6. Introduction There are numerous approaches and theories which have a huge impact on learning. Generally, approaches provide information about how people acquire their knowledge of the language and about the conditions which will promote successful language learning.
7. "Language acquisition does not require extensive use of conscious grammatical rules, and does not require tedious drill." Stephen Krashen "Acquisition requires meaningful interaction in the target language - natural communication - in which speakers are concerned not with the form of their utterances but with the messages they are conveying and understanding." Stephen Krashen Krashen claims that there are three internal processors that operate when students learn or acquire a second language: the subconscious ‘filter’ and the ‘organizer’ as well as the conscious ‘monitor’ (cf. Dulay, Burt, Krashen 1982: 11-45). Stephen Krashen's Theory of Second Language Acquisition
8. Communicative language teaching began in Britain in the 1960s as a replacement to the earlier structural method, called Situational Language Teaching. This was partly in response to Chomsky's criticisms of structural theories of language and partly based on the theories of British functional linguistis, such as Firth and Halliday, as well as American sociolinguists, such as Hymes , Gumperz and Labov and the writings of Austin and Searle on speech acts. The rapid expansion of Communicative Language Teaching: the work of the Council of Europe in the field of communicative syllabus design; the theoretical ideas of the communicative approach found rapid application by textbook writers; and there was an overwhelming acceptance of these new ideas by British language teaching specialists and curriculum development centres. CommunicativeLanguageTeaching
9. Cognitive psychologists claim that one of the main features of second language acquisition is the building up of a knowledge system that can eventually be called on automatically for speaking and understanding. CognitiveApproach
