ABSTRACT
This chapter considers three studies conducted within Galperins Systemic Theoretical Instruction (STI) framework. One study focused on L2 Spanish, one on L2 Chinese, and a third on L2 English. The Spanish study implemented a complete innovative syllabus designed to seamlessly connect language and literature to empower students to use the language in creative ways in order to express their own meanings. The other two studies integrated a series of lessons using STI into the regular syllabus mandated by the respective instructional programs in Chinese and English. The latter two studies also incorporated post-instruction assessments. In the Chinese study, a comparison was made with students in an intact class at a more advanced level. The Spanish project, on the other hand, assessed development on the basis of learner's ability to free themselves from the constraints of traditional rules-of-thumb instruction where performance is judged as correct or incorrect rather than as reflecting a speakers communicative intention.
