The NA instructor does not expect students at the end of a particular course to have acquired a 'specific grammar point'. In input classes, students are given as much comprehensible input as possible. The role of grammar classes is to produce 'optimal monitor users' and to aid comprehension indirectly. Therefore, the core of the NA is acquisition activities which have a purpose other than conscious grammar exercises such as audiolingual drills and cognitive learning exercises. What is implied by the Monitor Hypothesis for FL classes is, therefore, to achieve optimal monitors.
Learned knowledge enables students to read and listen more so they acquire more.
Especially in early stages, grammar instruction speeds up acquisition. This is one of the reasons why adults are faster than children in terms of the rate of achievement. However, the NA teacher wishes his students to use the monitor where appropriate. Hypothesis As for the application of the Input Hypothesis, the instructor should provide input that is roughly-tuned. For instance, the teacher can lay more emphasis on listening and reading comprehension activities.