Pedagogical implications of transfer of training theory and of an assumed universal grammar, as related to second language learning processes, are reviewed in this article. In recent years, the concept of a universal grammar has lost its credibility. The author urges, however, that grammar be conceived as a process or method of generating or transferring, rather than as a classification of items. He proposes that the relationship between knowledge of native grammar and success in foreign language learning will then become clear and that the fundamental unity of all the language arts will be reestablished. (RL)