Learning and Acquisition

According to one well-known contrast, learning is conscious knowledge of language rules, does not typically lead to conversational fluency, and is derived from formal instruction. Acquisition, on the other hand, occurs unconsciously and spontaneously, does lead to conversational fluency, and arises from naturalistic language use. Some specialist even suggest that learning cannot contribute to acquisition.,i.e., that “conscious” gains in knowledge cannot influence “ subconscious” development of language.

However, this distinction seems too rigid. It is like likely that learning and acquisition are not mutually exclusive but are rather parts of a potentially integrated range of experience. “Our knowledge about what is conscious and what is subconscious is too vague for us to use the learning-acquisition distinction reliably, say one expert; moreover, some elements of language use are at first conscious and then become unconscious or automatic through practice. Many language education experts suggest that both aspects-acquisition and learning-are necessary for communicative competence, particularly at higher skill levels. For these reason, a learning acquisition continuum is more accurate than the dichotomy in describing how language abilities are developed.

The term learning is used as shorthand for the longer phrase learning and acquisition. The term language learner (or just learner) is used here in preference to more awkward terms, such as language acquire or language learner or acquirer. Language learning strategies contribute to all parts of the learning acquisition continuum, while strategies involving naturalistic practice facilitate the acquisition of language skills, and guessing and memory strategies are equally useful to both learning and acquisition.