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Acquisition is the way a child picks up native language, subconscious development. For adults to acquire they would need access to the LAD.
Learning is a conscious process requiring learner engagement, knowing, understanding and applying rules.

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Learner uses knowledge of rules to monitor their own output, requires knowledge, time to adjust utterance and motivation to be accurate. Monitor over-users don't achieve fluency because of hesitation. Monitor under-users have usually acquired, not learnt their language and are less accurate.
Optimal users apply knowledge in appropriate situations when writing.

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Based on the idea that grammar acquisition follows a predictable order. Krashen states that teaching grammar shouldn't be based on results found from research, but on communication. Grammar teaching only words when the students are interested, motivated and the target language is the medium for communication.

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Input drives development learners move from current level of competence to next level. By understanding input just beyond their level through the use of context, knowledge of the world and existing competence. It implies that speaking is the result of acquisition, not its cause.

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The hypothesis further states that the blockage can be reduced by sparking interest, providing low-anxiety environments, and bolstering the learner's self-esteem. Role of motivation and self-confidence may be 'high' or 'low'. Influences acquisition by limiting access to input.

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Theory suggests that the more frequent exposure, more readily grasp and adopt language. The child's role is secondary imitator and responder to environmental shaping. Language development partially contingent upon conditioning.

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"Behaviorists assumed that the child’s mind was a tabula rasa, a blank slate awaiting the scripture of experience." p.60

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Theory supposes that the ability to learn language is innate, that nature is more important than nurture. That experience using language necessary only to activate the LAD. Child is equipped with biological LAD; it therefore plays major role in acquisition. brain is hardwired to learn and develop language.

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"From the innatist perspective, children construct grammar through a process of hypothesis testing. For example, a child may hypothesize the rule that all plural nouns end with an -s. Therefore, when they come to a word such as child, they form the plural as childs, or when they come to the word man, they say mans for the plural." 60

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Innatist Perspective - Teaching Theories

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This theory views language first as social communication, which gradually promotes both language itself and cognition. Process of acquisition emerges from communication, acts as scaffolding from caregiver. Child's role important in interaction and in taking more control as language acquisition advances.

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"The interactionist view thus takes into consideration the importance of both nature and nurture in the language acquisition process." p.61

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Theories of Language Acquisition -part 4 (The Interactionist Theory)

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Since behaviorists believe that learning is an observable behavior, automatically acquired from stimulus and response through mechanical repetition, L2 learning is nothing more than acquiring automatic linguistics habits.

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"For behaviorists, the processes involved in second or foreign language learning consisted of imitation, repetition, and reinforcement of grammatical structures." p.63

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Behaviorist Theory of Second Language Acquisition

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Vygotsky predicates that the language acquirers are only aware of the language that they are using during the communication process. The second way is through language learning, where the process of learning L2 is done consciously.

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"Based on these results, the authors proposed that English language learners creatively construct the rules of the second language in a manner similar to that observed in first language acquisition." p.65