatic and socio-cultural context into foreign language teaching
methodologies the concept of progression has broadened considerably: it is no longer
restricted any more to structural elements of the foreign language (i.e. grammar) but it
includes a functional-notional progression a cultural progression a lexical progression a
progression of text types a mental progression a progression of exercises and classroom
activities. The articles in this volume address the multifaceted nature of progression in
foreign language teaching and learning from various angles.
