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The acquisition-learning hypothesis emphasizes the distinction between the two processes of acquiring a language naturally through exposure to the language in context and learning it through formal instruction. According to this hypothesis, language acquisition is heavily influenced by external stimuli, such as interaction with fluent speakers, exposure to authentic language situations, and meaningful communication. This highlights the significance of real-life engagement with the language in the acquisition process.

In contrast, the other hypotheses focus on different aspects of language learning. The natural order hypothesis suggests that language acquisition follows a predictable sequence that is somewhat universal among learners. The affective-filter hypothesis pertains to emotional factors affecting language acquisition, such as motivation and anxiety, while the monitor hypothesis relates to the use of learned rules to monitor language use, emphasizing the role of conscious learning. None of these other hypotheses center on the impact of external stimuli to the same extent as the acquisition-learning hypothesis does.