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Through negotiating various meanings non-native speakers are able to take control of the communication process with native speakers.

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Interactions must take place between native and non-native speakers in order to acquire a new language.

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Social-emotional variables impact language acquisition.  Students are able to better acquire a new language in low pressure relaxed situations than stressful ones.

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Second language acquisition is accomplish through understanding the language in natural communication situations.

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Students learn the rules of languages in a specific sequence.

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Through formal study students develop a grammar monitor that makes sure that their output is grammatically correct.

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Acquisition takes place naturally where as learning is a prescribed event that takes place where the student consciously studies language forms.

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Used cartoon pictures to elicit responses in certain grammatical structures from children in order to determine if Chinese students and Hispanic students make the same types of grammatical errors in order to determine the impact of their native language on their language acquisition. The researchers believed that grammatical errors that were made were shaped by the student's native language.

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Students memorize recorded conversations in another language. This is supposed to teach students about verb forms and sentence structure. Then students are required to repeat the dialogue followed by writing the dialogue out.

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Through each conversation children continue to develop a more complete understanding of what is being discussed. They also learn through the mistakes and misunderstandings that they make.

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Caretakers provide scaffolding while conversing with their children in order to help them formulate clear and complete thoughts.

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Provide children with a rich and diverse vocabulary and provide them with rules of discourse.

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Children continue to form hypotheses and test them in order to determine their validity.

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Children are able to construct grammar of a language through listening to it being used around them.

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Language acquisition could only be accounted for by an innate, biological language acquisition devise or system.

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Language acquisition could only be accounted for by an innate, biological language acquisition devise or system.

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Children needed to associate an object with the word that they were learning in order to learn it effectively.

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Children needed to associate an object with the word that they were learning in order to learn it effectively.

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In order to learn the word water a child would need to make an association with getting a drink of water.

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This is how they believed that children acquired language skills.