More recent revisions of the L2 learning experience can best be described as communicative approaches. They are partially a reaction against the artificiality of “patternpractice” and also against the belief that consciously learning the grammar rules of a language will necessarily result in an ability to use the language. Although there are many different versions of how to create communicative experiences for L2 learners, they are all based on a belief that the functions of language (what it is used for) should be emphasized rather than the forms of the language (correct grammatical or phonological structures). Classroom lessons are likely to be organized around concepts such as “asking for things” in different social settings, rather than “the forms of the past tense” in different sentences. These changes have coincided with attempts to provide more appropriate materials for L2 learning that has a specific purpose, as in “English for medical personnel” or “Japanese for business people.”