The acquisition-learning distinction hypothesis states that adults have three distinct and independent ways of developing competence in a second language.

The natural order hypothesis states that acquisition of grammatical structures proceeds in a predictable order.

Which of these three aspects is not presented by the acquisition-learning distinction hypothesis as a way of developing competence in a Second Language?

The monitor hypothesis posits that acquisition and learning are used in very specific ways.

Second language performers can use concious rules only when these conditions are met:

It can be said that we acquire only when we understand language that contains that is up to where we are now in a language level.

The input hypothesis relates to acquisition, not learning.

We acquire by understanding language that contains structure a bit beyond our corrent level of competence.

Which of these affective factors is not concidered as a factor in the affective filter hypothesis?