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ABSTRACT Interest in a more pragmatic approach to foreign language instruction through curricula structured upon a functional notional syllabus led to a survey in beginning French classes at Purdue University. The purpose was to ascertain student-perceived communication needs in order to identity priorities in languuge functions that could serve as the infrastructure of a more relevant foreign language instruction syllabus. The results of that survey appeared in the February 1980 issue of Foreign Language Annals. With the purpose of taking steps toward verifying the general applicability of these results, a survey was conducted at Iowa State University among students of Spanish. A questionnaire with the identical functional notional categories and descriptive statements was used. The article presented here shows the ranking of notional functions of language usage by Spanish students at Iowa State, and compares them with those of the French students at Purdue. The similarity of results of these two surveys not only gives further strength to those of the French study, but is another step toward establishing an infrastructure for a functional/notional approach to syllabi composition.