Several studies of the differences in teacher and learner perceptions of the usefulness of certain teaching techniques and activities reveal clear mismatches between learners' and teachers' views of language learning. The differences seem to be due to the sociocultural background and previous learning experiences of the learners and the influence on teachers of recent theory in communicative language learning and teaching, and they are likely to influence the effectiveness of teaching strategies. It is the responsibility of the teacher to teach not only the language but also how to be a language learner, which includes convincing learners of the value of communicative classroom activities such as role playing and problem solving, through explanation, discussion, and demonstration. It is only through sensitivity to the learners and their perception of the learning process, along with a willingness to consult and negotiate, that curriculum innovations are likely to be effective. (MSE)