ABSTRACT:This paper is a contribution towards the understanding of the language‐learning/teaching process. Effective learning of English (or any language) is increasingly achieved through ‘informed teaching’, in which the teaching is continually varied according to the progress of the learning. Six postulates are advanced that largely define the learning side of a reciprocal learning/teaching model. First, that the manner of presentation of the language input affects comprehension and learning in ways that are in principle determinate. Second, that the learner's progress is affected by these sets of learning processes, respectively depending on the learner's identity, intentionality, and mental qualities, which become enabling (or disabling) conditions. Third, that language learning occurs out of a flux of sensory data plus memory, that is complex, multiple and gradual not single and discrete. Fourth, that comprehension plus memory create learning, which is initially only receptive, but which becomes productive following further psychomotor effort. Fifth, that gaining practical command of a language requires multiple (not single) presentations of the language to the learner, and multiple opportunities for practice. Sixth, that effective learning is a reciprocal effect with informed teaching, each shaping the