Category of principles of language learning and teaching

We commonly attribute students’ success to their widely observed tendency to acquire language subconsciously, that is, without overtly analyzing the forms of language themselves. Through an inductive progress of exposure to language input and opportunity to experiment with output, they appear to learn languages without “thinking” about them. This childlike, subconscious processing is similar to automatic processing with peripheral attention to language forms. That is, in order simply to manage the incredible complexity of language - the vast numbers of bits information- both adults and students must sooner or later move away from processing language unit, piece, focusing closely on each, and “graduate” to a form of high- speed, automatic processing in which language forms (affixes, words, word-order, rules etc.) are only on the periphery of attention.