- This is the enigma of language learning, noting that it's easier to learn languages at a younger age.

- It distinguishes between acquisition (natural learning through interaction) and learning (conscious accumulation of knowledge, typically in a classroom).

- Learning activities tend to focus more on knowledge about the language rather than fluency in its use.

- Acquisition barriers in second language learning include limited exposure, focus, and incentive.

- Even in ideal acquisition situations, few adults achieve native-like proficiency in a second language.

- The age factor is significant, with adolescence being proposed as an optimal time for language learning due to cognitive maturation.

- Affective factors, such as self-consciousness and lack of empathy, can inhibit language acquisition.

- Children are less constrained by affective factors in language learning compared to adults.

- Some studies suggest that alcohol can temporarily reduce self-consciousness and improve pronunciation in language learning, but this effect is limited and not a sustainable solution.

- The Grammar-Translation Method: Focuses on memorization of vocabulary and grammar rules, often neglecting practical conversational skills. Originating from Latin teaching, it emphasizes written language over spoken language, resulting in students who may excel academically but struggle in real-life language use situations.

- The Audiolingual Method: Developed in the mid-20th century, this method emphasizes spoken language through systematic drills, aiming to develop language fluency through habit formation. However, critics argue that this approach lacks resemblance to real-life language use and can be tedious for learners.

- Communicative Approaches: These modern methods prioritize real-life language use and communication over grammar rules and isolated practice. Emphasizing language functions rather than correct forms, lessons focus on practical situations such as asking for things in different social settings. This approach is seen as more effective in preparing learners for real-world language use and is often tailored to specific purposes, such as English for medicine or Japanese for business.

- Shift in Focus: Recent developments in L2 studies have shifted focus from teachers, textbooks, and methods to learners and the acquisition process.

- Tolerance of Errors: Modern approaches tolerate errors as natural parts of the learning process, contrasting with traditional views where errors were seen negatively and to be avoided.

- Acquisition Process: Errors in L2 usage are viewed as indications of the natural acquisition process rather than hindrances to learning, akin to how children acquire their L1.

- Transfer: Errors may result from transfer, where learners use features from their L1 in the L2, either positively (beneficial) or negatively (hindering understanding).

- Interlanguage: Learners develop an interlanguage system that contains aspects of both L1 and L2, but also has its own rules and variability. Fossilization may occur in interlanguage, hindering further progress.

- Motivation: Successful L2 learners are often highly motivated, either instrumentally (for specific goals) or integratively (for social integration).

- Input and Output: Comprehensible input and opportunities for meaningful interaction are crucial for L2 learning. Negotiated input, where learners and native speakers clarify meaning together, is beneficial.

- Task-Based Learning: Task-based learning involves learners engaging in activities that require L2 interaction to achieve a clear goal. This approach focuses on improving fluency and communicative competence rather than just knowledge about the language.

- Communicative Competence: The ability to use language accurately, appropriately, and flexibly.

- Grammatical Competence: Involves the accurate use of words and structures, but focusing solely on this aspect isn't enough for effective communication.

- Sociolinguistic Competence: Knowing when to use language appropriately in social contexts, understanding nuances such as politeness or formality.

- Strategic Competence: Ability to organize messages effectively and compensate for difficulties in communication. Involves using strategies to convey meaning when lacking vocabulary or facing comprehension gaps.

- Example: A Dutch speaker used a communication strategy to describe "horseshoes" when lacking the English term "hoofijzer," demonstrating flexibility and successful communication.

- Importance: Developing strategic competence enhances communicative success, allowing learners to overcome potential obstacles in interaction.

1. Chinese students in Beijing are studying English in an EFL (English as a Foreign Language) setting.

2. Mathematics is learned, not acquired, because it is typically taught through conscious accumulation of knowledge rather than naturally through interaction.

3. Four typical barriers to acquiring an L2 as an adult compared to L1 acquisition as a child are limited exposure, focus, incentive, and unconscious commitment to the structures of the L1.

4. "The Joseph Conrad phenomenon" refers to the situation where individuals may achieve expertise in written language but struggle with spoken language, often retaining accents from their native language.

5. One positive personality trait in language learning is self-confidence.

6. The approach characterized by oral drills is the Audiolingual Method.

7. Positive transfer involves using knowledge from the L1 to aid in L2 learning, while negative transfer involves using incorrect L1 structures in the L2, hindering comprehension.

8. When an interlanguage fossilizes, the learner's language development stops progressing, resulting in a fixed repertoire of L2 expressions that may contain errors.

9. Comprehensible input is necessary for acquisition, meaning learners must understand the language they are exposed to.

10. The three components of communicative competence are grammatical competence, sociolinguistic competence, and strategic competence.