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Captures the relationship between affective variables and the process of second language acquisition by positing that acquirers vary with respect to the strength or level of their Affective Filters. Students emotions can help or interfere with them learning a new language.

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Progress in students knowledge of a language when they comprehend language input that is slightly more advanced than their current level. Krashen "i+1", where "i" is the learner's interlanguage and "+1" is the next stage of language acquisition.

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Students learning the grammar rules and function and not the meaning.

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the idea that children learning their first language acquire grammatical structures in a pre-determined, 'natural' order, and that some are acquired earlier than others

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Five Hypotheses About Second Language Acquisition

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Five Hypotheses About Second Language Acquisition

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1. THE ACQUISITION-LEARNING DISTINCTION:  adults have
two distinct and independent ways of developing competence in a
second language. (Acquisition and learning)