TESOL 2025 – 400 Free Practice Questions to Pass the Exam

The acquisition-learning hypothesis emphasizes the distinction between language acquisition, which occurs naturally through meaningful communication and interaction, and language learning, which involves the formal study of language rules and structures. According to this hypothesis, actual language use is far more critical for achieving effective communication than merely understanding grammatical rules or vocabulary in isolation. This perspective aligns with the idea that true language proficiency is developed through immersive experience and practical application rather than solely through formal education or memorization of rules.

In contrast, the other hypotheses address different aspects of language learning. The monitor hypothesis suggests that learned knowledge can be used as a "monitor" to adjust spoken or written output but does not prioritize use over formal knowledge. The threshold hypothesis posits that a certain level of linguistic competence is necessary before learners can function effectively in a second language, which does not directly challenge the value of formal rules. Lastly, the affective filter hypothesis focuses on emotional factors that can impact language acquisition, suggesting that anxiety, motivation, and self-esteem play a more significant role in language learning than the structural knowledge alone.