A theoretical linguistic model is insufficient to deal with the problems of language teaching because of the complexity of the phenomena concerned and the dynamic nature of language acquisition and communication. Most linguistic models neglect the fact that, in communicative situations, language users construct the prerequisites of communicative success. Variations in the natural situations of language use make analysis of the language teaching process difficult, and most language teaching materials are too simplistic. A communicative rather than a linguistic approach would put more emphasis on reception and message processing. A more accurate model of the processes and parameters in language acquisition would incorporate the factors of acculturation and motivation, language contact, input, the socio-affective filter, intake, prior knowledge, interference, and personality. A two-page bibliography concludes the document. (MSE)