ABSTRACT
The question of how a second language is acquired has occupied the interest of scholars for millenniums.1 Nevertheless it seems fair to say that throughout most of history, the question of second language learning has been inextricably bound up with that of second language teaching. Indeed, until very recently, second language learning as an intellectual discipline was simply nonexistent: even the principal theoretical proposals addressing the acquisition of a second language have typically been embedded in works whose main goal is wholly practical, namely, how most effectively to teach that language.
