Five current theoretical approaches to second language learning are examined: practice, problem-solving, creative construction, monitoring, and personality development. The points in each approach that are most controversial and those that require further clarifying research are reviewed. It is concluded that in at least three major areas, practical questions that teachers have to consider for every course, are given almost no illumination by these psychological theories and the associated empirical studies. Those areas include (1) the point at which a learner shifts from learning items in a series to integrating information into an effective communication instrument, (2) the relationship between language awareness in general and language learning; and (3) the transition between contexts of learning and contexts of use, or transfer of training. (MSE)