The classroom practice of promoting glib recitation, on cue, of the surface structures of a foreign language is criticized. This practice has been based on the belief that it equates with, or leads to, communicative performance but the author claims that the attempt to simplify language learning into a sequence of skills beginning with listening and speaking, to be followed by reading and writing, is wrong. Attitudinal characteristics and instructional applications of theory that typify successful teaching are: teacher attitude toward student mistakes, teacher role in language learning, grammar in the curriculum, target language in the classroom, time-on-task in language learning, classroom climate and language learning, and culture and language learning. In addition to advocating that culture be taught, the need for more work in listening and reading as prerequisites for speaking and writing is considered. It is suggested that some compression of the curriculum can be accomplished by paired and small-group work and by integrating culture with the teaching of grammar, pronunciation, and the various language skills. Other ways to better use classroom time are recommended with respect to oral communication, listening comprehension, writing, and reading. A list of 11 references with brief annotations is appended. (SW)