This paper examines the role of a highly context dependent 'core' vocabulary in language learning and teaching. It is suggested that such words offer a strategic resource for overcoming communication breakdowns, in particular for the negotiation of the meanings of more technical terms. The paper considers the problem of identifying such procedural words; deals with aspects of the semantic and pragmatic competencies that lead to procedural 'ability' in the use of such words; and examines how procedures involving the use of these words are realized on inter- and transactional discourse levels.