The purpose of this volume is to bring together various materials dealing with the psychological aspects of foreign language learning and bilingualism. The materials have been arranged for the use of persons interested in foreign language "Compensatory Instruction," which involves the notion of adjusting the teaching activities to the needs of individual students. This new "liberal" approach to language teaching regards the student as the most important contributor to the learning process. The teacher, rather than the academic researcher, is best qualified to decide upon the innovations in instructional procedures and materials which are to render foreign language teaching more effective than it presently is. In order to be able to play this role and not relinquish it to others, the teacher must come to have a proper understanding not only of psychological theory and research per se, but of the process whereby psychologists themselves come to formulate these theories. Chapters are: (1) Psycholinguistic Implications for the Teaching of Foreign Languages; (2) Psychological and Physiological Aspects of Foreign Language Learning; (3) Compensatory Foreign Language Instruction; (4) Problems in Assessing Language Proficiency; and (5) Foreign Language Aptitude and Attitude. References and a subject/author index complete the volume. (AMM)