Abstract
In addressing the problem of learning a foreign language, psychologists generally begin their research at the point when the speaker already has a finished conception, when he already knows what he is going to say. Their studies are essentially limited to haw the transition from original conception to its grammatical and lexical realization occurs. The theory of learning a language includes the independent problem of constructing a model of a "functional grammar," that is, a model of the generation of verbal utterances based on a rule for moving from a given "content" to the various possible forms of its "expression" in a particular language. This problem is most concretely embodied in the various ways of classifying speech, or speech-learning, situations (see also the discussion below).
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