Researchers who view learning from a social-constructionist perspective have argued that the way learners approach and respond to learning a L2 can only be considered in relation to the specific learning activities in which they engage and that methods which require them to report on general trends are inherently flawed. Beliefs about language learning Inventory questionnaire examining five areas of learner beliefs; language aptitude, language learning difficulty, nature of language learning, effective learning and communication strategies and motivation. The strategic inventory for language learning (questionnaire which exists in several forms and for English-speaking learners of foreign languages) measuring direct and indirect learning strategies. It is also possible that age affects the actual psycholinguistic processes involved in learning, with younger learners being able to access a "language acquisition device" and older learners relying on general learning strategies. cognitive - the fundamental difference hypothesis. Skehan explained these findings by proposing that aptitude tests measured both an underlying language learning ability, similar in L1 and L2 learning, and also an ability to deal with decontextualized material , like that found in the formal language tests he used to measure L2. In these studies, implicit learning was operationalized as exposure to sentences depicting a specific structure with instruction to memorize the sentences, while explicit learning involved asking learners to actively search for the rule or, in in some cases, to process the sentences after having received an explanation of the rule. The developmental stage of the learners was also a factor; less advanced learners with a high Phonologica level... middle of article...... sed learning is theoretically based on communicative competence, which emphasizes socially appropriate and meaningful use of language , that is, knowing how to use language effectively rather than knowing the language. Full immersion programs immediately introduce the second language and use it for 100 percent of the course work for a specified period of time leading to the gradual introduction of the first language. The specific goals of the program are to promote academic achievement, second language acquisition, positive intercultural attitudes and high self-esteem, created by equal validation of a minority and majority language and opportunities for children minority languages ​​to act as models for the majority language. children. In subtractive models, such as transitional education, assessment typically focuses on the majority language at the expense of the minority language..