second-language learning, one can receive input for learning both inside and outside the classroom. They can readily put to use what is learned, as can the child learning its first language, so much naturalistic practice is possible. Second-language learners are usually more successful in developing non-native language skills and what is learned may be essential for getting along in the community, so motivation is stronger. Acculturation that is a main aspect of learning a language is easier in the case of second-language learning and the emotional role of language (as opposed to communicational role) is easier to use for learners. The major characteristics of the planned condition of the classroom in the case of foreign-language learning as opposed to natural conditions of second-language learning are: Psycho-social demands of classroom: The school classroom requires adjustment of the learner to the group processes, classroom discipline and procedures. The learner receives only a limited amount of individual attention. Regular attendance is required. Preselected language data: The teacher generally introduces preselected target language items. Spontaneity is limited. A planned curriculum is followed with the teacher attempting to realize certain goals regarding the language that is to be learned. Grammatical rules presented. The teacher may describe a rule in the native language to explain a grammatical structure. The teacher is expected to understand, assimilate and later apply the abstract rule. Unreal limited situations. Situations for language use in the classroom are limited in variety and scope as compared to those outside of the classroom. The situations which are employed are often simulated. Educational aids and assignments. In order to assist learning and achieve teacher goals, books, writing or a language lab, for example, may be used. Work assignments may be given to be completed in the class or at home. There are some other issues in teaching and learning foreign language and second language including the type of motivation and the distinction between 'learning' and 'acquisition' that I will discuss them in separate parts. Acquisition versus learning There is often a distinction between acquisition and learning in linguistic and pedagogic literature. Children are described as 'acquiring' their native language, where there is no previous information and knowledge in their mind. On the other hand, adults are said to 'learn' a non-native language. Acquisition is viewed as a natural, unconscious, untaught, and probably unteachable process, while learning is somewhat artificial, usually conscious and possibly dependent on