Arguing from a theory of skill acquisition (see 2.2.1), DeKeyser (1998: 58) suggests that 'declarative knowledge should be developed first, before it can be proceduralised [...]' and then automatized. DeKeyser proposes fairly traditional teaching methods, such as presenting key structures explicitly, then practising them in limited contexts (eg fill-in-the-blank tasks) and then, once learners have started to proceduralize the knowledge, offering tasks which require more automatized knowledge of the structure, such as extended reading and speaking tasks. In his proposals, he seeks to marry focus on structure and communicative activity, the kind of combination that is seen in many current course books. DeKeyser thus rejects the kinds of repetitive drills which focus attention only on formal aspects of a structure, and which were typical of Audiolingualism (see 2.3.1.2). He argues that language teaching needs to ensure the following:

• The meaning communicated by any language item or structure is made clear, ie it is linked to a context of communication.
• The learner is given time to explore the conceptual aspects of the language item in ways which are not rushed or repetitive.
• The formal aspects of it are attended to, but in a way which is appropriate to the level of the students and the context of communication.
• There are then lots of opportunities for meaningful practice of different kinds of these particular language items.

  […] all practice designed to make the student more skilled at fluent production of the language should avoid being exclusively forms-focussed or exclusively meaning-focussed; otherwise it cannot contribute to the translation of knowledge into a behavioural pattern that consists of linking forms with meaning. (DeKeyser, 1998: 62)