This notion of content needs further analysis (see Appendix 1) but here I can simply indicate four main types of content: a. The target language itself b. Subject-matter content This may include knowledge about language in general, about target language culture, literature, etc. In die ESP (English for specific purposes) context, subject-matter may be an important part of'what is taught', or it may be simply die 'carrier' of all the language content. c. Learning strategies Part of the content of instruction (bodi diat which is 'taught' and diat 'available to be learned') may be learning strategies, diat is, ways of dealing widi language input to turn it into intake, or means of generating input (see Seliger, 1980). Aldiough die learning of learning strategies has not, traditionally, been an explicit goal of language instruction, it has become, recently, much more usual to give it emphasis, as in 'study skills' courses for foreign students, for example. But all courses, not just diose labelled 'study skills', could well aim to help learners widi learning strategies, as an obvious part of die management of learning. Learners diemselves, of course, may well want to become better language learners. We shall return to this issue under die heading 'learner-training' later. d. Attitudes It is well accepted diat one of die goals of school language instruction is to improve die attitudes of speakers of different languages to one anodier. However seldom this may be achieved, die development of positive inter- cultural attitudes remains important, but it is not often discussed as part of die content of instruction. Even where atutudes are not being explicitly 'taught', however, diey are almost certainly 'available to be learned' in any language classroom, from die teacher and from everyone present. They include atutudes to learning, of course, and not just language or inter- cultural atutudes. To summarize, anyone involved in die management of language learning has necessarily to deal widi atutudes as part of what learners may learn. This analysis of CONTENT has pointed to some of die many complexities involved: enough, I imagine, to reinforce my contention diat not too much can be expected of teaching materials.