（1）In that it studies utterances recorded in the field，structuralist grammar describes a language in use in a particular community at a particular time.Under its influence，the‘Usage Movement’developed in the United States in the 1930s，the work of the movement is exemplified in works such as Leonard，Current English Usage（1932），Marckwardt，Fads about Current English Usage（1938）and Fries，American English Grammar，The Grammatical Structures of Present Day American English with Special References to Social Differences or Class Dialects（1940）；in themselves revealing titles.Though the movement has been slower to develop in Europe，a large number of the published language teaching courses of the last twenty years have as their aim to teach the language of daily usage；see，for example，titles like A Guide to Patterns and Usage in English（1954），Realistic English（1968）.The authors of the Audio-Visual Method Voix et Images de France based their choice of language to be taught—grammatical constructions，lexis，pronunciation—on a systematic and statistical study of a corpus of data of the language used in France in the 1950s.Parallel to this notion of‘usage’，the notion of stylistic levels of language has been progressively introduced（e.g.formal written language，informal written language，formal spoken language，informal spoken language）distinctions that play very important roles in the teaching of languages.

（2）Structuralist grammar describes the spoken language that the pupil needs as an instrument of communication.

This contribution is particularly felt in the area of morphology where a systematic description of the features of the spoken language is usually given.Taking an example we have already used，that of the markers of the present tense and plural number in English，Martinet in his Initiation Practique a I'anglis（1947）begins by giving the forms and distribution of spoken language features：

So far as spoken French is concerned，thanks to the work of Dubois and Csecsy，we have presented for the first time a systematic description of the markers of gender，number and person which can contribute directly to the construction of structural exercises for the classroom or the language laboratory.Even before these descriptions were undertaken，applied linguists in the United States like Marty and Dostert had published courses of structural exercises in the 1950s that were based on a previous study of the nature of the spoken language.

（3）Structuralist descriptions were the first to provide analyses of phonological systems that could serve as a basis/or the systematic teaching of pronunciation，and studies of phonemicgraphemic correspondences which could in turn furnish a much more solid basis for extending the methodology of teaching reading.