Formulating a theory of second language learning

This article is intended to establish a framework for the formulation of a comprehensive theory of second language learning in which theories of first and second language learning may combine to form a unified theory. It proceeds through a critical assessment of currently one of the foremost theories, the monitor model (Krashen, 1982). Each of Krashen's five hypotheses is considered, and counteropi-nions, fortified with the results of research, are presented. The article concludes with a call for a more comprehensive theory that accounts for the diverse ways in which people develop their ability to use a second language.