Four areas relating to listening and language learning are examined: current directions in second language instruction, listening instruction in second language programs, listening as a means to an end versus listening comprehension as an end in itself, and the influence of listening research on materials development for second language instruction. Listening is viewed not only as a critical component of language use but also as a skill that is neglected in the language classroom. The emphasis on teaching speech skills has led to the neglect of listening instruction. Only recently have instructional materials focused on listening with understanding as the end product. It appears now that researchers, theorists, and materials developers share similar concerns in second language learning and teaching. This convergence includes the emphasis on genuine language, a focus on content which conveys meaning, and the recognition of levels of learning that have different characteristics requiring different instructional formats. It is suggested that listening comprehension, formerly a neglected skill area, may well be the main area of focus in the second language profession during the 1980's. (RW)