1. REACTION PAPER
The book “Popular ideas about language learning revisited”, written by
Patsy Lightbrown, and Nina Spada in 2010 expresses several assumptions, as “the
best predictor of success in second language acquisition is motivation” (p.185) in
which the authors assert that learners who feel motivated have more opportunities
to learn. However, this is not always true: children and adults motivation could be
the same, but the knowledge to get input are not the same. In fact, it is easier to
learn for a kind that for an adult. Furthermore, in the assumption “students learn
what they are taught” (p.193) the authors affirm that some learners have the
capacity to catch input, while other students have some disadvantages (e.g.
demotivation, difficulties to learn). The act of learn depends on many factors which
are going to be explained in detail on this analysis. Similarly, “Common
Assumptions of Language Teaching”, written by Vivian Cook in 2001 states plenty
of beliefs from the nineteenth century in terms of language acquisition and
teaching. On the one hand, it is asserted that “teachers should avoid explicit
discussion of grammar” (p. 5). This belief was born as a response for the previous
old-style teaching methods based on grammatical rules, instead of communication.
On the other hand, there is a statement which expresses that “students learn best
through spoken, not written language” (p. 3). Following the theories of
phoneticians, who took place in the educational revolution. Thus, through the time
experts have been helping to improve the perspective of language acquisition and
teaching, as fast as possible.
As Lightbrow and Spada (2010) notes “students learn what they are taught”
(p.193). There is an important issue to be clarified in this popular idea: TSL
(teaching, study and learning). This acronym is the essential part to be successful
as a teacher and as a learner of any subject. Teachers give the knowledge to be
acquired by the learners; nevertheless, if the students do not practice and study for
their own, they will not learn. In fact, everyone needs to understand this topic, due
to the fact that many people use to believe that students only learn at the school,
universities, or any educational institution. Also if the learners do not acquire the

2. knowledge people usually blame teachers. Eventually, understanding the TSL
concept everyone will be more efficient and involved in the teaching process
through the use of this system of acquiring knowledge.
On the other hand, the conception “the best predictor of success in second
language acquisition is motivation” (p.185) reflects that teachers are not totally
competent; their teaching methods might be too old or not suitable for everyone.
Moreover, some learners could not understand, or may have problems to follow the
different topics that are involved in the subjects. As a result, the students could not
learn in their hundred percent and teachers could not transmit the knowledge
properly. Nonetheless, students who have a correct attitude in class, as well as a
good motivation achieve the goals. For instance, learners who participate in class,
who ask about their doubts are more capable to aim learning. In fact, motivation is
an important factor to acquire knowledge, if not the most significant.
On other front, between the assumptions exposed by Cook (2001) it is
mentioned that “teachers should avoid explicit discussion of grammar” (p. 5) is
completely related to the teachers’ role. Majority of learners feel uncomfortable if
teachers correct them every time they make a grammar mistake, due to the fact
that they lose their motivation to learn and – in the same way – to acquire
knowledge, because they can feel undervalued by the teacher. Therefore, teachers
have to teach learners for achieving the goal of being users of the language,
instead of experts. Consequently, teachers do not need to pay special attention to
grammatical rules all the time of instruction: they need to monitor that
communication is present. Accordingly, “students learn best through spoken, not
written language" (p. 3) but, why is that an important assumption to take into
account? The answer is given by Cook (2001), who insists on the postulation of
many linguists: “(…) speech is the primary form of language and writing depends
on speech” (p. 4). Even if we realize that speech and writing are not completely
equal.
Concluding, in terms of language acquisition and teaching process, learners
and teachers must take relevant part of it. There is no just one responsible for

3. developing a new language. It is an everyone’s job to go on with progresses in the
educational area. Variances in these beliefs depend on the sort of individual and
the context that they are being through. For this reason, it is possible to mention
that it is a 50/50 issue. It means that it is a collaborative work. Moreover, teaching
is one of the most important and difficult tasks, because teachers must be capable
of managing learning processes of language learners.
REFERENCES
Cook, V. (2001). Common Assumptions of Language Teaching (p. 3-11). UK:
Routledge.
Lightbown & Spada (2006). How Languages Are Learned (3rd edition) (p. 1-28).
Oxford: Oxford University Press.