THREE EXPERIMENTS WERE CONDUCTED TO DETERMINE AND COMPARE THE EFFECTS OF VISUAL AND AURAL LANGUAGE LEARNING. SPANISH VOCABULARY ITEMS WERE LEARNED FIRST IN ONE SENSE MODE AND THEN RELEARNED IN A DIFFERENT SENSE MODE. TRANSFER EFFECTS WERE STUDIED FROM THE VOCABULARY ITEMS LEARNED TO PATTERNED (PICTURE-CUED) SENTENCES AND STORIES. TWO SAMPLES OF UNDERGRADUATE COLLEGE STUDENTS (80) WITH NO PRIOR SPANISH TRAINING LEARNED AND RELEARNED APPROXIMATELY 90 VOCABULARY ITEMS UNDER CONDITIONS WHICH CONTRASTED (1) PAIRED ASSOCIATE WITH RECOGNITION LEARNING, (2) PICTURES WITH ENGLISH WORD STIMULI, AND (3) SIMULTANEOUS VERSUS SEQUENTIAL PRESENTATION OF VISUAL MATERIALS. SUBJECTS WERE REQUIRED TO RESPOND IN WRITTEN OR SPOKEN SPANISH. SUBJECTS WHO LEARNED VISUALLY AND RELEARNED AURALLY DEMONSTRATED A MORE SUPERIOR PERFORMANCE UNDER ALL CONDITIONS TO THAT OF SUBJECTS WHO FIRST LEARNED AURALLY AND RELEARNED VISUALLY. THE VISUAL-AURAL SUBJECTS SHOWED SIGNIFICANTLY FEWER INITIAL LEARNING ERRORS, SIGNIFICANTLY LESS GUESSING IN RELEARNING, AND SIGNIFICANTLY GREATER TRANSFER TO SYNTACTIC COMPREHENSION. POSSIBLE EXPLANATIONS OF THE INTERSENSORY DIFFERENCES WERE DISCUSSED. (WN)