ABSTRACT
As discussed throughout the earlier chapters, not all input is created equal. Nonetheless, it is an incontrovertible fact that some sort of input is essential for language learning; clearly, languages are not and cannot be learned in a vacuum. What is controversial is the type and perhaps amount of input necessary for second language development and what additional information might also be necessary for the development of second language knowledge. Many ways of looking at second language acquisition are available in the short tradition of our field; each point of view looks at input from a slightly different angle and through a slightly different pair ofglasses.
