Recent research on language learning and its implications for language teachers and others interested in language pedagogy and practice is summarized. The review takes the form of the following pedagogical questions: In what ways does knowing one language help and hinder the learning of a second?; What is "comprehensible input," and is it really all that is necessary for successful second language acquisition?; What can be done to encourage participation among students who seldom ask questions or initiate interaction?; Which is more helpful to acquisition: teacher-led instruction or group work?; How much attention should be given to explicit grammar instruction?; Should students drill and practice new structures?; Does correction assist language learning?; How necessary to learning a language is cultural integration with its users?; Why do some students have less accurate pronunciation than others and what can be done about this?; and How can fossilized learners or "terminal twos" be helped to move beyond their current proficiency level? Responses to all these questions are supplied in terms of what research has to say to teachers, what research is still in the process of investigating, and what research has yet to do. A 48-item bibliography is included. (MSE)