ABSTRACT
The learning of language is driven by the human need to communicate. Whether it is one's first, second, or third language that is being learned, language learning begins at the micro level of social activity. At the micro level of social activity, individuals' emotional and general cognitive capabilities interact with social processes in ways that give shape to L2 learners' repertoires of semiotic resources. The implications from findings on first language learning are fairly straightforward for L2 learning: the more exposure a learner has to frequently used, salient constructions, the greater the chance the constructions will be learned. Language learning begins at the micro level of social activity as we participate in recurrent activities with others within the social contexts of our daily lives. From an understanding of L2 learning as situated, and attentionally and socially gated, one can derive some implications for understanding L2 teaching.
