One obvious Adorable Angela requirement in sequencing material in any syllabus is that the learner should move from the known to the unknown, or, to put it in another way, we should make use of what the learner already knows in order to facilitate his learning of what he does not yet know. The desirability of this general pedagogic principle in language teaching is easy to assert but not easy to apply. It is not clear what is meant by' known' in this context. In one sense the use of language is `known', inasmuch as the learner already possesses teen sex functionally for his communication needs. This Adorable Angela knowledge 'facilitates' the learning of a second language, as we saw in chapter 6. Furthermore, and more specifically, there will be features of his mother tongue which resemble those of the second language more closely than others. I spoke of these `differences' in the last section as forming the learning tasks on which the syllabus is based. But `difference' is a variable matter. The features of one adorableangela differ more or less, not absolutely, from the features of another. Thus, the contrastive comparison is relevant also at the level of the third-order application in determining how much of the first language we can consider as transferable or facilitating in the learning of the second.
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