The need for cognitive style mapping and student grouping in order to enhance learning and retention in foreign language instruction is examined. The four components of classical audio-lingual language instruction, listening, speaking, reading, and writing, are discussed. Different learning modalities are considered, including visual, auditory, cultural, and inferential. Auditory visual style mapping is viewed as a useful teaching device in successful language learning based on audiovisual approaches. The principles underlying suggestive-accelerative learning, or suggestopedia, are enumerated. The characteristics of cognitive and intuitive learning are differentiated. An audiolingual approach which requires student grouping for better language acquisition and retention is contrasted with the suggestopedia approach. It is noted that the logistics involved in implementing suggestopedic programs in the West (they have generally been used in the Soviet Block countries) are difficult. Nonetheless, a great deal of educational and linguistic literature supports this new pedagogy. In addition, discoveries in such fields as brain research, parapsychology, musicology, hypnosis, and biochemistry provide encouragement for the implementation of suggestopedia. (RW)