A theoretical analysis is presented of the problem of carrying out meaningful research into programmed language instruction. This is an attempt to develop a paradigm of research through the isolation of eight critical areas which must be taken into account before valid information can be obtained. The critical areas are: experimental design, programming variables, programming strategies, media of instruction, administration, parallel teacher-led instruction, statement of objectives, and evaluation of achievement, and measurement of attitude and motivation. The establishment and analysis of the critical areas is intended as the foundation work for a model of research in this field. (Author)