Second language teaching should focus on encouragingacquisition, and on providing input that stimulates the conscious 1language acquisition potential all normal human beings have. Thisdoes not mean to say, however, that there is not room at all for 2conscious learning. Conscious learning does have a role, but it is no longer a lead actor in the play. For starters, we mustn't realize that learning does not turn into 3acquisition. While the idea is that we first learn a grammar rule and 4then use it so much that it becomes internalized is common and mayseem obvious to many, it is not supported by theory neither by the 5observation of second language acquirers, who often correctly use "rules" they have never been taught and don't even remember accurately the rules they have learned. However, there is place for grammar, or the conscious 6learning of the rules of a language. Their major role is in the use 7of the Monitor, which allows Monitor users to produce more correct output when they are given the right conditions to actuallyuse their Monitor, like in some planned speech and writing. 8So, for correct Monitor use the users must know the rules they are 9applying, and these would need to be rules that are easy to remember and apply—a very small subset of all of the grammaticalrules of a language. It is not worth for language acquisition to teach 10difficult rules which are hard to learn, harder to remember, and sometimes almost impossible to correctly apply.