ABSTRACT
This chapter introduces theories of foreign and second language learning, acquisition, and development. It summarizes thinking regarding the relationship between acquisition and instruction. The chapter provides basic theoretical foundation for considerations related to language instruction— that is, intentional efforts to bring about language learning. Two different types of second language acquisition (SLA) theory have traditionally been distinguished: property theories and transition theories. Since the 1990s, cognition broadly speaking has become increasingly central to SLA research, referring primarily to how information of all kinds is processed and learned by the human mind. Given that language ability constitutes such a complex, protean phenomenon, language components, and their use in different language use contexts. SLA theories can function as a rough set of guidelines for educators to design this language learning experience. The chapter concludes with a set of theory-generated recommendations that establish baseline assumptions antecedent to the development of language materials, instructional activities, assessments, and other components of educational design.
