Conclusion
We have much to gain from the understanding of learning principles that have been presented in this chapter, of the various ways of understanding what intelligence is, and of how research on learning has been applied to the language classroom. Some aspects of language learning may call upon a conditioning process (as highlighted in the ALM); other aspects require a meaningful cognitive process; others depend upon the security of supportive co-learners interacting freely and willingly with one another (as exemplified in CLL); still others are related to one's total intellectual structure. Each aspect is important, but there is no consistent amalgamation of theory that works for every context of second language learning. Each teacher has to adopt a somewhat intuitive process of discerning the best synthesis of theory for an enlightened analysis of the particular context at hand. That intuition will be nurtured by an integrated understanding of the appropriateness and of the strengths and weaknesses of varied perspectives on learning.
