A discussion of the growing assumption that the theories and approaches of the Silent Way, Counseling-Learning, Total Physical Response, Comprehension Training, and Suggestopedia deal with trivial issues rather than with the primary substance of language teaching and learning examines the question of rigorous scientific experimentation with methods and the limitations of certain types of experiments, the importance of the uniform emphasis on the affective component, the issue of attitudinal problems as separate from cognitive tactics in learning, and the accepted validity of the psycho- and sociolinguistic premises underlying these methods. It is proposed that the recognition of and compensation for the failure-orientation of language students may logically precede concern with the more currently respectable issues of curriculum development and language program design. The attention given to overcoming negative attitudes and experiences is seen as an essential, basic, and nontrivial component of the entire language pedagogy situation, and vital to the teaching profession. (MSE)