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According to Krashen, there are two ways of developing language ability.  Acquisition involves the subconscious acceptance of knowledge where information is stored in the brain through the use of communication; this is the process used for developing native languages.  Learning, on the other hand, is the conscious acceptance of knowledge ‘about’ a language (i.e. the grammar or form). Krashen states that this is often the product of formal language instruction.

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This hypothesis further explains how acquisition and learning are used; the acquisition system, initiates an utterance and the learning system ‘monitors’ the utterance to inspect and correct errors.  Krashen states that monitoring can make some contribution to the accuracy of an utterance, but its use should be limited.  He suggests that the ‘monitor’ can sometimes act as a barrier as it forces the learner to slow down and focus more on accuracy as opposed to fluency.

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According to Krashen, learners acquire parts of language in a predictable order.  For any given language, certain grammatical structures are acquired early while others are acquired later in the process.  This hypothesis suggests that this natural order of acquisition occurs independently of deliberate teaching and therefore teachers cannot change the order of a grammatical teaching sequence.

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This hypothesis suggests that language acquisition occurs when learners receive messages that they can understand, a concept also known as comprehensible input.  However, Krashen also suggests that this comprehensible input should be one step beyond the learner’s current language ability, represented as i + 1, in order to allow learners to continue to progress with their language development.

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According to Krashen one obstacle that manifests itself during language acquisition is the affective filter; that is a 'screen' that is influenced by emotional variables that can prevent learning.  This hypothetical filter does not impact acquisition directly but rather prevents input from reaching the language acquisition part of the brain.  According to Krashen the affective filter can be prompted by many different variables including anxiety, self-confidence, motivation and stress.

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This hypothesis basically states that the more we read in a SL the greater our vocabulary will be.