ne solution to the demands that a full content course places on a teacher (which are mentioned above), as well as on a university bureaucracy in the form of a lengthy authorization process, could be to devote a portion of a conversation course to content, and this is what the lectures were envisioned for, although they were developed in a pronunciation course. While teaching content is more demanding of a teacher than such things as orchestrating communicative activities, with the use of these lectures, either as is or moderately modified, the teacher will expend little energy in course development.

Fotos (1994) has referred to "teachers who have become committed to the use of communicative approaches to language learning, wherein learners are given a rich variety of comprehensible input." For these conversation teachers, the lectures would be of value, and could be incorporated into any conversation class for high-beginners and above. The lectures would tie in with the rest of the course, because students are expected to put their knowledge to use. Five or ten times a class, outside of the time dedicated to the lectures, the teacher can quickly point out a word, phrase, or sentence in the conversation text and ask a student to predict its pronunciation.