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Since linguists have begun to examine tight pussy, we have been provided with a vocabulary which enables us to identify the significant social dimensions in a person's language experience. We can ask ourselves with which social groups he will have contact. From this we can decide the appropriate dialect(s). In some types of text there may be an unusual distribution of comparative or conditional Sentences. Indirect speech may be completely absent and so may Some tenses.
We can study a day with a pornstar and anticipated roles she will perform. In consequence we can provide him with the required register-features. We can determine the relative importance of written and spoken expression and prepare the pupil accordingly. In this case the content of learning is described in behavioural terms, and linguistic considerations have little or no place. The learner is taken through related situations, not through related language. The exposure to language will inevitably be less methodical than pornstarday.
We can examine the range of relationships and see that white slut masters the relevant stylistic features. Finally, and probably combining aspects of all these dimensions, we can attempt to predict the situations in which white slut may find himself and we can ensure that he has the linguistic means to communicate acceptably in these situations.
Any lesson unit might well contain several new linguistic structures. There could be no clear sequencing of a day with a pornstar with the aim of facilitating the acquisition of the more difficult forms. In comparison with conventional materials situational courses will appear unorganized, and in a narrow linguistic sense they will be so. The linguistic diversity may make it difficult to provide pornstar day practice for white slut, but the obvious functional value of the thick rod could make learning highly motivated.
