Acquisition – learning hypothesisAccording to Gass (1997), Krashen emphasizes that there are two independent processes that develop second language competence. These two processes are acquisition and learning. Acquisition is a subconscious process in which learners acquire language in the same way that children acquire their first language. In this process, learners are not aware that they are acquiring the language, but they know that they are using it in communication. The other process by which learners can develop their second language skills is apprenticeship. Learning is a conscious process in which learners learn the language in a formal setting. They first learn the rules of the language, then use them while learning (p. 80). Additionally, McLaughlin (1987) states that Chomsky's statement that "people learn language from pedagogical grammars using their unconscious universal grammar" is similar to Krashen's idea. that children and adult learners have access to DAL. This LAD allows them to understand the language by having access to contributions from speakers of the target language. Krashen also asserted that the acquisition-learning distinction is similar to Chomsky's distinction between "knowing" and "knowledge." There is, however, a difference between these two distinctions. “Acquisition” refers only to subconscious processes, while “knowing” can refer to both conscious and unconscious processes (p. 23). Krashen asserts that what is learned cannot be transferred to the acquired system. He also states that mastery is evidence of subconscious processing that occurs in the acquired system. However, Gass and Selinker (2001) argue that learners can use the target language effectively and fluently even if they study during......the middle of the copy......teaching can influence both acquired and learned systems when all monitor conditions are met. He also states that learners must receive correction in addition to instruction in order to benefit from the Monitor (pp. 272-273). The evidence for Krashen's Monitor hypothesis leads to different implications for teaching. Teachers should give learners enough time to think and retrieve the form they need. Teachers also need to be aware that not all learners are the same. For example, some learners may need more time to process information if they use the Monitor too much. Additionally, teachers should create opportunities for learners to develop their Monitor in low-pressure situations such as small group discussions and games. Teachers should also avoid excessive correction, so as not to discourage learners from using the target language (Pearson, 2011).