Abstract: This paper represents an attempt to draw together the findings from a range of second language acquisition theory and applied strategy in order to express a set of general principles for language pedagogy. These principles address such issues as the nature of second language competence as formulaic and rule-based knowledge, the importance of catering to individual differences in learners, and the need to correctly assess language learning in terms of both free and controlled production. Understanding these theories can help teachers develop appropriate instructional plan and strategies, and assessments that guide the instructors and students along a continuum of language development, from cognitively undemanding, context-embedded curricula, to cognitively demanding, contextreduced curricula.