In this paper, two theoretical approaches to language teaching, the audio-lingual and the cognitive code methods, are examined with respect to how they deal with feedback in the classroom situation. Audio-lingual theorists either ignore completely the need for feedback in the classroom or deal with it only in terms of its reinforcing attributes. When it is provided in terms of results, it is usually in reaction to a correct response in an effort to make the recurrence of that response more likely. Cognitive code theorists or transformationalists insist that language learning takes place on an inner level, not necessarily reflected by outward performance. This concept makes feedback, which must be based on outward performance, inappropriate. A cybernetic model is suggested here as the basis for constructing a language learning theory that incorporates features of both cognitive-code learning theory and audio-lingual habit theory and recognizes the importance of feedback. After a summary of cybernetic theory, the kind of feedback it entails, how it can be applied to language learning and what its implications are for the learning process are discussed. (PMP)