Overall and specific tasks involved in learning a foreign language and the factors that promote or retard learning are considered. To apply theories of learning and teaching, behavioral objectives for the learner must be considered. A macro-level learning theory is useful in conceptualizing reasons for student success and failure and in establishing educational policies. Factors affecting learning include time, aptitude, age, learning opportunities, perseverance, and quality of instruction. Four studies illustrating the learning model are described. Views on current controversies concerning the theory of language acquisition are discussed. A micro-level learning theory breaks the task down into recognizing the sounds and sound sequences and the meanings to which the sounds correspond. Receptive and productive learning processes and the importance of meaning and situation are discussed. Language learning problems concerning instructional sequence and memory are considered, and suggestions are offered for classroom teachers, students, and preparers of instructional materials. (SW)