Comprehension for the foreign language learner is discussed, and it is claimed that comprehension is not a by-product of the other skills but should be taught and tested throughout a course of study. The channel or medium used in communication will influence the understanding of the message. Differences involved in reading and listening comprehension are cited, and comprehension is discussed in terms of feedback and empathy. It is felt that drills and repetitions can hamper comprehension, as can excessive reliance on written material. Comprehension can only be taught by first eliminatinq the causes of negative feedback. The first basis for adequate comprehension is motivation and interest in the content of materials and activities. It is important to grasp the meaning of the whole; miscomprehension can result from hastily forming conclusions from segments. Teaching comprehension may profit from proceeding from phonological discrimination, to juncture contrasts, to dictation at increasing speeds, and to student note taking of a short speech. Comprehension tests must be designed with knowledge of the student's mother tongue, and tests should use material that is spoken English, as well as standard English. Probably the best test that has been so far devised for measuring listening comprehension is the cloze procedure. (SW)