The purpose of this book is to establish that language learning and teaching are the same asskill learning and teaching. In other words, a parallel exists between the learning and teaching oflinguistic behavior and nonlinguistic behavior. To this end, Johnson presents a variety oflinguistic theories and learning models, including Universal Grammar and informationprocessing. He states that the processes of proceduralization and declarativization of languageare the main ones in language learning and that these issues must be addressed in order toestablish an effective framework for teaching. In the final chapter, he examines howcommunicative language teaching and information-processing theory support each other.