Abstract
Five problems of the study of foreign languages in tertiary education are discussed. The first one is the need to clarify its disciplinary identity; which I suggest should be located within the Arts and the Humanities field. The second area of concern refers to the need to attain more methodological coherence; particularly by filling the gap between research; humanistic investigation and human growth through educational intervention. The third difficulty is the general lack of reflection and action at a metacurricular level in which to insert the study of languages; a derivation of which is explained in the fourth problem: the shortage of investigation of intercultural competence transferability to the adjustment of reception and response frameworks necessary for interdisciplinary cooperation. Finally; I discuss the undesirable consequences of separating reading comprehension from courses of productive abilities; a popular but counterproductive practice for the learners and for the discipline soundness.
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