Group #1: Input is sufficient, Acquisition takes thousands of hours of meaningful input., Non-nativeness is common even with lots of exposure., If a feature doesn’t appear often in the input, you can’t expect it to develop fast., Fluency can develop strongly through rich input and interaction., More encounters with a word across contexts strengthens vocabulary knowledge., Much vocabulary growth can happen incidentally through reading/listening., Grammar development follows stages; time and input matter., Input is required—without it, there is no acquisition., Group #2: It's necessary, but needs help, Instruction can help when it improves form–meaning connections during comprehension., Brief “focus on form” can draw attention to meaning-bearing features without long grammar lectures., Structured tasks can increase vocabulary learning by adding Need–Search–Evaluate., Learners may understand the message but miss specific grammatical cues; guidance can direct attention., Recycling target words through varied, meaningful tasks can boost retention., Productive vocabulary often needs extra practice beyond recognition., Feedback can help learners notice mismatches between intended meaning and what they produced., Teaching strategies (guessing from context, word parts, collocations) can strengthen lexical depth., Group #3: Evidence is unclear, Immersion results prove input is not sufficient., If learners aren’t native-like, it means input failed., Explicit grammar teaching always beats input-only learning., If students can’t produce a form, they don’t have it in their mental system., L1 transfer can be “fixed” reliably by rules and explanations., Input vs instruction studies always measure acquisition fairly., A conjugation chart directly causes acquisition., Short-term gains on grammar tests prove long-term acquisition.

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