A review of the literature and research concerning the language processes of listening, speaking, reading, and writing, and an analysis of the findings regarding the characteristics of these processes and their relationship to the second-language learner led to the following conclusions: (1) the circumstances under which the first language is learned cannot be replicated for second-language learning; (2) first language mode of reasoning and rhetoric interferes with the same mode in second language learning; (3) the order of teaching these skills (listening, speaking, reading, and writing) is unrealistic for the adult second-language learner; (4) systematic and analytic learning is required in learning all skills; (5) practice is needed in the specific components of the language processes; (6) the grammar, phonology, and vocabulary of a given language do not necessarily have to be learned in relation to each other; (7) repetition of dialogues and patterns is no guarantee of improving language skills; (8) the learning of skills is improved by situational and visual clues; (9) reading is most likely to accrue significant benefit to the student; and (10) communication with errors is more significant for second-language learning than is fluency with a limited set of language patterns. (Author/HOD)