1) Second language Aptitude: individuals who do well in aptitude tests are expected to be successful in foreign language classes. These tests predict speed of learning and focus more on the use of conscious grammar rules(Monitor). The tests relate to classroom skills better than communication skills. The tests consist of tasks that require a conscious awareness of language. Aptitude relates to learning whereas attitude relates to acquisition.
2) The Role of the First Language: It was thought that the role of L1 in L2 performance is often referred to as interference. This means that the L1 interferes or gets in the way when we try to speak a second language. Newmark suggested that this is not true and we only make errors which are simply the result of lacking a rule of L2. The cure to such errors or interference is to help learners acquire the target language and its rules which will protect him from resorting to the L1 rules which may look similar to him.
3) Routines and Patterns: These are the sentences which are wholly or partially memorized, especially when the learner hasn’t learned the rules yet. Routines and patterns are neither acquisition nor learning though they can help some early production which in turn can help the learner gain more input and manage conversations.
4) Individual Variations: We all acquire language in the same way; by comprehensible input. However, individual variations do exist. The theory of second language acquisition predicts that acquirers will differ only in certain ways but not in others. The theory distinguishes between three types of adult second language acquirers: A- Monitor over-users; those who monitor all the time checking their output focusing on accuracy not fluency and hence they tend to speak hesitantly. B- Monitor under-users; those who don’t care about accuracy but focus on fluency and when they self-correct their errors, they do that by feel. C- The Optimal Monitor-user; those who use the monitor when appropriate that means when it doesn’t hinder communication. Those in the last category are the ideals for the Natural Approach.
5) Age Differences: On the contrary of what was commonly thought, adults – over the short run – are faster in attaining second language proficiency than younger children. First, they are able to get more comprehensible input. Second, they have greater ability to beat the silent period and perform using structures that they haven’t yet acquired. Third, they have greater knowledge, experience and background information of the world which makes the input more comprehensible to them. Children reach native-like levels of competence in l2 over the long run.
