ABSTRACT
One incontrovertible fact that scholars in the field of second language acquisition can agree on is that language is not learned in isolation. What is not clear is what the role of context is as learners move forward to learn forms, to learn meanings, and to make the necessary connections between those forms and meanings. This chapter explores the context of acquisition, focusing on the linguistic context in the narrow sense of the word (e.g., syntax, morphology).1
