A distinction is made today between second-language acquisition and foreign-language learning based on the individual's internal processes of learning and the degree of consciousness brought to the learning task. In a second-language acquisition situation, the language is spoken in the immediate environment of the learner, who has good opportunities to use the language by participating in natural communication situations. In a foreign-language learning situation, the language is not spoken in the learner's immediate environment, although mass media may provide opportunities for practicing receptive skills. The learner has little or no opportunity to use the language in natural communication situations. Other, more specific situational distinctions are based on the time spent on language learning, the quality and structure of the input, the teacher's role, lack of teacher, and the kind of skills developed. Individual learner differences contributing to the distinction include motivation, activity/passivity, the experience of "language shock," social and affective factors, age, native language background, the learning processes used, monitoring, the linguistic results, learning ability, and communicative strategies. Foreign-language teaching can gain from an understanding of the role of both individual learner characteristics and situational differences related to the two distinct language learning processes. (MSE)