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Acquisition is a natural process that happens when a target language is used in interactions with native speakers of that language. Learning can't turn into acquisition and acquired language is available for natural and fluent communication. It is impossible to differentiate learning and acquisition and prove that learned language can't become acquired language.

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A formal study of language ends in the development of an internal grammar editor or monitor. A monitor watches for correct usage as students produce sentences. There are three conditions to use a monitor: sufficient time, focus on grammar form, and knowledge of the rules. Overall monitors are easier to use for writing than speaking.

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Language learners acquire the rules of language in predictable sequences. Some grammatical features are acquired early and some are acquired later on.

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Second language acquisition is directly results of understanding the target language  in natural communication situations. It must be understandable (comprehensible input). Must contain grammatical structures beyond current linguistic knowledge (abbreviated as i+1). Must be part of natural flowing language used authentically in communication.

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This hypothesis deals with affective or social-emotional variables related to second language acquisition. Some of the most effective variables are a low anxiety environment, student motivation to learn, self confidence, and self esteem. It can be summed up, "People acquire second languages when they obtain comprehensible input and when their affective filters are low enough to allow the input in [t the language acquisition device]" (pg 66).

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It is hypothesized that children learn their first language through stimulus, response, reinforcement and postulating imitation. This theory does not explain how grammatically incorrect language is spoke like "Him don't say it right," that is not something they would have heard and repeated from an adult.

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On page 61 it says, "In addition, child language researchers noticed that parents typically reinforce their children for the meaning of their utterances, not for grammatical correctness."

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According to Chomsky infants come into the world hard wired with an innate grammar template which allows them to select grammatical rules aas the devlop their mother tongue. The innatist theory is that children develop grammar through hypothesis testing. An example would be children thinking all plural nouns end in s, so they would say the plural of man is mans and down the road make exceptions to the grammar rules they developed.

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The creative construction theory found that English language learners construct the rules of the second language in a similar way that can be observed in first language acquisition. Learner errors will be predictable from a contrastive analysis of the mother tongue and developing second language.

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On page 61, Harvard psychologist Howard Gardner stated, "The Chomskyan view is "too dismissive of the ways that mothers and others who bring up children help infants to acquire language."
Gardner also says, "While the principles of grammar may indeed be acquired with little help from parents or other caretakers, adults are needed to help children build a rich vocabulary, master the rules of discourse, and distinguish between culturally acceptable and unacceptable forms of expression."

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Caregivers play a critical role in adjusting our children in language to make the use of innate capacities easier. Interactionist theory plays on the principles of nurture and nature in the language acquisition process. This theory supports the importance of roles of the child and the social environment.

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Page 62 says, "In this conversation, the mother repeats the child's meaning using an expanded form, thereby verifying her understanding of the child'[s words while modeling adult usage."

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One teaching method is the audiolingual method which is tape record dialogues that students memorize and then are given pattern drills to practice verbs and sentence structures. This perspective is done y imitation, repetition, and reinforcement of grammatical structures. When a student makes an error they are immediately corrected to prevent a bad habit from forming.

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"When we ask our students this question in classes of 40 or so, only 1 or 2 report successful foreign language competence acquired through the audiolingual approach." (pg. 65)

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"For example, Cantonese has no plural marker, instead plurality is conveyed by context. Thus, it would be predicted that Cantonese speakers would have difficulty forming plurals in English." (pg. 65)

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Innate theory of first language acquisition

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