The principles of the cognitive theory of learning are analyzed and applied to the process of second language learning. They are then evaluated in terms of the extent to which they contribute to a coherent theory and the extent to which they can be applied to instruction in general and second language instruction in particular. Recent empirical research studies are analyzed for their possible contributions to the cognitive theory and for their methodological implications. The conclusion of the research is that the cognitive theories of general and second language learning are well-founded, as is the hypothesis that native language acquisition supports the process of second language learning. (MSE)