Language learning is a three-way interaction between the input, the learner, and the
interactional context (Bloom, 1974). This three-way interaction provides a general
framework for understanding first and second language acquisition, in both naturalistic and
formal contexts. In order to elaborate this general framework, we need to model its three
components:
1. The input. We need to know how the linguistic input can be structured to maximize
effective learning. What aspects of the phonology, syntax, semantics, and
morphology of the input does the learner use to “crack the code” of the new
language?
2. The learner. We need to understand exactly how the cognitive abilities of the learner
shape the process and outcome of second language instruction.
3. The context. Traditionally, the classroom environment maintains a rather uniform
structure in which interaction is controlled by the instructor. How does this
framework affect learning and how can it be varied to improve the learning process?