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Over the years, language teachers have alternated between favoring teaching approaches that focus primarily on language use and those that focus on language forms or analysis. The alternation has been due to a fundamental disagreement concerning whether one learns to communicate in a second language by communicating in that language (such as in an immersion experience) or whether one learns to communicate in a second language by learning the lexicogrammar-the words and grammatical structures-of the target language. In other words, the argument has been about two different means of achieving the same end. As with any enduring controversy, the matter is not easily resolved. For one thing, there is evidence to support both points of view. It is not uncommon to find learners who, for whatever reason, find themselves in a new country or a new region of their own country, who need to learn a new language, and who do so without the benefit of formal instruction. If they are postpubescent, they may well retain an accent of some kind, but they can pick up enough language to satisfy their communicative needs. In fact, some are natural acquirers who become highly proficient in this manner. In contrast, there are learners whose entire exposure to the new language comes in the form of classroom instruction in lexicogrammar. Yet they too achieve a measure of communicative proficiency, and certain of these learners become highly proficient as well. What we can infer from this is that humans are amazingly versatile learners and that some people have a natural aptitude for acquiring languages and will succeed no matter what the circumstances.