Basic assumptions implicit in course design for foreign languages are examined. The course must first satisfy the basic needs of the learner, later his sociolinguistic or psycholinguistic needs. Relevance of materials is looked at in terms of framework of a course, role of situational teaching, and conduct of the lesson. (SCC)

Language teaching and learning methods are not satisfactorily developed. This article explores ways in which language instruction and several other disciplines are interdependent. Understanding this intertwining can facilitate learning in all these areas. (CHK)

Questions in the title refer to reasons for learning a second language, the best time to begin, what language to choose, and methods most likely to succeed. Using examples from Danish language experience, the author urges that language teaching relate more closely to learners' desires, needs, attitudes and mental capacity. (CHK)

This article examines the relationship between linguistic analysis and the psychology of language acquisition in current language teaching practice and illustrates how an awareness of this relationship may lead to new classroom approaches and techniques. (CHK)

Skills and attitudes needed by language teachers, characteristics of a well-designed curriculum, and other aspects of teaching and learning in foreign language and second language programs are outlined. (SW)