A culturally-based approach to learning adopted by many Japanese students is hypothesized, and it is proposed that while it is effective in many areas of learning, it may hinder second language learning. Japan's politico-economic structures, geared toward efficiently manufacturing competent workers, encourages a psychology of procedure that tends to formalize knowledge and the learning experience. Common traits among Japanese students are identified: passivity in the learning process; preference for rote memorization and low tolerance for ambiguity; difficulty with self-expression; an unwillingness to stand out; preference for an either/or examination format, with unambiguously correct answers; lack of concern for generalizing; and extreme concern about examinations. Japanese students are encouraged by classroom practices to regard knowledge as fundamentally a list of facts, which should come in predetermined, easily memorized forms; only testable knowledge is legitimate, and knowledge should be authorized. Classroom techniques for language instruction in this context are offered. Contains seven references. (MSE)