Second language teaching should focus on encouraging acquisition,
and on providing input that stimulates the conscious language acquisition 【M1】__________
potential all normal human beings have. This does not mean to say,
however, that there is not room at all for conscious learning. Conscious 【M2】__________
learning does have a role, but it is no longer the lead actor in the play.
With starters, we must realize that learning does not turn into 【M3】__________
acquisition. While the idea is that we first learn a grammar rule and then 【M4】__________
use it so much that it becomes internalized is common and may seem
obvious to many, it is not supported by theory or by the observation of 【M5】__________
second language acquirers, who often correctly use “rules” they have
never been taught and don’t even remember accurately the rules they
have learned.
However, there is place for grammar, or the conscious learning of 【M6】__________
the rules of a language. Their major role is in the use of the Monitor, 【M7】__________
which allows Monitor users to produce more correct output when they
are given the right conditions to actually use their Monitor, like in some 【M8】__________
planned speech and writing. Therefore, for correct Monitor use the 【M9】__________
users must know the rules they are applying, and these would need to be
rules that are easy to remember and apply—a very small subset of all of
the grammatical rules of a language. It is not worth for language 【M10】_________
acquisition to teach difficult rules which are hard to learn, harder to
remember, and sometimes almost impossible to correctly apply.
【M2】
the—an
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