A guide to setting objectives for foreign language instruction provides a model for specifying comprehensive objectives and a discussion of their nature and educational implications. It follows up on the suggestions made in the "Threshold Level" series begun in 1975 with more complex specifications. Chapters define aims and objectives, examine the relationship between general and educational aims and foreign language objectives, and discuss and illustrate each component of the proposed model. The components are interrelated areas of competence needed for commmunication, including linguistic, sociolinguistic, discourse, strategic, sociocultural, and social competence. Separate chapters emphasize the importance of promoting individual autonomy and developing social responsibility in the process of teaching foreign language competence. (MSE)