A discussion of the relationship between second language acquisition (SLA) and foreign language learning (FLL) focuses on how theory influences language teaching. It is noted that SLA research has brought new interest in teaching materials and methodologies to many in the foreign language profession, but that there are also many who, impatient with efforts to define constructs, elaborate theories, and build a research base, are ready to accept simple solutions to complex problems. Current debate over the appropriateness of proficiency guidelines and renewed emphasis on error correction are illustrative of this trend. More positively, there are widespread efforts to modify and expand existing programs to reflect current second language learning theory. FLL researchers are looking increasingly at the classroom as a language learning environment and participating in research-oriented language teacher education programs, and opportunities for publishing related research findings are growing. On the other hand, while the field of SLA research is expanding, classroom learning has not been a significant focus. It is concluded that the foreign language profession has already benefitted from SLA research, but that SLA research must increase its attention to the classroom learning context and develop relevant theory. (MSE)