General theory of transfer of knowledge and skill in learning second languages and ways in which language awareness may contribute to second language learning are examined. It is concluded that while recent second language acquisition research work and theories do not support or refute transfer of general language principles to the learning of specific languages, some ideas drawn from general and second language learning theory should be subjected to empirical testing. It is noted that (1) theories emphasizing the role of language universals and native language acquisition in the learning of second languages do not address the value of explicit teaching of those universals, (2) stimulus-response theories generally do not address the role of general language principles in second language learning, and (3) the cognitive approach implies strongly that general principles are involved at all stages of learning, in different forms according to the subject matter and student characteristics. Finally, it is argued that language awareness is a justifiable element of the curriculum despite the lack of specific theoretical or empirical support from the field of language learning. (MSE)