xpedite the acquisition process? But who is this "one"? A 2-year-old or a 25-year-old? A male or a female? A bright student or a dumbbell? An educated person or an illiterate? An enthusiastic learner or a scatterbrain? In the end, does it make any difference? Is not learning a universal cognitive process, anyway? And if, as Noam Chomsky holds, there are genetically determined "universals" to learning, why bother?
Whatever the question, it implies a "best way" to teach and to learn. Shades of taylorism. The question would be more explicit if it were rephrased more or less thus: How does one teach specific language L2 to specific student S1 whose native language is specific language L1 and who has x years of significant exposure to L2 and lives in a predominantly L1 or L2 or L3 environment, is x years old, is rather bright, is well motivated, and is a female (inasmuch as brain lateralization and verbal capacity seem to differ between males and females)?
Larsen-Freeman & Long found the following
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