case. If it were, acquirers would always show us just one transitional error at a time! Of course, individuals show us many error types at once. This indicates that several streams of development are taking place at the same time. These streams appear to be correlated; a performer at a given stage in one stream will usually be at a predictable stage in another stream. Schumann (1980) provides good evidence for this, noting that his subjects who were at the no + v stage in negation produced few relative clauses or relative clauses without relative pronouns. For L1 acquisition, Shipley, Smith and Gleitman (1969) report that verb phrase related items are correlated fairly highly for order of acquisition, and noun phrase related items are correlated, but agreement across the groups is not high (see also Krashen, Madden and Bailey, 1975; and Andersen, 1978, for similar suggestions). Of course, it is quite possible that transitional forms or rules from one stream may help out those in any other by serving as i. If say ten parallel streams of development occur at any given time in an acquirer, it may be the case that a given stream will interact with some, but not all, of the others in this way.

"Integrative" motivation refers to the desire to "be like" speakers of the target language. In foreign language situations (e.g. studying French in Anglophone Canada), students with more integrative motivation are usually superior, especially over the long run (Gardner and Lambert, 1972). In situations where there is some urgency in second language acquisition and/or where there is less desire to "integrate", the presence of integrative motivation may not relate to second language achievement. Rather, "instrumental" motivation, the desire to use the language for practical means, may predict success better (Lukmani, 1972; Gardner and Lambert, 1972; Oller, Baca, and Vigil, 1977).

Stevick (1980) provides a poignant example, a story related to him by one of his students:

"Four years ago I was looking for any kind of job I could find. I happened to get one teaching ESL to a class of six women from various parts of the world who spoke no English. I had never heard of ESL before. The salary was poor and I didn't know if I wanted to pursue a teaching career, therefore my approach was very casual and low pressure. My method usually consisted of thinking up a topic to talk about, introducing it, and encouraging each student to express her feelings.

In spite of my casual approach, the teaching job was extremely pleasant. I had a deep empathy for anyone who was facing a language barrier because I had just returned from a trip around the world alone as a monolingual.

They all started speaking English fairly well after the first two weeks of class. I remember a woman from Columbia telling me that she hadn't spoken English before because she was afraid of making mistakes. After being in class for a while, she spoke English and made mistakes and didn't care. I didn't attach much significance to the progress that the women made. I had no idea how long it took people to learn a language.

Gradually I became quite career-oriented, and made a conscious decision to try to be a top-notch ESL teacher. I had guilt feelings about the casual way in which I had taught those first six women, and my teaching evolved into the traditional authoritarian style with the textbook dominant. Over the years, it has gotten to where I feel frustrated if a student takes class time to relate a personal anecdote.

I can look back on these four years and see a gradual decline in the performance of my students. Until recently, I have been assuming that I needed to be more attentive to their mistakes in order to speed their progress. My present style of teaching bypasses the students; feelings and basic needs, and concentrates on method. I never see successes like those first six ladies." (From Stevick, 1980, pp. 4-5).