An approach to foreign language instruction that emphasizes language acquisition rather than learning will emphasize the development of listening comprehension even at the expense of oral production, since research has shown that the latter does not suffer where the former is fostered. This approach tends to reduce the restrictive workings of the "affective filter." Just how powerful that filter can be is illustrated by the poor results of Spanish programs in the public schools of El Paso, Texas. In this city, students undergo traditional FLES training, which amounts to hundreds of hours of Spanish instruction over a period of six years. Still, the effect of the program is to teach failure through the repeated reinforcement of awareness of communicative incompetence. Furthermore, a linguistic continuum of native and non-native Spanish speakers exists in El Paso, rendering nearly impossible the separate placement of Anglos who would benefit from a classroom environment free from the implied intimidation of those who speak at least some Spanish at home. An aural-comprehension approach would effect a high degree of individualization, permitting real progress for each student and freeing students from what amounts to a burden to perform. (JB)