The focus on communicative competence in foreign language teaching has taken little account of the process by which students learn to communicate effectively. Affective and cognitive concerns must be considered in the implementation of behavioral objectives in addition to recognition and respect of the target culture's values and behaviors if constructive learning is to be fostered. In such an environment, the learner takes control of his own learning after an initial period of high-degree teacher initiative. Current research indicates that differences in language aptitude result in differences in the extent to which students can acquire second language skills dependent upon active instruction, whereas motivational differences influence the extent to which the student acquires skills to be used in communicational situations. This "integrative" motive to acquire a second language for purposes of interacting with the foreign language community requires a particular combination of attitudinal-motivational components to facilitate linguistic exchange, in which the focus is on linguistic production. (Author/DJD)