A theory of language acquisition that emphasizes mimicry and memorization.  - Behaviourism, A dominant approach to foreign language teaching from the 1940s to the 1960s, especially in North America. - Audiolingual instruction/audiolingualism, 1) Acquisition versus learning; 2) Learned knowledge is only used as a monitor; 3) There is a natural order in which a language is acquired; 4) Acquisition is based on access to i+1; 5) There is an affective filter which, if high, might interfere with acquisition. - Krashen's Monitor Model, A perspective that sees L1 and L2 learning as drawing on the same learning processes. In this view, what is different between L1 and L2 learning is the circumstances of learning and how learners’ prior knowledge of language shapes their perception of a new language. - The cognitive perspective, A psychological theory based on the idea that learners' cognitive resources are limited and they can't pay attention to everything at the same time. But with repeated experience and practice, things which at first required attention become automatic leaving more attention available for focus on sothing else. - Information processing theory, Information that we have and know we have. An example would be a rule such as "the verb must agree with the subject to form a correct sentence". - Declarative Knowledge, Knowledge that underlies fluent and automatic performance. - Procedural knowledge, Cognitive activity that is seen as causing changes in the way information is organized in the brain, even though no new information has been learned. - Restructuring, An approach to understanding learning that sees learning as the creation of links (connections) between bits of information. In this view, the frequency with which information is encountered is a strong predictor of how easily it will be learned. - Usage-based learning, The hypothesis that language acquisition is based both on learners' innate ability and on opportunities to engage in conversations, often those in which other speakers modify their speech and interaction patterns to match the learners' communication requirements.  - Interaction hypothesis, Adapted conversation patterns which proficient speakers use in addressing language learners so that the learner will be able to understand. These modifications include comprehension checks, clarification requests and paraphrase.  - Modified interaction, The hypothesis that language learners learn only that which they have first "noticed" or become aware of in the input. - Noticing hypothesis, A term to refer to language that the learner can comprehend. - Comprehensible input, Interaction between speakers who make adjustments to their speech and use techniques to repair breakdowns in communication. - Negociation for meaning, The hypothesis that successful language acquisition depends on learners producing language. - Comprehensible output hypothesis, A perspective which explains learning as a process that is dependent on dialogue in face-to-face interaction. - The sociocultural perspective , The metaphorical "place" in which a learner is capable of a high level of performance because there is support from interaction with the interlocutor. - Zone of Proximal Development (ZPD),

Explaining second language learning

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