It is hypothesized that free, spontaneous interaction cannot be easily attained in language courses which are rigid and mechanical. For this reason, the author urges the development of instructional materials which facilitate a smooth and natural transition from "skill-getting" to "skill-using." Discussion of Jerome Bruner's theory of language learning entails a review of three parallel cognitive systems for processing information and storing it for use. They include the enactive, the iconic or perceptual, and the symbolic. Methods and selected examples illustrate how to move from the teacher-directed language demonstration to student-directed application, to autonomous student production, and finally to spontaneous interaction. (Author/RL)