At the end of this chapter it would not seem inappropriate to add evidence from
'experience’ to the evidence from the 'literature' in Chapter Two and suggest
that Stem's claim remains largely unchallenged. The following Chapter Four
will deal with a range Ofsubstrates required to Ieam a foreign language
efficiently and ultimately successfully within the artificial constraints of the
classroom, where learning a language is likely to require more than access to
innate language learning mechanisms and principles.
197
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