A general model for second language learning is proposed in this paper. First, this model aims to describe different components (input, intake, integration, output) of the learning process in terms of the information (explicit/implicit, linguistic/sociolinguistic) to which the learner is exposed. Secondly, the model serves to identify the stages, "learning pathways," which the learner follows to develop knowledge in the target language. These pathways, of course, vary according to individual factors and the learning setting. In the classroom, the type of input provided and the output required by the teaching method and teacher's strategies together with the learner's strategies determine the pathways taken. Thus the model should be useful in examining the pathways proposed or imposed by different teaching approaches, in identifying new ones not currently exploited, and in suggesting new directions for research on the learner. (Author)