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Given that communicative competence is the goal of a language classroom, instruction
needs to point toward all of its components: organizational, pragmatic, strategic, and psychomotoric.

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Teachers in language classrooms can provide such feedback, but more important, can help learners to generate their own feedback outside of the language classroom.

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Although that native system will exercise
both facilitating and interfering (positive and negative transfer) effects on the production
and comprehension of the new language, the interfering effects are likely to be the most
salient.

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Whenever you teach a language, you also teach a complex system of cultural customs,
values, and ways of thinking, feeling, and acting.

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The student must get out of their comfort zone and be willing to become "players" in the game of language, to try to produce and interpret a language that is a little beyond its absolute certainty.

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The eventual success that learners attain in a task is partially a factor of their belief that they, indeed are fully capable of accomplishing the task.

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The new “ego,” intertwined with the second
language can easily create in the learner a sense of fragility, defensiveness, and increased onhibitions.

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The success of the second language will be, to a great extent, the result of a
the learner's own personal "investment" of time, effort, and attention in the second language in the form of an individualized battery of strategies to understand and produce the idiom.

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The learner drives this. In such a context, externally administered rewards are unnecessary; learners are likely to maintain the behavior
beyond the immediate presence of teachers, parents, and other tutors.

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One of the tasks of the teacher is to create opportunities for those moment-by-moment rewards that
can keep classrooms interesting, if not exciting.

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One among many examples of meaningful learning is found in content-centered approaches to
language teaching.

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Overanalyzing language, overthinking about its forms, and consciously lingering
on rules of language all tend to impede this graduation to automaticity.