The approach adopted can be characterized with respect to three types of problems in interlanguage studies: the choice of perspective, the relationship between learning and communication, and the ontological status of classes of interlanguage phenomena. This description of processes and strategies is based on the learner's viewpoint. Strategies are considered as a subclass of plans and are defined by means of two criteria: problem orientedness and consciousness. The criterion of problem orientedness implies that the learner is having a problem in reaching a particular learning or communicative goal. The criterion of consciousness implies that the learner is consciously aware of such a problem. Strategies are defined as potentially conscious plans for solving what presents itself as a problem in reaching a particular goal. Learners may attempt to solve problems in second language learning by means of psycholinguistic strategies (adopted if the problem is in hypothesis formation) or behavioral learning strategies (if the problem is in hypothesis testing or in increasing automatization). Communication strategies are used to solve problems in the planning or the realization of speech production. They may be subclassified into formal reduction, functional reduction, and achievement strategies. Pedagogical issues relating to learning/communication processes and strategies are discussed. (Author/JK)