Many researchers use
both terms (acquisition and learning) interchangeably. Nevertheless, acquisition might be considered more general or on a higher level in the
lexicological hierarchy, as the meaning incorporates both unconscious and
conscious processes, while learning is considered to refer to the latter only.
Krashen (according to Gomez, 2002) characterizes language acquisition as the
process that occurs when we learn our first language. On the other hand, language learning is learning about a
language, that is, learning about grammar rules, vocabulary, pronunciation, etc.
Krashen argues that
in order to learn a second language, a learner needs to be provided with the
opportunity (environment) to acquire it; learning will occur without any
conscious effort from the part of the learner. He, however, has not made clear
what is meant by conscious and subconscious. As a consequence, “it is
impossible to know whether learners are operating on the basis of rule or feel
in a particular case” (Svoboda and Hrehovčík, 2006: 200).
Klein (1986: 20) suggests
the following categories of second language acquisition:
Spontaneous: when the learner has access to the target language in the course of everyday
communication within the environment;
Guided: when these materials are supplied in ‘digested’ form.
Similarly to other
authors, Klein further distinguishes between foreign and second language (he
uses ‘second’ language as a more general term to refer to both of the above).
Learning a foreign
language means studying, in a conscious and active way, how it works, what the
rules and principles are as well trying to act in the way these predetermine
its correct and effective use to be. Acquiring a foreign language not only
refers to the above-mentioned activities, but also includes subconscious receiving
of information, knowledge and experience. As the term ‘acquiring’ a foreign language is more complex than ‘learning’, it more appropriate to use
it throughout this treatise
