Theories of learning, views of language, program design, methodology, and psychosocial factors related to foreign language teaching are discussed. Learning theories are examined with reference to acquisition and learning, errors and mistakes, and input and intake. Regarding views of language, in general there has been a shift from concern over the formal properties of language to a view of language as primarily a vehicle of communication. These views are considered with reference to structures and functions, sentence and discourse, and the negotiation of meaning. The roles of needs analysis, simplification and authenticity, the textbook and the syllabus in program design are described. Teaching methodology is examined with reference to accuracy and fluency and language centered and task centered philosophies. Psychological factors such as learning styles are considered. It is concluded that there is an amazing variety of foreign language methods, materials, and techniques and an absence of a dominant teaching paradigm. (RW)