EFL (English as a foreign language) and ESL (English as a second language) are taught in various types of learning environments. In considering types of learning success, the learning environment must be kept in mind. The typical immigrant (a second language learner) has to cope with "difficult" English almost immediately, and is judged by his ability to communicate with native speakers of English. In a learning environment where English is not spoken outside the school, opportunities for learning are fewer, but no such demand is made: a learner's success is not judged in terms of his ability to communicate with native English-speaking people. Often, in a foreign-language learning environment, the basic course is too short for an advanced level to be reached, and a high proportion of learners do not continue. An appropriate teaching goal here is ability to use English as an instrument of communication with non-native rather than native speakers. A reduced form of English needs to be defined for this purpose. Simplification should consist mainly of not teaching syntax usually taught such as question tags, future perfect, and "shall" in addition to "will." (Author/CFM)