This thesis clarifies the role of the applied linguist in the language and language teaching sciences with particular application to advanced language learning that takes place after five years of study. Students' deficiencies identified at matriculation together with the psychological and practical needs of the students and their society identify the needs that relevant, advanced courses must meet. Although the present pattern of advanced language teaching is found to be unsatisfactory, no comprehensive studies are available to provide the methodological insights needed to rectify the situation. In order to develop advanced language teaching methodology rationally, insights must be sought from the factors that determine its effectiveness: the nature of language, the learner and his or her learning strategies, and the needs of society. A survey of developmental psycholinguistics elucidates the strategies of advanced second language learners although some extrapolation from the native child language and second language learning is necessary. The outcome of language learning in a multicultural society is also determined by the social context. The psycholinguistic and societal issues lead to a methodology focusing on use, communication, and contextualization in which community involvement plays an integral and integrating role. (Author/AMH)