Past research has not provided definite answers for solving classroom learning difficulties. However, it has established a more realistic basis for future research, and it has broadened our vision and indicated paths that might profitably be explored. Studies in the future may well center around the following:
1. Individual differences in the cognitive, affective, social, and psychomotor domains.
2. Interaction among the various learner characteristics in each of these domains with a wide range of teaching-learning materials and situations.
3. Development, selection and implementation of programs designed to provide instruction best suited to meet individual needs, i.e., seeking
maximum efficiency and achievement in learning based on the knowledge obtained in points 1 and 2.
4. Innovative programs to which the students can relate and for which they can see a purpose.
5. Establishing and maintaining a positive self-concept during the time needed to learn a second language.
6. Applying meaningful learning and practice principles to second-language learning.
7. Ways and means of developing language skills at the "real" language level.
8. Improving methods of evaluation and measurement, especially in the area of "real" language skills.