A discussion of computer-assisted language learning focuses on management of individual learning processes. As distinct from a reference package, a computer-assisted teaching program has to assure that the student acquires and retains the complete information in the most efficient way, provide accurate and useful material, and pique the student's curiosity. One way to arouse student interest is to design multiple links of topics to allow for learner-centered discovery learning. An automatic guidance is needed to manage the learning process. This guidance can appear in two ways. Informational guidance is activated by the learner, presenting the status of learning to help the user make intelligent decisions about what to do next. Proactive or interventional guidance can interrupt the user when he attempts inappropriate steps in the learning process. In language teaching, writing a guidance that considers optimal repetition intervals, especially in a drill section, is a challenging task. It is proposed that in computer-assisted language learning, such guidance be implemented as an event filter. Contains 44 references in English and Chinese. (Author/MSE)