Important: Remember that the statements in bold type are only popular "opinions" about language learning, and are not necessarily completely true.The "facts," based on second language acquistion research, are summarized below each of the statements.
 

1. Languages are learned mainly through imitation

• Neither L1 nor L2 is learned mainly through imitation.
• Learners produce many novel (original) utterances in addition to language they've heard before.
• Even children learning their first language imitate selectively.

2. Parents usually correct young children when they make mistakes

• Parents usually focus on correcting meaning, not form (grammar and pronunciation).

3. People with high IQs are good language learners

• They may have an advantage in memorizing grammar rules and vocabulary, but not in learning to use language.

4. The most important factor in second language acquisition success is motivation

• Motivation is important, but there are also many other factors.
• Motivation increases success, but success also increases motivation.

5. The earlier a second language is introduced in school programs, the greater the likelihood of success in learning

• It depends on the objectives of the program and the amount of time spent.
• Starting earlier may lead to more native-like acquisition eventually (especially for pronunciation), but children who start later catch up quickly.

6. Most of the mistakes which second language learners make are due to interference from their first language

• There are many causes of error; L1 interference is just one of them.
• Learners with different L1s make the same errors when learning a particular L2.

7. Teachers should present grammatical rules one at a time, and learners should practice examples of each one before going on to another

• Language learning is not linear in development, but involves integrating new rules into the existing system (i.e., "interlanguage").
• Learners may use a rule correctly for a while, then begin using it incorrectly, and then relearn it.

8. Teachers should teach simple language structures before complex ones

• No matter how language is presented, certain structures are acquired before others (i.e., there is a "natural order").
• Teachers should provide "comprehensible input" that is understandable to learners, but also contains some new words and structures.

9. Learners' errors should be corrected as soon as they are made in order to prevent the formation of bad habits

• Errors are a natural part of language learning.
• Correction may only be useful when the learner is ready for it.
• Too much error correction can have a negative effect on motivation, but teachers should point out persistent errors.

10. Teachers should use materials that expose students only to language structures which they have already been taught

• Learners can comprehend the general meaning of many forms they have not learned completely.
• Students need to be challenged; otherwise, they may lose motivation.
• Students have to learn to deal with real language, not just artificial classroom language.

11. When learners are allowed to interact freely in groups or pair activities, they learn each others' mistakes

• Research says that isn't true; they don't produce more errors, and they can give useful feedback to each other.
• Group and pair activities can give students more chances to produce meaningful language.

12. Students learn what they are taught

• While students can only learn the language they are exposed to, they don't learn everything they are taught, of course.
• For learning to be successful, the language taught must be appropriate for their level of development.
• Students learn a lot of language that they are not taught.