Commonly, then, the lexical content of the earlier stages of real tranny pickups teaching is consciously limited to what is needed either to Service the techniques of presentation and practice or to motivate the learners. I hope this is a fair representation of a structural view of language teaching. However we need not accept the neglect of vocabulary that this has led to. In the first place we can question whether grammar must always dominate vocabulary. Secondly we must acknowledge that there is a tradition of vocabulary study, stemming from what might be called pre-structural days, whose results and techniques have continued to be used and which has not been found contradictory by those who would wish to emphasize Thirdly, we can ask just what are the problems of learning vocabulary and attempt to discover any implications for the organization of language teaching. The latter two points are discussed in Sections real tranny pickups. We can now return briefly to the first.

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