Six specific second language learning theories are presented and for each, an example of a practical, classroom application is provided. The theories include the following: (1) it is important to create a positive atmosphere in the classroom because cognitive learning increases when self-concept improves; (2) activities that employ multiple senses facilitate memory; (3) language learning is accelerated when the content is interesting and useful; (4) the major path to language competence is indirect, implicit, subconscious acquisition via comprehensible input, rather than direct and conscious learning through formal instruction; (5) comprehension is the first step in language acquisition; and (6) movement increases interest, focus, and motivation. A game incorporating several of these theories, and including specific classroom procedures, is also provided. The game is designed to review or introduce nouns, phrases, or other structures and to reinforce comprehension or speaking skills. A brief annotated bibliography is appended. (MSE)