ABSTRACT
The chapter first compares and contrasts language acquisition in three sorts of settings, with particular consideration being given to the age factor. These settings are first language-acquisition settings, bilingual settings and classroom settings. Language-learning error is then discussed, with distinctions being drawn between contrastive versus non-contrastive error, overt versus covert error and global versus local error. This leads into an examination of the idea of language-learner language and of the Monitor Model of classroom language learning. Automatisation and restructuring of the learner language as part of the process of language acquisition is discussed and connectionist theories of language acquisition, language storage and language use are mentioned. In the final part of the chapter the focus switches from language-learning processes, which lie largely outside the conscious control of the learner, to language-learning strategies, self-regulation of learning, communication strategies and negotiation of meaning, all of which are at least partly under the control of the learner. The chapter closes with a discussion of interactive theories of language learning and socio-cultural approaches to classroom language learning.
